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There were 40% replies to an email asking: ‘If y


ou tri session:


1. What did you try? 2. Did it w


ork?


3. What did your studen 4. Did it help you measu challenge?’


Answers included:


1. Students reacted positively and gave further answers and examples to questions when ‘bounced’ into another question.


2. I cut the project brief into puzzle pieces and asked students to rearrange them into a logical sequence. I believe this encouraged reading and comprehension and allowed me to identify the students who needed more support in understanding the assignment.


3. I tried using what if questions and it caused learners to spend longer thinking about the topic, discuss each other’s answers and share deeper understanding.


4. True and false cards worked well with Level 1 & 2 students and it introduced an element of competition which I wasn’t expecting.


ts think re learni


? ng or stretch an d ni


ed any of the tech ques from the CPD


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