Carousel lessons - a spark!
General top tips and a reading focus.
Thoughts and musings
As the temperature rises and the countdown to the summer holidays begins, I often felt there could be a little more “breathing space” at this time of year. Reports are being written, final data points worked towards and timetables may become a little more flexible. It is during this period that I enjoyed the opportunity to try out any ideas which I had picked up over the course of the year.
For this reason, I felt a little reignition of the ‘spark’ of carousel lessons may be useful. In my previous post1 I explored in more detail how the design of a lesson of this nature seeks to maximise time. I also focused mostly on purposeful spelling and punctuation lessons, whereas today I would like to share some general ideas and to also shine the spotlight on reading.
Either way, whatever the subject focus, could designing carousel-type tasks be a method of lesson design which you may want to try out, or revisit, ahead of the next academic year? To experiment with some different approaches? To consider how this vehicle of organisation can support adaptive teaching strategies2? To share amongst colleagues any successes, challenges or even arrange for the opportunity for some peer teaching or drop-ins as a coaching focus?
Ideas and practical suggestions
So, how might carousel lessons support you and your colleagues in maximising precious time, creating individual learning journeys and elevating the role of adaptive teaching methods? Below are two suggestions which I hope can be actioned with minimal time spent preparing. Think of these more as an experiment with lesson design to create activities and outcomes tailored towards the children’s individual needs.
1. Some general top tips
When designing a carousel lesson, there are a number of considerations which need to be addressed both before, and during, the lesson.
I would suggest thinking about:
Whether you have any activities planned ahead of the carousel lesson which will inform the content of the learning pathways for individuals or groups of children. Often termed a ‘pre-learning’ or ‘entry-task’.
These activities will act as your formative assessment and will be designed to give you a clear understanding about what the children already (or really do not) know and how you can further stretch and challenge them.
Which additional adults may you be fortunate enough to have in your lesson? If lacking, is there a way to swap your lesson into a different timetable slot so that you are able to have another facilitator to the learning process available3?
Do your pupils have the ability to use technology in the lesson. If so, can you multiply the number of “teachers” in the room by creating videos or linking to websites which support the class with practising, securing or learning a new or previously taught skill?
Are your class equipped with the skills of independence? Do they have the tools and learning behaviours required to complete the tasks set on their learning pathways and do they know where to go if they get stuck or are finished?
Does your classroom environment support a carousel lesson? How are your tables set out? Do you have designated areas for children to collaborate? Do your working walls and learning areas reflect current skills and objectives?
2. Reading and carousel lessons
I first came across the idea of carousels in the Guided Reading lessons I taught at the beginning of my career, 16 years ago. These very much focused on an adult reading with a group on a colour-coded book which matched their reading age whilst the other children completed independent tasks.
On a recent training session which I designed and led on ‘Reading for Pleasure - Culture and Curriculum’ I shared the idea of using a carousel in a reading lesson with a more inclusive and research-informed focus.
So, how could a carousel lesson support reading, valuing high expectations, inclusivity and adaptability?
If designing lessons which are based on the children’s decoding and language comprehension skills, precision teaching can be used to address misconceptions, support with language acquisition and deepen understanding.
In the model below the children would all have exposure to the same text but subsequent learning pathways would be tailored towards children’s specific needs.
Group 1 may be reading at below age-related expectation. They may need some vocabulary or a reading skill pre-taught ahead of their independent task and then a check-in after completing it.
Groups 2 and 3 may be working at around age-related expectation. They may have the same task to complete but Group 2 may require some further precision teaching before task completion, whereas Group 3 may be encouraged to have a try independently at first.
Group 4 may be working above age-related expectation. They may be acquiring a new skill or one that requires them to think more critically or to assess impact. Most of the lesson is independent, they may have a brief check-in with the learning assistant. The teacher visits them at the end of the lesson to further challenge and stretch their responses.
Each section of this lesson may be around 20 minutes.
Another carousel approach may focus more on how the adult is facilitating learning, which once again, needs to be carefully planned and communicated ahead of the lesson.
Having clearly defined roles for the class teacher and any additional adults ensures that formative assessment within the lesson is maximised and time is carefully planned for, in a carousel-style movement.
Carousel activities would not form every lesson of your reading curriculum. They would be specifically planned in at points where more directed and tailored teaching approaches may be needed to secure an objective or skill. As with the SPaG lessons covered in my previous post, these are designed to be meaningful and with high expectations at the point of learning the students are at. There may be around 2 or 3 carousel lessons within a reading unit.
I would love to hear how you may have used carousel lessons, when planning reading experiences or in other areas of the curriculum. Please do share any thoughts in the comments below.
The resources shared today were part of a training session I delivered recently. If you would like to find out more about how I can support your school or educational setting, please do get in touch. All initial conversations are absolutely free.
The carousel approach brought back memories of guided reading.
It is a good way of having movement and variety.
Thanks again 👍🏽
Great post, Laura! Some really clear ans tangible tips!