The Enquiry | 009 by Downe House School

TEACHING & LEARNING AT DOWNE HOUSE

A Note from the Editorial Committee

Welcome to the Michaelmas Term edition of our staff Teaching and Learning journal, The Enquiry. Across this issue you will find a wealth of ideas and reflections from members of the Downe House community about all things Teaching and Learning.

We begin, importantly, with a section devoted to pupil perspectives about their own learning experience. Here, we asked pupils to write a summary of something they enjoy or find useful in their learning. They were given no further brief or guidance. The comments are, not surprisingly, very insightful!

Next, we hear from Jane Basnett who offers her expertise and thoughts about the role Artificial Intelligence plays in education, and how to ensure it is used responsibly. A topical and important issue. Madeleine Killacky then shares her thoughts and research about play and creativity in a boarding setting.

Agnese Lyne and James Seddon share their findings and reflections from individual Teaching and Learning Projects that they ran during last academic year. Staying with practical matters, Andy Atherton offers some suggestions about how to implement the start of lesson routine, Do Now, into classroom teaching.

Last, but certainly not least, Matt Godfrey reflects on the latest of our flagship national conferences, which took place in June 2024.

Our thanks go to everyone that took the time to write and submit an article. The next edition of The Enquiry will be published in Lent 2024. A Call for Papers will be announced soon, but if you have an idea and would like to contribute, please do get in touch.

Dr Andrew Atherton Director of Teaching and Learning

A STAFF JOURNAL DEDICATED TO REFLECTIONS ON EDUCATIONAL RESEARCH AND TEACHING AND LEARNING AT DOWNE HOUSE SCHOOL

A STUDENT PERSPECTIVE

A Student Perspective

DHYAANA SHOURIE (LVI) EXPLORES STRATEGIES FOR

GETTING THE MOST OUT OF HOMEWORK AS WELL AS THE BENEFITS OF RETRIEVAL

PRACTICE.

There are a number of strategies that I find useful for learning in the classroom. When teachers go through preps in class after having marked them, it can be very helpful, as pupils often become busy with other preps or different subjects. As a result, we focus on getting the work finished and can forget to go over and consolidate it. Whilst this can take up lesson time, which is important for learning new material, most of the girls in my year agree that even ten minutes of discussing prep at the start of a lesson really benefits their learning.

As we are mainly a digital school, we spend a long time each day on our screens. Having certain activities occasionally that do not involve our devices can be a refreshing break from screens, and some pupils find offline work more engaging. Occasionally having low-pressure topic tests on previous material gives us the opportunity to consolidate and recap our subject without too much stress, reducing the need for cramming during exam season.

That said, it is important for teachers to check in with pupils and communicate with each other, as sometimes many tests can fall within days of each other. Although this may be unavoidable, it can make for a very busy and pressurising week for pupils. Everyone learns in a different way, and it’s probably impossible to cater to every single pupil’s individual needs. Therefore, I think the most important thing is to have open communication with your class so pupils can express what works and what they find most helpful. Teachers can then provide feedback on what the class needs to improve on and where extra support is needed. So much learning is missed when pupils are nervous about being wrong, asking ‘silly’ questions, or going at a slower pace than others. If pupils feel comfortable in the classroom to express what does and doesn’t work for them, I believe the learning and teaching experience will be improved.

EVERYONE LEARNS IN A DIFFERENT WAY, AND IT’S PROBABLY IMPOSSIBLE TO CATER TO EVERY SINGLE PUPIL’S INDIVIDUAL NEEDS. THEREFORE, I THINK THE MOST IMPORTANT THING IS TO HAVE OPEN COMMUNICATION WITH YOUR CLASS SO PUPILS CAN EXPRESS WHAT WORKS AND WHAT THEY FIND MOST HELPFUL.

ARTIFICIAL INTELLIGENCE

AI: How can we ensure its responsible use?

JANE BASNETT (DIRECTOR OF DIGITAL LEARNING) EXPLORES SOME OF THE ISSUES SURROUNDING AI AND HOW WE CAN ENSURE IT IS USED RESPONSIBLY AND EFFECTIVELY.

The 2023–2024 academic year saw a rapid rise in Artificial Intelligence (AI), particularly in Large Language Models (LLMs), which many colleagues have undoubtedly incorporated into their daily lives. I have certainly made use of AI in many areas of my work over the last year, and I have largely been grateful for its existence. However, there will be some who think that using AI is akin to cheating. This article aims to explore my experiences with AI and reflect on its implications for our pupils.

LESSON PLANNING & RESOURCES

I once tried using an LLM to help me plan a lesson, but I found the output somewhat unsatisfactory. With three decades of teaching behind me, I do think I have enough of an idea of what is necessary to deliver a successful lesson, so I prefer to build my lessons myself. For new teachers, however, I can see how LLMs could offer valuable guidance, similar to the support of colleagues and department heads. While I do not rely on ChatGPT for lesson planning, I will seek help in creating some resources. A time-consuming aspect of preparation is developing sample exercises or composing French texts with specific topic content. In these cases, ChatGPT can be a real time-saver, swiftly generating relevant paragraphs or sets of sentences that target specific grammar points or topics. An important caveat here is that I have the relevant knowledge already, so I know what I am looking for and I am easily able to check for mistakes or ethical issues. Underneath an AI Generated text, I will cite the source –helping to demonstrate appropriate use.

HOW USEFUL WOULD CHATGPT BE IN AN AREA WHERE I AM LESS WELL-VERSED?

I delivered an extra-curricular session for Removes and Lower Four on App creation (Ideation is the term). This isn’t an area of expertise for me, so I turned to Microsoft CoPilot for help. I fed the LLM the important information: my time limitations, my target audience, my goals and what I thought I might be able to accomplish in that time. CoPilot proved invaluable, helping me structure a session on a topic outside my usual expertise.

MY CRITICAL FRIEND

The nature of my job often involves covering new territory, such as creating documents, delivering presentations, and developing courses. There is no handbook for these tasks, and although I refer to external examples, I also strive to ensure my work is tailored to our needs here at Downe House. I will turn to an LLM either to help me get the ball rolling or to cast a beady eye over my initial thoughts. I appreciate how my critical ‘friend’ can point out any missing elements and equally validate my ideas. A good example has been with AI itself. Before heading to my AI staff team and the E-Champions with some guidelines, I worked through some ideas with Claude AI and gathered some valuable feedback, thus setting me up with some good ideas to work through with the relevant teams. Any of these LLMs provide me with ‘other voices’ which help me to fulfil my role.

MY EXPERIENCES, OUTLINED ABOVE, ILLUSTRATE THE NEED TO CRAFT PRECISE PROMPTS AND THEN CRITICALLY ASSESS THE AI RESPONSES. THIS LATTER CAN ONLY BE ACHIEVED WITH GOOD SUBJECT KNOWLEDGE AND RESEARCH SKILLS.

IMPLICATION FOR PUPILS?

I have valued using LLMs this year in my role and I do think it can help us all not only in terms of saving time, but also to help spark creativity especially where templates do not already exist. My examples above demonstrate how LLMs can be used appropriately and how we can avoid simply plagiarising texts. As educators, we need to understand this type of use so that we can better instruct our pupils. Leading by example is key for us and we can only do this if we embrace the ‘beast’ and look to use it in our own work. There is no doubt that there will be pupils who look to simply type in an essay title to ChatGPT to generate a response which they then present as their own work. We know that this is wrong, as do the majority of pupils. They understand the need to think for themselves and put their own thoughts down in a structured way.

However, we would be doing our pupils a disservice if we do not teach them the essential skills required when using LLMs. These are simply the skills that will be required of them in their workplace. My experiences, outlined above, illustrate the need to craft precise prompts and then critically assess the AI responses. This latter can only be achieved with good subject knowledge and research skills. I envisage that part of our task will be to help our pupils harness LLMs to produce work that sits above the average ChatGPT generated writing which can be spotted at a glance. We will not only educate our pupils in subject content but also help them develop the skills to analyse, critically assess, and determine which questions to ask to get the best results from their ‘AI critical friend’.

AI: HOW CAN WE ENSURE ITS RESPONSIBLE USE?

I have mentioned three LLMs here: Microsoft Copilot, Claude AI and ChatGPT. There are many LLMs available, and they are constantly changing and updating and provide different approaches. It is worth exploring different models to find what works best for you. As ever, be aware that these language models often train themselves on what you put into the system, so do not share personal information.

WHAT NEXT?

Guidelines for pupils and staff are already in place. I believe that the next goal should be to provide a scale demonstrating various levels of AI usage. This would be an easy-to-follow guide, demonstrating usage from ‘No AI’ (e.g., for an essay) to ‘Full AI’ (e.g., for creative projects). The scale will take away any uncertainty for our pupils and will provide opportunities for pupils to appropriately integrate AI into different tasks. In this way we will address concerns that AI equates to cheating, consider our own practices and set a constructive example for our pupils.

Equally important is the continued education of our staff team, ensuring that they are both familiar with tools like ChatGPT and confident in using them effectively. By helping teachers save time through more efficient lesson planning and administration, we also enable them to model appropriate AI usage in their classrooms, an important aspect of educating our pupils. Key, for us, is teaching the girls how to integrate AI thoughtfully, but ensuring that is does not replace critical thinking or academic integrity.

BOARDING

Play and Creativity in Boarding

MADELEINE KILLACKY (HEAD OF SCHOLARS AND ASSISTANT HOUSEMISTRESS) EXPLORES THE RELATIONSHIP BETWEEN PLAY AND CREATIVITY IN A BOARDING SETTING. THIS ARTICLE WAS WRITTEN AS PART OF THE BSA RESEARCH FELLOWSHIP 2023–24. REPUBLISHED FROM THE BSA MAGAZINE AUTUMN 2024.

It is well-known that over the last two decades leaders in the corporate world have turned to the world of play to improve employee wellbeing, increase team bonding, and enhance their employees’ communication skills. All of this, they have found, has the very positive side effect of increasing work productivity and creativity within the workplace. It is similarly well-known that play is beneficial for young children’s learning and development. For example, academic studies indicate that introducing play into the primary classroom is associated with children’s concurrent and later mathematics performance in school as well as increases their ability to socialise positively with peers. Although play is still encouraged to varying extents as children grow older, many children move away from unstructured play environments as they begin their senior school years. Unfortunately, there is very little research that focuses on the benefits of unstructured play for older children in educational settings. I was awarded the Boarding Schools’ Association Research Fellowship for 2023–24, and this opportunity allowed me to start addressing this gap in knowledge.

The word ‘play’ in its broadest sense means to engage in an activity for enjoyment rather than for a serious or practical purpose. Play is intensely pleasurable. It energises and enlivens us, eases our burdens, and renews our natural sense of optimism. Play, however, is also a profoundly biological process and lies at the heart of creativity and innovation. Through play, participants literally shape the world in front of them, develop original ideas that have value, build relationships with their environment, and learn

methods for solving tricky problems. We need people in society who think creatively, communicate, work well in teams, and are quick to adapt, and studies have shown that both children and adults who engage in playful activities develop all of these qualities.

A full boarding education provides two precious commodities: time and space. My research, therefore, surveyed different senior school boarding settings to evaluate how they use their time and space to nurture creativity through play. Specifically, this research focused on better understanding to what extent

unstructured play in senior boarding environments increases pupil wellbeing, enhances pupil voice, and promotes good behaviour and relationships.

Over the year, I gathered qualitative and quantitative data from boarding schools nationwide, surveying boarding pupils in Years 7–13 and conducting interviews with pastoral leaders to achieve a wellrounded set of responses. Overall, survey results and conversations indicated that most pupils feel happier and more relaxed when they spend time playing or engaging in activities they enjoy, such as their hobbies.

While nearly all pupils engage in activities or hobbies weekly, many felt there wasn’t enough time during the school day for play, creativity, or hobbies.

Just over half of the pupils surveyed noted barriers to accessing spaces where creativity and unstructured play are encouraged. For example, places were either ‘out of bounds’ during boarding time, or pupils needed a staff member to accompany them. Some also found it hard to know when places were open.

These results offered statistically interesting insights, illustrating how unstructured play and creative pursuits are encouraged across diverse boarding schools. The survey results were, however, no substitute for visiting the schools to see what excellence and outstanding practice looks like in person. I was impressed by the forward-thinking approaches different schools took to promote play and creativity in their boarding spaces.

So, how can we as busy pastoral staff encourage more play and creativity in our boarding spaces?

ENGAGE WITH PUPILS

Each school I visited encouraged play and creativity differently. What stood out most, however, was that staff engagement strongly correlated with pupil engagement. Where creativity seemed to be deeply embedded in the DNA of the school, and where staff modeled play, pupils were also highly creative. For instance, in schools with an outdoor chess set in the pupils’ common area, a similar set was often found in the staff room. Where a Housemaster displayed LEGO models, students were also building LEGO in the common room. Having layered approaches to promoting creativity and getting stuck in was really important for cultivating a culture of play and creativity in and around the boarding House.

TALK TO PUPILS ABOUT THE BENEFITS OF PLAY AND CREATIVITY

When I spoke to pupils, they felt that the benefits of play weren’t talked about enough in school. If they understood that play could improve productivity and reduce stress (as it does in the corporate world), they said they would be more inclined to participate in these activities.

ENCOURAGE OLDER PUPILS TO RUN ACTIVITIES AND CLUBS FOR YOUNGER PUPILS

Younger pupils reported they were more inclined to participate when activities/clubs were organised by older peers rather than teachers.

INCREASE ACCESSIBILITY TO CREATIVE SPACES

Ensure pupils know where and when creative spaces are available, and leave out equipment like swingball and table tennis to encourage spontaneous play.

CREATE ONGOING CREATIVE CHALLENGES AROUND THE BOARDING HOUSE

Simple yet engaging challenges can provide ongoing opportunities for play and creativity.

ENGAGE WITH PARENTS

Parents, too, should understand the benefits of unstructured play and creativity for their child’s development.

Researching play and creativity through this BSA Research Fellowship demonstrated strong evidence supporting the role of play in our education system, especially in boarding schools where we have the luxuries of time and space. Pupil and staff responses also appeared to indicate that encouraging unstructured play and creativity in boarding time increases pupil wellbeing, enhances pupil voice, and promotes good behaviour and relationships.

T&L PROJECTS

Using Dual Coding in the Classroom: A Teaching and Learning Practitioner Research Project

AGNESE LYNE (HEAD OF SCIENCE AT ELSTREE SCHOOL) EXPLORES THE ROLE THAT DUAL CODING PLAYS IN HER TEACHING, OFFERING LOTS OF CONCRETE AND PRACTICAL EXAMPLES. THIS ARTICLE WAS WRITTEN AS PART OF A T&L PROJECT THAT AGNESE TOOK PART IN WHILST HEAD OF SCIENCE AT DOWNE HOUSE, DURING 2023–24 ACADEMIC YEAR.

Dual coding has not always been at the forefront of my mind. It was a teaching technique I had heard of before, but I didn’t think I could really use it in the classroom. Then I watched Adam Boxer’s video “Dual coding for teachers who can’t draw” and a new door of possibilities opened right in front of me. What if I could teach by using images instead of words?

Words in Science are difficult. Often my pupils will remind me of how tricky it is to have to spell phenolphthalein in the middle of a stressful GCSE exam. I know the feeling and I fully understand where they come from. So, I asked myself, what if we could teach tricky concepts using images? Would that help retention? Would that help engagement? If you believe that the answers to these questions lie within the remainder of this article, I must disappoint you. Instead, I will share the story of how my classes, and I explored the use of dual coding in Chemistry this year.

You might be wondering, “What is dual coding?” Google would suggest: Dual coding is a powerful instructional strategy grounded in cognitive science. It capitalises on how our brains process information through two distinct channels: visual and verbal. By presenting scientific concepts using both channels simultaneously, teachers can significantly improve pupil learning and retention.

Easy, right? Not exactly. What if I could explain this by using an image instead…

Imagine you were trying to remember something new, like the parts of a plant. Dual coding in teaching is like giving your pupils’ brains two tools to remember things instead of just one.

Tool 1: Words (Verbal) This is like explaining what a leaf is, a stem is, and so on.

Tool 2: Pictures (Visual) This could be a drawing of a plant showing the different parts with labels.

When a pupil uses both tools together, it’s like giving their brain a double dose of information. This helps their brain remember things better than just hearing or seeing them alone. It’s like having two chances to remember something instead of just one!

So, next time you’re teaching something new, see if you can find ways to use both words and pictures. Even better, ask them to come up with a visual representation of what they are learning. This is exactly what I have done with classes I teach during an Organic Chemistry topic.

Figure 1: A model of the dual coding theory by Alan Paivio.

WORKING WITH THE PUPILS

I asked pupils to come up with a mind map to consolidate the Organic Chemistry topic studied in the Lent term. Here are some of the results:

Figure 2: In this example it is clear that the pupil really focused on using the visual stimuli to retrieve information from their long-term memory.

Figure 3: The pupil used a very well-balanced mixture of visual and verbal stimuli to retrieve and summarise information regarding this topic.

Comparison of the same part of the topic (carbon monoxide poisoning) explained by different pupils:

Was this helpful to pupils to improve their recall? This is a question which is impossible to answer, but I asked them anyway.

Before the start of this project, I asked both classes a variety of questions. The two most useful questions to analyse any progress were:

■ What is your favourite revision technique in Chemistry? (Choose up to three)

■ How often do you use images and diagrams in your revision?

Before tackling the results, I’d like to clarify that in the second survey, only 23 out of 27 pupils participated. A very small number of pupils for any meaningful deduction.

The key takeaway here is that a single academic term of “training” in a new revision technique doesn’t suffice to make a significant impact. I was aware of this before the start of the project.

Analysing the other questions, I discovered a significant shift in the most popular revision technique. Pupils moved from “Reading my notes on OneNote” to “Trying past paper questions on the topic.” This shift is undoubtedly positive and useful across both classes, and I’m very pleased with the outcome.

Another revision technique that has gained popularity is “watching educational videos.” This trend is likely linked to my approach to revision sessions for Lower Fifth classes, where we typically start our revision lessons with a five-minute Cognito video on the topic. After watching, we tackle questions and engage in activities to reinforce the material. I’m thrilled that the

Figure 4: This pupil has used visual input to aid recall.

Figure 7: Results of question 4 BEFORE introducing.

Figure 8: Results of question 4 AFTER introducing the class to dual coding.

Figure 9: Results of question 8 BEFORE introducing the class to dual coding.

Figure 10: Results for the same question AFTER introducing the class to dual coding.

girls have embraced this method, as Cognito videos for Chemistry GCSE are highly informative and effectively summarise each topic in under six minutes. These videos are an excellent resource for quick revision. While they’re not enough for a comprehensive understanding or complete revision of a topic, they certainly offer a more effective approach than “reading notes.”

HERE’S A BREAKDOWN OF DUAL CODING’S BENEFITS FOR SCIENCE TEACHERS:

Enhanced Memory: When pupils encounter information visually (diagrams, models) alongside verbal explanations (lectures, discussions), they create dual pathways for encoding that information in their brains. This redundancy strengthens memory and facilitates recall during assessments and future learning.

Improved Understanding of Abstract Concepts: Science is replete with abstract concepts like cell division or the rock cycle. Dual coding allows these concepts to be

visualised through models, animations, or simulations. This visual representation complements the verbal explanation, aiding pupils in grasping complex ideas.

Promotes Deeper Learning: Dual coding encourages pupils to actively engage with the material. By analysing visuals and relating them to explanations, they move beyond memorisation and develop a deeper understanding of the underlying scientific principles.

WHAT HAVE I LEARNED FROM THIS SHORT PROJECT?

■ There is always something new to try in education, and it’s worth the time and effort to explore fresh ideas instead of always relying on previous “tried and tested” techniques.

■ I love dual coding, and it should play a more prominent role in my teaching moving forward. I need to keep exploring ways to incorporate this into my lessons.

Using Exit Tickets in the Classroom: A Teaching and Learning Practitioner Research Project

JAMES SEDDON (TEACHER OF PHYSICS) SHARES HIS RESEARCH ON THE USE OF EXIT TICKETS AND THEIR POTENTIAL IMPACT ON PUPIL OUTCOMES. THIS PROJECT WAS COMPLETED AS PART OF THE TEACHING AND LEARNING RESEARCH GROUP DURING THE 2023–24 ACADEMIC YEAR.

RESEARCH OVERVIEW

My research project for the 2023–24 academic year focused on the impact of exit tickets. I aimed to answer a single question: Do exit tickets affect pupil outcomes?

RESEARCH APPROACH

My project targeted Upper Fourth pupils. One class received an exit ticket at the end of each lesson throughout the year, while a second (control) class did not. Additionally, I included data from three Upper Fourth classes from the previous year that did not use exit tickets. In total, 15 pupils participated in the exit ticket group, while data from 63 pupils across four classes and two years served as the control. I taught all classes to reduce the potential impact of teacher variability.

Exit tickets were administered through Microsoft Forms, with each ticket containing five multiplechoice questions. I chose Forms to maintain a paperfree classroom, provide pupils with instant feedback, and access data easily through online graphics and downloadable spreadsheets.

Two sample questions from an exit ticket on the Upper Fourth topic of Waves are shown in Figure 1. These questions focus on key definitions and math skills, aligning with our department’s commitment to literacy and numeracy.

THE FEEDBACK CYCLE

Collecting data alone is insufficient for benefiting pupils; effective feedback is essential. Beyond the instant grades provided by Forms, I would often begin the next lesson by saying, “No major issues in the last lesson’s exit ticket, well done!” For minor errors, I provided whole-class feedback via Teams or included similar questions in the next lesson’s retrieval practice. Occasionally, the exit ticket highlighted more significant issues. For example,

Figure 2: Feedback cycle after identifying a conceptual issue with exit tickets.

Figure 1: Sample questions from an exit ticket on waves.

in Figure 2, only three out of fifteen pupils correctly understood the difference between absolute and relative pressure. Recognising this, I allocated 15 minutes in the following lesson to address the issue using a Socratic discussion until the concept was clarified. Without the exit ticket, I might not have identified this misconception until much later in the topic test, allowing it to persist.

RESULTS

In the example on absolute and relative pressure illustrated in Figure 2, similar questions appeared on both the topic test and the summer exam. Results for the two classes are shown in Table 1. Both classes were closely matched in predicted grades. However, the class with exit tickets scored 14% higher than the control class on the topic test question and 18% higher on the summer exam. While establishing causation with small sample sizes is challenging, the exit ticket group benefited from more regular assessments, timely feedback, targeted interventions, and more detailed notes on complex topics, such as fluid pressure, which I revisited.

YEAR-AVERAGED TOPIC TEST RESULTS

The year-averaged topic test scores for both groups are plotted in Figure 3. A Pupil’s topic-test revealed no statistically significant difference between the two groups’ average scores. However, a notable trend emerged: several pupils in the control group scored significantly below the line of best fit (e.g., scores below 30–40%), whereas pupils in the intervention group did not. The standard deviation for the intervention group was 14%, compared to 21% for the control group. This suggests that the intervention may have helped stabilise pupils’ scores around their expected levels, particularly for those at risk of underperformance.

PUPIL FEEDBACK

As part of my regular “feedback to teacher” exercise, in which pupils can share their thoughts on my teaching style, 88% of pupils responded that they found the exit tickets “useful,” 12% were “indifferent,” and none found them “not useful.”

CONCLUSIONS AND NEXT STEPS

Based on my findings, I have drawn several conclusions about the benefits of exit tickets:

■ Exit tickets provide formative assessment at the end of each lesson, allowing the teacher to make an informed decision about the class’s readiness to progress.

■ The exit ticket process took pupils an average of 52 seconds to complete.

■ In specific instances, exit tickets highlighted misconceptions early, enabling timely intervention. The class with exit tickets scored higher on related questions in summative assessments.

■ Pupils with exit tickets generally scored closer to their expected marks, with fewer significant underperformers.

■ Most pupils reported finding the exit tickets useful.

■ Exit tickets help establish an end-of-lesson routine, so pupils know what to expect.

In conclusion, exit tickets appear to positively impact pupil outcomes and bring additional pedagogical benefits, including improved routine and structure.

Table 1: Comparative results on fluid pressure questions for classes with and without exit ticket intervention.

Figure 3: Comparison of average topic test marks between pupils with and without intervention.

Do Now: A Start of Lesson Routine

ANDY ATHERTON (DIRECTOR OF TEACHING AND LEARNING) SHARES HIS THOUGHTS ON THE BENEFITS OF STARTING A LESSON WITH A “DO NOW” TASK AND WHAT THIS APPROACH MIGHT LOOK LIKE IN PRACTICE.

In this issue of The Enquiry, we focus on start-of-lesson routines, specifically examining the concept of the Do Now – a strategy

introduced by Doug Lemov in Teach Like a Champion 2.0. Now a common start-of-lesson routine in many schools, the following text explains how a Do Now task functions, strategies for implementing it consistently at the start of each lesson, and examples across various disciplines.

WHAT IS A DO NOW TASK?

In its simplest form, a Do Now task is a brief activity prepared for

pupils as they enter the classroom, designed to help them begin working immediately without prior instruction or discussion. This approach is especially beneficial in today’s classrooms, where teachers may need to take attendance, set up digital platforms, and organise materials at the start of the lesson.

According to Lemov, an effective Do Now task should follow four key criteria to remain focused and effective:

1. Consistency of Location

The Do Now task should be in the same location every lesson so that pupils know exactly where to look. This could be on the board, on a piece of paper, pre-uploaded to OneNote, or visible on a PPT slide. The specific location does not matter as long as it is consistent.

2. Pupil Independence

Pupils should be able to complete the task independently, without any direction from the teacher, discussion, or additional materials beyond what is provided. This independence is essential to differentiating a Do Now from other starter activities that may require instruction once pupils are seated. A Do Now should be entirely self-contained. As Lemov explains, “some teachers misunderstand the purpose of the Do Now and begin by explaining to their pupils what to do and how

to do it.” If teacher intervention is needed for pupils to start the task, it is not a true Do Now, as the objective is to foster self-managed, independent work.

3. Time-Bound Activity

The activity should take three to five minutes to complete and typically produce a written response. This allows the teacher to hold pupils accountable for completing it and helps identify which pupils are engaged.

4. Relevance to the Lesson

The Do Now task should preview the day’s lesson or review previously taught material. In this way, a typical Do Now might ask pupils a question related to the day’s lesson or involve a retrieval task (see September’s issue of The Enquiry for practical ideas for retrieval tasks).

THE IDEAL DO NOW IS A TASK THAT PUPILS CAN COMPLETE WITHOUT TEACHER INPUT, SO LEARNING BEGINS EVEN BEFORE THE FORMAL LESSON STARTS.

REVIEWING THE DO NOW

Lemov observes that “the single most common downfall I see with Do Nows is a teacher losing track of time during the review,” which can lead to the Do Now replacing the planned lesson. He suggests that the review should take about as long as it took pupils to complete the task – roughly three to five minutes.

This approach requires what Lemov calls the art of “selective neglect.” Reviewing every response is usually impractical; instead, the teacher should review a sampling of responses to gauge the class’s overall understanding. This sampling helps identify misconceptions or areas that may need further review in subsequent Do Now tasks.

Lemov also recommends using Cold Call (see the very first Try This Tuesday for more on this strategy) to ensure the sample reflects class performance accurately, rather than relying solely on volunteered responses.

ESTABLISHING THE DO NOW AS A ROUTINE

As Lemov’s criteria suggest, the ideal Do Now is a task that pupils can complete without teacher input, so learning begins even before the formal lesson starts. Although specific implementations may vary by class or teacher, a typical Do Now routine might look like this:

■ The Do Now task is in a familiar and consistent location, and its format is straightforward, minimising unnecessary complexity. While the material itself may be challenging, the format should ideally be clear and familiar.

■ Pupils enter the classroom and begin the Do Now task independently, without needing discussion (unless discussion is part of the task).

■ The Do Now is briefly reviewed.

■ The teacher formally starts the lesson by welcoming pupils and introducing the day’s material.

This entire routine might take around 10 minutes. It can be explicitly taught and practiced with pupils until it becomes second nature, with opportunities to revisit or adjust it later in the year if necessary.

National Education Conference at Downe House EVENTS

MATT GODFREY (DEPUTY HEAD) SHARES HIS REFLECTIONS ON THE LATEST NATIONAL EDUCATIONAL CONFERENCE, HOSTED AT DOWNE HOUSE, FOCUSING ON MAXIMISING PUPIL POTENTIAL.

On Thursday, 13 June, Downe House welcomed nearly 200 school leaders and teachers from across the UK to an academic conference on Maximising Pupil Potential, held on our beautiful campus.

The event was a highlight in the UK’s educational calendar and provided outstanding examples of thought leadership. Our principal keynote speaker was Amanda Spielman, who served as the UK’s longest-standing Chief Inspector of Schools at Ofsted from 2017 to 2023.

In a wide-ranging and optimistic speech, Amanda touched on current debates, such as the use of AI in education and the changing world. “AI has the potential to undermine children’s natural thirst for knowledge,” she said, adding that humanity needs the essential skills of knowledge and analysis and that the challenge of preventing children from taking shortcuts has long existed.

“I remember reading I, Robot by Isaac Asimov,” Spielman recalled during her speech. “I think more young people should read this

and draw inspiration from it,” she suggested. She also noted many positive impacts of AI in education and argued that young people will all need a solid foundation in maths up to 18 to thrive in a technologydriven future.

Ahead of the conference, Amanda Spielman said: “I am delighted to be speaking at Downe House’s conference. I look forward to discussing how we can ensure children leave school ready to make the most of their lives.”

Our second keynote speaker was the current Principal of Gordonstoun, Lisa Kerr. Lisa shared her journey into education. A musician, Lisa’s career spanned commercial media, transport, health, technology, and the arts before her appointment as Principal of Gordonstoun in 2016. Under her leadership, the school has thrived, and in September this year, she will take up the post of Principal at George Watson’s College in Edinburgh, the UK’s

largest single-campus school, with around 2,400 pupils aged 3–18.

Lisa highlighted the importance of transferable skills in education and explained how her school employs staff from a range of sectors. She argued that schools should look beyond traditional teaching roles when recruiting to provide the necessary support for pupils in the future.

Lisa Kerr said: “Downe House’s conference is an excellent opportunity to reflect on how society is evolving and how educators can and should adapt to help our pupils succeed.”

Our final keynote speaker was the prominent businesswoman Jane Boardman OBE, who spoke candidly about young people, careers, and job interviews from a corporate perspective. She discussed the selection process for candidates and the noticeable shift towards greater acceptance of diversity and generosity of spirit.

She emphasised that nurturing character development in children is essential, as attitudes towards working life are different today, and that kindness and curiosity are key traits. A large group of Downe House’s Lower Sixth pupils attended a special Q&A session with Jane, who offered valuable advice on preparing for and excelling in the modern workplace.

The conference attracted considerable attention across social media and the national press. Several journalists attended, including the education editors of The Times and The Telegraph. Coverage also appeared in The Daily Mail and The Sunday Express.

Former Ofsted Chief: Why children need to learn to make and mend – from The Times, Sunday, 16 June 2024

Labour’s VAT raid on private schools poses ‘existential threat’, says Gordonstoun head –from The Telegraph, Thursday, 13 June 2024

The School provided a delicious lunch and afternoon tea for delegates in a summer marquee set within the historic ‘Cloisters’ area at the heart of the campus.

After lunch, delegates enjoyed a fascinating range of breakout discussions, each chaired by an educational leader – one from the state sector and one from the independent sector. We were delighted to welcome such a distinguished set of speakers to the conference. The speakers and their discussion topics are listed below:

Reforming the Secondary Curriculum in the UK

Downe House consistently aims to be outward-looking and at the forefront of educational debate and discussion. This conference was another example of compelling thought leadership. As the organiser of the event, I am grateful to all the educational luminaries who came to Cold Ash to share their experience and expertise. Our host team at Downe House did an exceptional job preparing the campus for this important occasion, and it looked stunning on what was a lovely, sunny day.

Daisy Christodoulou, Director of Education at No More Marking

Will Technology Transform Education?

Professor Cassie Wilson, ViceChancellor (Pupil Experience) at the University of Bath

Ensuring Students Thrive at University and Beyond

Chloe Combi, Author, Speaker, Futurist, and Researcher

Understanding the Mindset of the Next Generation

Will Goldsmith, Head of Bedales

References

04. USING DUAL CODING IN THE CLASSROOM: A TEACHING AND LEARNING PRACTITIONER RESEARCH PROJECT

Caviglioli, O. (2019). Dual coding with teachers. Woodbridge: John Catt Educational Ltd, p.20.

Google (2024). Gemini – Chat to Supercharge Your Ideas. [online] gemini.google.com. Available at: https://gemini.google.com/.

OliCav. (n.d.). OliCav. [online] Available at: https://www.olicav. com/#/posters/.

www.youtube.com. (2020). researchED Home 2020 Oliver Caviglioli: Dual Coding to Organise Ideas. [online] Available at: https://www.youtube.com/ watch?v=vsKBWsW2Unw.

www.youtube.com. (n.d.). researchEDHome 2020 Adam Boxer: Dual Coding for Teachers Who Can’t Draw: Teacher’s Explanations. [online] Available at: https://www.youtube.com/ watch?v=16SBht2iF_k&t=1s.