One of the first things I tried after coming back from Kath Murdoch‘s workshop was split screen teaching. Split screen teaching is teaching the conceptual understanding and a learning objective at the same time. I usually write “What am I learning about?” on one side of the board and and “What am I learning to do?” on the other side. I think it helps students see that you need a skill in order to access or interact with the content.
Split screen teaching can be used in many ways but I have found it most useful for explicitly teaching the transdisciplary skills.
In this interview with Guy Claxton he talks about the idea of building learning power. I think that can translate to both the transdisciplinary skills (What am I learning to do?) and the attitudes. (What am I learning to be?)
I have been sharing the split screen teaching approach with colleagues through planning meetings, a workshop session and team teaching and it has been great to see the different ways it can be used.
In Year 6 I have been using the following approach; After introducing the “What am I learning about?” and introducing the skill “What am I learning to do?” the students unpack the skill and brainstorm the criteria needed to assess the skill. Students have used the criteria to create a personal self-assessment tool. They might not choose all the criteria but just the ones they want to focus on. They can do a pre-assessment or a self-assessment after the first session/day and write goals for the next time.
Below is an example from a colleague in Year 5 where they focused on time management. The second photo is from a colleague in Year 3 working on non-verbal communication and observation.
In the movie below students in Year 3 are learning how images communicate information. The skills we are focusing on are non-verbal communication and observation.
I would love to hear how you have implemented or modified split screen teaching. Please leave a comment.