- Using the words from the two lists they have generated, the pupils are asked to
put pairs of words together (one from each list) which seem to contradict each
other, for example:
- majestically weak;
- fragile power;
- fluttery resting.
- In phase five pupils are asked to make direct analogies between these word
groupings.
- ‘Give me an example of fragile power.’
- ‘What does fluttery resting look like?’
- Having made these analogies and discussed their answers with their group, the
pupils are then requested to go back to their first set of notes about the heart
and to write another paragraph using the point of view of one of the direct
analogies. For example:
The heart is a very important organ. It is strong and powerful, but also very
fragile. The power that it has can be swept away by little globules of fat.
Teaching for concept attainment
You will already have noted that other teaching models use exploration and
development of concepts. You may also recognise opportunities to develop
metacognition through concept attainment.
The concept attainment model requires pupils to look in detail at concepts that are
defined for them, and to develop their understanding of the concept by exploring
attributes and non-attributes of the concept. This model focuses on the
development of pupils’ abilities in acquiring, controlling and remembering
information.
12 | Key Stage 3 National Strategy| Pedagogy and practice
Unit 2: Teaching models
© Crown copyright 2004
DfES 0425-2004
Task 6
Teaching through metaphor 15 minutes
Think about how the model described above could fit your teaching situation:
your preferred styles; the pupils you teach; your school environment and your
subject.
- To which aspects of your work would this model be best applied?
- When is it not likely to be appropriate?
- Is this a model you could apply – seetask 9?
