Who were the main gangsters?
Secondary foci: Personalised Learning, Peer Assessment, Inclusive, Boys Attainment,
How was it used?
I initially used this resource as a starter to a study of the rise of the gangsters in 1920s America. The resource was incorporated into a PowerPoint that I had already produced. The activity was used to allow pupils to work collaboratively to work out which statements matched with each gangster. I found that the resources was a good way to get pupils to engage with the lesson materials and in creating interest in what was going to be studied in the lesson.
This was an activity in which the boys were particularly keen to be involved as it allowed pupils to come up to the interactive whiteboard to perform various actions. Boys participation was also increased as the activity encouraged a ‘no wrong answer’ approach since the pupils were not required to have any prior knowledge, whilst the trigger function in the activities allowed answers given to be reviewed and changed. The finding of the correct answer was aided by the inclusion of clues to the answers.
The pupils then studied the rise of the gangsters using a textbook supported by a PowerPoint that I had produced.
A homework was set as a follow up and pupils were given the opportunity to extend their knowledge by carrying out further research. They were also encouraged to present this work using ICT.
The activity was used in the following lesson as a starter to allow pupils to reflect on prior learning. Later it was loaded onto the school’s VLE so as to enable the pupils to use the activity for revision purposes.
Impact and Outcomes
- This activity helped foster the development of wider thinking and learning skills for pupils of all abilities as all pupils were able to be involved since no prior knowledge was required. Thinking was required in linking clues and the correct statement.
- The use of the activity resulted in improved concentration and engagement for pupils and thus led to the development of thinking and problem-solving skills.
- The use of more engaging visual resources and the use of the interactive resources encouraged greater participation of the boys in the class, especially since they could come up to the board. This also paid off as the quality of the work produced by some of the boys improved, whilst in the following lesson they were much more willing to be involved in the review process.
- Inclusivity was improved as the pupil at the board relied on other pupils for help in producing the correct answers, whilst pupils were encouraged to gain the opinion of as many pupils as possible.
- Pupils with special and complex needs were actively engaged during the activity but also during the completion of more conventional classwork.
- The activity did not need to be adapted and so was accessible to other staff within the department whose ICT were not as strong.
- Independent learning has been given a boost by the facility for accessing resources and materials from home via the VLE.
- Pupils listened more attentively to their peers as co-operation and support was encouraged when pupils were engaged with interactive whiteboard activities. Pupils sought advice from their peers and were active in gaining opinions of as many pupils as possible. Pupils were able to take turns more easily and those at the interactive board enjoyed taking on the role of the teacher. Pupils showed greater respect for others and were willing to wait their turn in answering questions knowing their opinion would be sought.
Learner Feedback
‘I enjoyed the fact that we were able to go up the board and act like the teacher.’
‘I loved the fact that we were all on a level playing field as most of us knew little about the gangsters before the activity but then we were able to learn together.’
‘My understanding improved greatly as I was able to use the knowledge in my written work.'
Other resources
School textbook
Lessons Learnt
An activity like this might be adapted to introduce more complex topics. An adapted activity could be used for all classes at Key Stage 3, 4 or 5.