Occasionally, on my teacher-training courses and when the mood takes me, I ask colleagues to draw a picture of something familiar, something a child might doodle. A boat. A car. A desert island. A house.
I give them five minutes and ask them to work alone and in silence. When the five minutes are up, I ask them to swap their drawings with the person sitting next to them so that they can peer-assess their artwork. At this point I reveal the assessment criteria.
If I had asked colleagues to draw a house, say, I might inform them that if they have included a front door, their neighbour can award them five points. If they have drawn a path leading up to that front door, they can have a further five points. If they have five or more windows, each with curtains, they can add another five marks. A chimney with two chimney pots gets them another five; a garage, five points; a driveway with a car parked on it, five points; and so on.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
What's included:
-
Unlimited access to news, best practice articles and podcast
-
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here