To support children within our effective teaching, we need to teach children to be resourceful.
Resourcefulness is covered by
- making links
Here are some examples of how we can get children to develop these skills.
This is where children see connections between different events and experiences – building patterns – weaving a web of understanding.
In a Year 1 history lesson, children had to make links to their life in order to tell stories in the past. A child with a broken arm was encouraged to make links to other times in his life when he may have hurt himself. The link with now gave him a context in which to talk about the past.
Children ask questions of themselves and others. When children are curious and playful with ideas, they can delve beneath the surface of things.
During a Year 2 coding lesson, teachers discussed with the children what they were doing and whether it would work. Children questioned what they were doing so marvellous mistakes ended up with positive results.
Capitalising is drawing on the full range of resources from the wider world. This can be other people, books, internet, past experiences and even future opportunities.
In a Year 6 lesson, children were finding out which countries were part of WW2 and which ‘side’ they were on. They used atlases, talked to adults, researched in books and the internet. Earlier on in the term, children interviewed someone who experienced the war so could even make links to that part of their learning.
Use your imagination and intuition to put yourself through new experiences or to explore possibilities. Then you can wonder ‘What if…?’
A design and technology lesson in Year 2 about buildings, led to children imagining the different 3D shapes that buildings were made from. Children made their own nets, having to imagine the type of building they wanted to make, how the net will come together and what shape it will make.
Reasoning requires children to call up their logical and rational skills to work things out methodically and rigorously. When reasoning, children can construct good arguments and spot others’ mistakes.
In Year 4, a science lesson where the teacher kept making mistakes gave children the opportunity to reason. If they couldn’t say, why the animals in a food chain were not correct because there was no omnivore then they were not reasoning. However, by doing this, children understood food chains much more.