Hama:
Yeah. So I would have seen an example that a student has produced and discussed with them and clarified, okay, what's going on here? How have you done that? And why have you done it? So as long as they can articulate it to me, then they're good enough to get up and speak to the class. Even if a part's missing, even if it's not perfect, even if I would have put it a little bit differently, it doesn't matter. It's another voice that's teaching them. It's coming from a peer.
With the writing, I always display student writing up on the board. So they can see exactly what the student has done. And I'll get that student up sometimes to talk about it, saying, "Oh, this is why I've put this here. This is what I've done here". Sometimes just displaying student work, in itself. You know, the students, many pick up, "Great, what they've done here" or "I can use that in my one". It doesn't even have to be explicit. It doesn't have to be explained.
But again, using students to do the modelling and getting them to do some of the teaching has been really invaluable. And it challenges the more able students in class as well.
Student:
When um, I got [name] to help me read my story. When she reads it, it helps me in two ways. It helps me to see if it sounds right, or to see if I need to change things.
back to Hama's class - learning inquiry
Published on: 05 Apr 2018
