1. Risky, Edgy Teaching
Flexible PGCE Conference 2013
Paul Smalley
SOLSTICE Fellow & Senior Lecturer in Education
Edge Hill University
Email: smalleyp@edgehill.ac.uk
Twitter: @PabloPedantic
Mobile: 07952884795
Facebook : /PabloPedantic
Blog: http://blogs.edgehill.ac.uk/re/
edgehill.ac.uk

2. Aim
9 practical lesson ideas,
each with some sort of edge
things that have a risk of going wrong,
when they go right are brilliant
solid lesson ideas that you can try
edgehill.ac.uk

3. Why not play it safe?
In schools where behaviour was poor, this was frequently linked
to dull and uninspired teaching.
Ofsted Annual Report 09-10 (2010)
teachers lacked confidence and were reluctant to risk new
approaches
Ofsted Transforming Religious Education (2010)
In the lessons seen in the secondary schools during the survey,
the most frequent strengths included….using a variety of
imaginative approaches
Ofsted The National Strategies: a review of impact (2010)
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4. Where pupils are actively engaged in their learning, they:
have a longer concentration span;
complete work on time;
stay on-task and have few behaviour problems;
maintain a good attendance record
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5. Menu
1. Effective PowerPoint Stimulus - RE/Geography
2. Maps from memory - Physics
3. Demonstration - RE /Maths
4. Mystery game - PSHE
5. Using video clips – RE / Business Studies
6. Active reading – History /Science
7. Guided Fantasy - French
8. Large scale role-play - Citizenship
9. Paper dart plenary
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6. 1. Effective Stimulus
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7. 1. Effective Stimulus
What are the risks?
When could you use this?
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8. 2. Maps from Memory
Prepare a picture
Get pupils into groups of 4 (can vary)
Call out 1s – they have 30 seconds (can vary) to look at the
picture.
After 30 seconds number 2s have 30 seconds to look at
the picture, while number1s draw.
Repeat for 3s and 4s and allow extra time at the end.
Each group should have a perfect facsimile of the original
picture
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9. 2. Maps from Memory
What are the risks?
When could you use this?
Why does this work?
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10. 3. Demonstration
Demonstrating reincarnation with candles
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11. 3. Demonstration
What are the risks?
How could you demonstrate fractions in Maths?
Can you think of any other demonstrations of
abstract ideas in your subject?
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12. 4. Mysteries
One ways to use mysteries …
Divide into two groups, both have the same
evidence on either yellow or blue cards.
The winners are the team which has the best
answer, making greatest use of the evidence in a
given time.
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13. 4. Mysteries
What are the risks?
How else can you use mystery games?
Why do it this way?
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14. 5. Video/media clips
At its best media from the ‘world’ of the pupils is
used to learn about or from religion.
A Business Studies Example “What is a Market?”
– Use Harry & Paul in the Dragon’s Den
http://youtu.be/gIgZ66DlkKI
An RE example: in a lesson on “Is Bar Mitzvah a
good initiation ceremony?” – use Finding Nemo.
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15. 5. Video/media clips
Show the clip of Nemo’s initiation
Analyse why it is a good ceremony – drawing out from
the pupils that:
this ceremony marked Nemo becoming one of the gang -
initiation.
it was a relatively simple task that was built up into a big
thing.
the task was relevant - Nemo had a weak fin but needed to
be a good swimmer in order to escape
Repeat the process with a video of a Bar Mitzvah
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16. 5. Video/media clips
Risk?
Engaging?
Example –
http://www.damaris.org/relessonsonline/index2.php
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17. 6. Active Reading
Directed Activities Related to Text (DARTs)
This term encompasses a range of structured and scaffolded
activities that guide readers to develop understanding, familiarity,
and successful learning experiences by reading and writing.
For me the purpose of DARTs is to enhance and increase student
engagement with textual materials
Pioneered by researchers at Nottingham University (Lunzer and
Gardner, 1979, 1984).
Scientists see Davies and Greene's Reading for Learning in the
Sciences (1984)
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18. 6. Active Reading
Directed Activities Related to Text (DARTs)
Highlight the KS3 History text for
Names
Jobs
Places
Three Key Verbs
Give each paragraph a sub-heading.
Draw a map or flowchart of the story.
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19. 6. Active Reading
Too safe – make it louder and more active!
To teach the seven life processes in Science, start by
rhythmically chanting some poetry.
Do the same with the key text.
Give each pair a verse, they read it out emphasising key
words.
They create an action for each key word.
Perform it as a whole class.
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20. 7. Guided Fantasy
Stone (1995) a visualisation is the use of the
imagination where the person takes an active role in
the story.
Raban (1987) sees guided imagery as 'a directed
method of tapping creative, therapeutic and spiritual
potentialities of the imagination' (115).
My experience is that children love to do this sort of
exercise, if only as an opportunity to ‘chill out’.
edgehill.ac.uk

21. 7. Guided Fantasy
Has links with Neuro-Linguistic Programming,
meditation and psychology.
Grew out of the work of Schilder, Jung and Desoille
Often used in well-being
Can promote spirituality – key factor in new Ofsted
framework.
Begins with ‘stilling’
edgehill.ac.uk

22. 7. Guided Fantasy
Practical Risks?
Theoretical Risks?
Could this be used in your subject?
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23. 8. Large Scale Role Play
Basically I had this mad idea to combine
Citizenship (Crown Court) and putting Jesus on
trial for fraud (the resurrection).
Sue Phillips Theatre of Learning pedagogy is very
similar.
Make your classroom into a place of worship.
edgehill.ac.uk

24. 9. Paper dart plenary
Fold paper into paper plane.
Write on one thing you have learnt this lesson.
When I say throw the plane.
Add something you have learnt to the plane you
catch- repeat twice.
At the end give throw them all to me.
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25. Diamond 9
As a four agree put the cards on the sheet in
order of risk.
Which will have the best results?
Which are you most likely to try?
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