Why don’t you Pecha Kucha in your next lesson?

Pecha Kucha? What is it? Well it is Japanese and is pronounced –”pe-chak-cha”,

“The presentation format was devised by Astrid Klein and Mark Dytham of Klein Dytham architecture. The first PechaKucha Night was held in Tokyo in their gallery, lounge, bar, club, creative kitchen SuperDeluxe in February 2003. Klein Dytham architecture still organize and support the global PechaKucha Night network and organise PechaKucha Night Tokyo.” Wikipedia

It basically involves you showing a presentation of 20 different images, you show each image for 20 seconds and you talk about something. This means that your presentation will only last for 6 minutes and 40 seconds on a topic of your choice.

In fact I was asked to present in this format at the Education Show in Birmingham recently. I was sharing the innovative approach to Teaching and Learning that is happening at DHSB. I talked about 20 creative ways we were improving Teaching by using a timed PowerPoint that automatically changed slides every 20 seconds.

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In the past I have asked students to create their own Pecha Kucha’s as part of a revision lesson however if you want to do this with younger students or more quickly you can perhaps get them to select 6 key images that they will talk about so their presentation only lasts 2 minutes.  It is an exciting format so why not try it in your next lesson or at your next CPD session in your school.

Dan Roberts @danjjroberts

Deputy Headteacher

TOOLKIT #2 – Reviewing learning

The following ideas for starting a lesson arrived in the DHSB Teaching pink post box this week. If you want to add any more please leave a comment:

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’Bounce, Pounce’ – Using higher order questioning (Bloom’s) to bounce questions from one student or group of students to others to review what they have learnt.

Student led review’ – Empowering students to take the lead in this see our recent Lazy teacher post.

‘Random name picker’ – Randomly selecting a student or small groups of students to answer specific questions related to the learning objectives of the lesson. There are many examples out there such as the hat or the famous Fruit Machine.

‘Headlines’ – Get students to create 3 headlines that could be featured in a newspaper to review what they have learnt this lesson.

‘Who wants to be a millionaire?’ – Students have to write 3 multiple choice questions related to the learning objectives, these can then be shared or used as a starter for the next lesson.

‘Self Assess’ – After completing a piece of writing or an answer to a question, students are given a mark scheme or success criteria and they use highlighters to self assess and check their own progress. This could then be combined with peer assessment.

‘Word games’ – You can use games like word association to link to the learning objectives of the lesson and to review the learning.

‘Mini Whiteboard’s’ – The teacher or other students ask questions related to the learning objectives that can be completed and shown on the whiteboard, a good way to assess the whole class quickly.

‘1 min challenge’ – Students have to sum up what they have learnt during the lesson in just 60 seconds.

‘Aide memoirs’ – Students devise their own ideas/mnemonics e.g. picture/visual clues to the meaning of key words.

‘Answer hunt’ – Questions with alternative answers posted around the walls and students go to the answer they think is correct and explain why.

‘Bingo’ – Using keywords or key phrases from the lesson to play a game of Bingo.

‘Charades/Pictionary’ – Get students to act out themes, keywords or draw them for other students to guess as a way of reviewing the learning.

‘Call my bluff’ – Give out unfamiliar or new terms linked to the prior learning of the current lesson and give students option of the correct answers or terms and they then need to work out the right answer.

‘Hot seating/Speed dating’ – Students work through a series of questions/answers or activities but regularly swap partners.