I've been using the Pose, Pause, Pounce, Bounce (PPPB) strategy a lot in my class for the past 2 weeks. It's not always appropriate to use it and I've learnt that I've really got to make explicit to students when it's a 'No hands up' task and give them thinking time or time to talk to a learning partner to ensure they come up with useful responses.
It's really helping them explore what they think about different concepts and explain their reasoning a lot more. It works really well when a student thought one thing, then after listening to other people's ideas changes his/her mind and explains why. Great skill to have! I've found it particularly useful when exploring mathematical vocabulary, gets students to clarify their thinking right at the beginning of a lesson.
I think it's helping them to engage more, as they know I could call on them at any point. They generally respond positively to it...
I have been using question stems to try and help stimulate conversations. The children, although at first a little confused as to where we were going with this strategy, actually enjoyed the activity. Some children were able to discuss the benefit of using the stems and talked of what they had learned as a result. I did find however that certain stems worked better than others and also that certain stems worked betters IN CONJUNCTION WITH other stems too, lending themselves to a more insightful and natural conversation.
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