Say It Again, Better: setting high expectations by asking students to re-frame their initial answers
Written By: Author(s): Tom Sherrington and Sara Stafford
1 min read
Students build on their initial thoughts to improve their answer and deepen their learning
Teachers ask students to reframe answers using well-constructed sentences, technical vocabulary and more developed responses. This promotes deeper learning and high expectations for verbal answers.
What does it mean?
It’s normal for first responses to be half-formed as students think aloud and formulate ideas. It’s important to encourage students to give strong answers, but not inhibit them when they are unsure.
‘Say It Again, Better’ gives students a chance to offer half-formed answers as they think aloud, before getting them to finesse their response. Every time a student gives a verbal answer, and before they write anything down, ask them to re-form their response with greater depth, detail and sophistication, or using more technical vocabulary. This simple, but effective, literacy technique helps students to improve the quality of their initial response, and sets high expectations.
What are the implications for teachers?
Be patient; it will take time for students to
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
This article was published in October 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
Please login to comment
0 Comments
Oldest
