Mystery Game

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Mystery Game
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Pupil Learning

• Learning from each other
• Learning with each other
• Learning on behalf of each other

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Aims

• To reflect on pupil learning
• To create time and space to reflect on what we do
  well and
• To consider what we could do better/differently
• To engage with the knowledge base on learning and
  learning loss

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Video One
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Mysteries as examples of challenging activities

• The process can help pupils practice and develop
  some crucial skills
• Sorting relevant information from irrelevant
  information
• Interpreting information
• Making links between disparate pieces of
  information
• Speculating to form hypothesis
• Checking and refining
• Explaining
• (Thinking Through Geography, David Leat, 1899857
  42 7, published by Chris Kington Publishing, 27
  Rathmore Road, Cambridge CB1 7AB. Available
  directly from the publisher 30)

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Mystery

• Primary
• Why did Amit do less well in his Key Stage 2 SATs
  than predicted?

• Secondary
• Why did Tom do less well in his GCSEs than
  predicted?

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Doing the task

• You may wish to consider sharing the reading. It
  is important that everyone processes all of the
  information
• Develop an explanation as to why Amit or Tom
  failed to do as well as expected
• Begin to classify then label the possible
  explanations for this

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How many Toms or Amits do you have in your
school?
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Video Two
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Learning Loss the challenges

• Transition
• Assessment
• Knowledge application
• Classroom work

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Discussion Questions

1. Can the learning loss in benign settings be
   audited in your school? Where are you strongest?
   Where are you weakest? Where might you get best
   return on effort?
2. Who in your network, at whatever level, is doing
   good work in any of these settings?
   Specifically, what do some teachers already know
   and do that might be transferable to other
   teachers practices? How can this knowledge be
   audited and validated? How can it be represented
   (written down, videoed, talked about) in order to
   share it?

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Discussion Questions (cont)

1. How might pupils be involved in identifying good
   teaching practices. Note here that pupils are
   often very conservative of their safe working
   practices they notoriously do not like
   challenging teaching. There are probably good
   reasons for this. What do your staff know/do
   about taking pupils beyond the comfort zone of
   classroom work?
2. What leadership and management functions would be
   necessary to initiate and sustain these lines of
   enquiry and professional development?