Pointers for planning DARTs- Time is required to train pupils to talk constructively in pairs and groups, if it is
new to them. There is more on developing the necessary social skills in unit 10,
section 5. - If you laminate resources such as sequencing strips, they can be used again.
- Learning may be implicit. Teachers need to plan to draw out the learning and
relate it to subject-specific objectives.
This case study shows how a number of different DARTs can be planned to
support pupils’ understanding of the text. The one you use will be determined by
the learning objectives, the pupils and the context. All refer to the text in appendix 1.
Example 1: text marking (analysis)
If your learning objective was to develop pupils’ understanding of the processes
affecting ripening, you might ask pupils to work in pairs and provide each pair with
a copy of the text. You could ask them first to skim-read the article, then to
highlight in pink those things that happen as the apple ripens, and highlight in
yellow ways of preventing ripening. Following this you might ask them to complete
a table under the following headings.How to slow ripening What process does it stop?10 | Key Stage 3 National Strategy|Pedagogy and practice
Unit 11: Active engagement techniques© Crown copyright 2004
DfES 0434-2004Practical tipsDARTs are most effective when:- worked on in pairs or small groups;
- speaking and listening is the main activity, because the discussion of
possibilities leads to closer examination of the text and develops
engagement and understanding.
Care must be taken:- not to overuse DARTs – they can then become counterproductive;
- to make sure that texts, although challenging, are also accessible.
Case study 1