This idea comes from Helena, who observed Roz using this technique really successfully last term with a Yr11 class doing simultaneous quadratic equations. However, the technique can be used in lots of different subjects and contexts.
Roz started by showing the steps to an algebraic solution without explaining what she was doing. Pupils had to watch intensely, work out for themselves the logic of the steps, and then give it a go or join in when they caught on. She said that by using this method, the class understood more quickly than if she had explained it.
Rather than overload pupils with visual worked examples AND teacher explanations, this is an opportunity for pupils to intensely focus on one thing…what you are showing them on the board. This reduces cognitive load, demands an intense focus and relies on independence as pupils have to work things out for themselves. It’s riveting and game-like!
This will work in subjects where there is logic, problem-solving, patterns and steps. I can also imagine it working in arts subjects – there are patterns and linked ideas within and across literary texts, for example. You could start by putting a text on the board highlighting particular words. Pupils have to work out the link and pattern and continue independently in their own texts, annotating their own ideas as they go.
So, in summary:
