Over the last couple of years I have moved to a booklet model of teaching my IGCSE classes. In other posts I will detail how I put together a booklet and how I plan lessons using a booklet. But in this post I want to start by exploring what I mean by a booklet and why I decided to move towards using them, and why I am now won over by their usefulness.
I design booklets for each unit. They cover the different skills within a unit, building up to exam style questions. A booklet is designed to contain all the resources I might need whilst teaching that particular topic. That does not mean I will use everything in the booklet, but that I do have a variety of things available to choose from. Depending on the class, I will adjust what I use.
So why do I use booklets? Here are some of the reasons I have come to really appreciate them.
It forces me to think about the whole unit (or learning episode)
The first huge benefit is that it forces me to consider the whole unit when planning, not just focusing on lessons. There has been a lot of talk recently about the lesson being the wrong unit of time to plan for, but when our time is split in that way, I find it difficult to not plan in those chunks. Using booklets has helped me break through that barrier.
The first huge benefit is that it forces me to consider the whole unit when planning, not just focusing on lessons. There has been a lot of talk recently about the lesson being the wrong unit of time to plan for, but when our time is split in that way, I find it difficult to not plan in those chunks. Using booklets has helped me break through that barrier.
In creating the booklet I have to do it before I start teaching the unit so I can give the complete booklet to students when we start. This means I have to think about all the individual skills that form a part of the unit, and how they connect to each other and build up to the big picture. It means I have to consider not just the order in which I will teach these skills, but how I am going to link them together. Rather than teaching a series of 10 lessons, I now teach the unit. Of course I plan what will go in each lesson, but this is really flexible as we can just pick up from where we finished last lesson. So if we get through it quicker than expected, we can move on, and if it takes a bit longer, there is no need to rush at the end of the lesson.
Initial time input but saves time in the long run
Putting the booklets together in the first place takes a long time. But now I have a set of booklets on 21 units covering the IGCSE, and I can reuse them again and again. In reality, I make adjustments each year, but the bulk of the work is done. In future I can plan a whole unit in about an hour as I just need to review the notes I made the last time I taught it, and make the necessary changes.
Putting the booklets together in the first place takes a long time. But now I have a set of booklets on 21 units covering the IGCSE, and I can reuse them again and again. In reality, I make adjustments each year, but the bulk of the work is done. In future I can plan a whole unit in about an hour as I just need to review the notes I made the last time I taught it, and make the necessary changes.
I can plan for interleaving and Retrieval of linked prior knowledge more easily
When planning lesson to lesson I always found that my focus was on the current bit of new learning, and rarely did I think about interleaving other topics in. But with a bigger picture of planning, I can add more interleaved exercises within the booklet.
When planning lesson to lesson I always found that my focus was on the current bit of new learning, and rarely did I think about interleaving other topics in. But with a bigger picture of planning, I can add more interleaved exercises within the booklet.
I don't currently do this, but you could also pre-plan retrieval of prior topics within the booklets. You could design an optimal spacing schedule and plan in these retrieval opportunities within other units.
No running for last minute photocopies
As everything is in the booklet and the booklet is printed for the start of the unit, there is no need to be running trying to get the worksheet copied just before the lesson. It is also cheaper on photocopying as I am not copying things that I end up not using, and there is little wasted white space within the booklet. Three separate worksheets might fit on a single double sided page, instead of 3 single sided sheets.
As everything is in the booklet and the booklet is printed for the start of the unit, there is no need to be running trying to get the worksheet copied just before the lesson. It is also cheaper on photocopying as I am not copying things that I end up not using, and there is little wasted white space within the booklet. Three separate worksheets might fit on a single double sided page, instead of 3 single sided sheets.
Changed focus on lesson planning from finding activities to thinking about explanations, what I will use, how I can supplement
In the run up to a particular skill, I no longer have to spend time finding/putting together a lesson/activity to use. I can focus my attention on thinking about how I will explain difficult concepts clearly, what visualisations I could use to enhance my explanations, and any other materials that might enhance the teaching of that particular skill.
In the run up to a particular skill, I no longer have to spend time finding/putting together a lesson/activity to use. I can focus my attention on thinking about how I will explain difficult concepts clearly, what visualisations I could use to enhance my explanations, and any other materials that might enhance the teaching of that particular skill.
I don't forget any skills
Perhaps not groundbreaking, but I can't forget to teach something. It is all there and in my face. I can't get to the end of the booklet without teaching everything from it. Of course, I could forget to include something in the booklet, though that is less likely. What does happen is that I realise I need to break a skill into more smaller bits, but I can just take a note in my copy of the booklet to refer to later.
Perhaps not groundbreaking, but I can't forget to teach something. It is all there and in my face. I can't get to the end of the booklet without teaching everything from it. Of course, I could forget to include something in the booklet, though that is less likely. What does happen is that I realise I need to break a skill into more smaller bits, but I can just take a note in my copy of the booklet to refer to later.
Constantly improving
And on that note, whilst teaching I can easily annotate my copy of the booklet. This means I can note anything that doesn't work, or works particularly well, as a reminder for next year. As some of my colleagues are also using the booklets, my hope is that they will start making suggestions too and the booklets will continue to improve each time they are used. No need to reinvent the wheel each year.
And on that note, whilst teaching I can easily annotate my copy of the booklet. This means I can note anything that doesn't work, or works particularly well, as a reminder for next year. As some of my colleagues are also using the booklets, my hope is that they will start making suggestions too and the booklets will continue to improve each time they are used. No need to reinvent the wheel each year.
And because I don't need to focus on creating the whole thing each year, I can give my attention to finding/creating more interesting problems. This year, for example, I have tried to put more Open Middle and Maths Venns problems into the booklets.
Everything in one place means it is more efficient to navigate to content in lessons - means I can be more responsive in my teaching
With everything in the booklet it is easy to navigate as I just say the page number they need to turn to. No getting out different books, or finding the ebook. For most things they don't even need their exercise book as they can write straight in the booklet. This saves maybe 3-5 minutes every lesson, which over a few weeks really adds up.
With everything in the booklet it is easy to navigate as I just say the page number they need to turn to. No getting out different books, or finding the ebook. For most things they don't even need their exercise book as they can write straight in the booklet. This saves maybe 3-5 minutes every lesson, which over a few weeks really adds up.
The other advantage to having everything in one place is that I can be more responsive in the way I teach. If students need more practice, there is loads in the booklet so we can just carry on with that. If some students need to be pushed a little harder, there is a challenge question (available for all students, not just the 'high achievers'). If the whole class is ready to move on within a lesson, that's fine, we can just move to the next skill. No filling time as I don't have resources prepared.
Standardise the format
In Teach Like a Champion 2.0, Doug Lemov discusses the strategy he calls Standardize the Format. The idea is that I can save time and effort checking student work if they all answer in the same format. Booklets are perfect for this as they guarantee that all students will write in the same space. Walking around the classroom you can quickly look to see every response, as they are all in the same space, so you don't need to hunt for them.
In Teach Like a Champion 2.0, Doug Lemov discusses the strategy he calls Standardize the Format. The idea is that I can save time and effort checking student work if they all answer in the same format. Booklets are perfect for this as they guarantee that all students will write in the same space. Walking around the classroom you can quickly look to see every response, as they are all in the same space, so you don't need to hunt for them.
Students can use them for revision
My students have been particularly happy with the booklets in the run up to exams. The booklet gives them a structure to their notes, clearly shows examples, and has plenty of practice questions for them to do. I provide an electronic blank version of the booklet too, so some students use this in their revision, printing it off and filling in the examples and your turns again. What a great way for them to practise the skills they need.
My students have been particularly happy with the booklets in the run up to exams. The booklet gives them a structure to their notes, clearly shows examples, and has plenty of practice questions for them to do. I provide an electronic blank version of the booklet too, so some students use this in their revision, printing it off and filling in the examples and your turns again. What a great way for them to practise the skills they need.
So there are 10 reasons I have grown to love the booklet. Many of these relate to workload issues, and many more relate to better teaching. I feel that by using booklets I have been able to focus more on my teaching (explanations, examples, models) and less on the activities. Moving towards using booklets has happened alongside my general switch to a more explicit teaching methodology. I love them. And my students are also overwhelmingly in favour of them.
In the next post I will be looking at how I actually go about making a booklet and what I include in them.
Do you teach using booklets? If so what are your reasons for using them? If not, have you ever tried it? Is it something you would be willing to try?
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