Say it once
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Said once, then gone
An instruction that is only spoken has gone by the time you finish the sentence. Anyone who was finding a pen missed it. Written on the board, it is still there when they look up.
For example“What are we doing?” is not rudeness. It is a missing line on the board.
Pick an activity. Each takes two or three minutes.
The four lines every task needs, and the order to give them in.
Why this works in your room
Four lines on the board, and the task starts without you.
For your learners: They can check what to do without asking, and they know what comes next when they finish.
For you: You say it once. The first minute of the task is yours to watch who has started, not to repeat yourself.
Who with
On your own, in pairs or in a group.
What to do
The task itself, in one line.
How long
A number of minutes.
When you finish
What to do next, so nobody has to ask.
Say it
Stop, then speak
Everyone's attention first. Point at each line. Say it once. Hand out after.
Check it
One learner says it back
“What are you doing first?” Then watch the first minute.
Elsewhere in Bradford ThreadWorks
Prompts to paste into Copilot
Two prompts to paste into Copilot. They are our own wording, not Big 4 training. Change what is in brackets, and leave out learners' names.
Four lines for the board
I teach [subject] to [level] learners. The task is: [describe the task]. Write it as four short lines for the board: who with, what to do, how long, and what to do when finished. Use plain words a learner with Entry 3 reading could follow.
Step-by-step for a practical task
I teach [subject] to [level] learners. Write the instructions for [practical task] as numbered steps, no more than six, one action in each. Start each step with a verb. Then tell me which step learners are most likely to get wrong.
Clear instructions, checked
Rosenshine's review of what the most effective teachers do includes giving clear and detailed instructions, and checking that learners have understood before they begin working on their own.
Rosenshine, Principles of Instruction, 2012 (opens in a new tab)How sure is this?
Moderately. Clear instructions and checking understanding are well supported. The four lines are our method, made from what tutors are asked most, and they have not been tested as a set.
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In your room
Pick one task in your next lesson and write its four lines on the board before learners arrive. Count how many times you are asked what to do.
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