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Plenaries for secondary drama

Discussion in 'Drama and performing arts' started by leebyron72, Nov 20, 2011.

  1. <font size="2">Hi, </font><font size="2"> </font><font size="2">I'm in the first term of a GTP in drama and I'm struggling with the use of plenaries.</font><font size="2"> </font><font size="2"> My departmental colleagues all tend to use the same 'What went well/even better if' peer evaluation model for every lesson. In fairness I would say that this method may be uninspired but it's efficient and fulfils the remit.</font><font size="2"> </font><font size="2">As a GTP I feel duty bound to try to be more creative with my plenaries and I'm spending many hours of my lesson planning time trying to come up with all kinds of whizzy ways of achieving the same thing. A lot of the plenary resources I have downloaded from the web were not created with drama in mind and many of the suggestions are simply not practical. For example, I prefer not to use any activity which involves writing as the resulting disruption as the students all go to collect pens and books from their bags can cost me four or five minutes of valuable lesson time. At the other end of the scale, many suggested plenary activities just seem redundant in a drama class (i.e. act out what you have learned today, create a still image of an aspect of today&rsquo;s lesson, hot seat a character). I&rsquo;m sure all these ideas are great if your students have spent the last 50 minutes behind a desk, but in my classes it&rsquo;s just more of the same. </font><font size="2"> </font><font size="2">I&rsquo;m starting to get disheartened and a little resentful as I&rsquo;m spending a disproportionate amount of time on this one aspect of my lesson planning and it feels like I&rsquo;m including these activities for the sake of it, not because they are genuinely enhancing the students learning. </font><font size="2"> </font><font size="2">Many experienced teachers have told me, off the record, that they don&rsquo;t use the three part lesson structure unless Ofsted is in and that I shouldn&rsquo;t worry about it. Unfortunately, as a GTP every day is an Ofsted inspection so I have to keep jumping through these hoops.</font><font size="2"> </font><font size="2">I&rsquo;m calling on any kind hearted drama specialists out there for advice and tips on how to get over this hurdle. I would also welcome any suggestions for plenary activities that look great in an observation and don&rsquo;t disrupt the flow of a lesson too much.</font><font size="2"> </font> <font size="2">Please help![​IMG]</font>
     
  2. Oh, and if anyone can explain why none of my formatting has appeared in this post that would be helpful too!
     
  3. Hi,
    If you're still looking at this thread for results, i hope the following is helpful:
    I agree, peer/self assessment is useful. Ask students to pair up and ask each other what they've learnt, or to have a conversation that uses subject specific vocab you may have taught them in that lesson. Then they feed back, telling you what their partner has told them.
    Lists of words on the board and removing one at a time and asking students about the meaining is another good finishing task and can develop into n extended q and a session.
    hangman in teams with prizes?
    Hope this helps as a start.

     
  4. Hi
    This is something that I am looking at as part of a Masters assignment as I find them incredibly difficult in drama. If I have taught a new technique or done something on character I might do a card sort.
    Also putting statements around the room and getting students to move to which they feel works
    e.g. How is character x feeling at this point in the play?
    I do a lot with questioning, trying to use Blooms taxonomy.
    Also looking at how I am going to check what they have learnt, yep I see it but what feedback do I give the students when they are devising? Can they write a post-it note about how they felt following the feedback?
    A washing line to pop things on they have learnt or questions they have about the technique then to look at them.
    Two stars and a wish for performances.
    Reviewing work is great, can they review work in progress then come back to it.
    Sharing with one group, a whiteboard with targets on, then at the end of the lesson have they met them?
    Hope something might have helped.
     
  5. Some inspiring ideas there for me, BG and AB, thanks. Bloom's Taxonomy's a good one; I have a poster of it for the studio wall, for when I get off supply and into my own classroom!


    (Shame the OP hasn't seemed to stay around to read them all)
     
  6. jubilee

    jubilee Star commenter

    What's wrong with simple Q & A?
    Ask which group they thought achieved the objective best and why? What techniques did they use to create suspense/ surprise/ sadness/ excitement/ anger etc?
    You could have an ordinary whiteboard split into columns for the various groups and that number of pupils (at a time) could use board pens to record their constructive comments (positive and negative) on aspects of their own or other's tasks. Pupils who don't like writing in books will often enjoy the opportunity to use a marker pen! You could then take a photo of the board or copy down the comments (with date and class reference) as evidence of your plenary activity for your portfolio.
     
  7. Thank you to everyone who took the time to share your expertise. It is much appreciated. Apologies if I appeared rude by not responding earlier. In fact I have been very ill (I very nearly had to drop out of my course) and I've only just returned to work.
    The issue of plenaries is still a weakness for me and I will definately use some of the ideas posted here.
    I like the idea of a Bloom's poster. I like the idea of posters in general as I tend to forget things if they are out of sight!
    poor tom, no need to apologise, truth be told I am a bit thick ;)
     

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