Interactive Replace (IR) sits at the Interactive row and Replace column of the PICRAT grid. Below: real English lessons for KS3 that classify as IR, plus anti-examples that look IR but are not.
Edpuzzle reading of The Highwayman with gated questions
Year 7 are meeting The Highwayman for the first time. The teacher has loaded a recorded reading into Edpuzzle and embedded seven questions at the moments that matter: after the opening description, at each appearance of the refrain, and at the turn. The clip stops at each question and will not continue until the student answers; a wrong answer loops the clip back to the start of the stanza for a second listen.
Students work alone with headphones, at their own pace, which means the strongest readers finish with time to attempt the two extension questions on metre, and the teacher spends the lesson beside the students who need a third listen. The plenary collects the class answers and settles the two questions most got wrong.
Tools: Edpuzzle
Branching Twine mystery replacing the choose-your-own-adventure booklet
Year 8 are studying how writers build and release tension. The teacher has written a short branching mystery in Twine, The Empty House, with nine decision points. Students read on their iPads, and at each branch they choose where the narrator goes next. Before clicking, they write the choice and a one-line prediction in their books; after the passage loads, they note whether the tension rose or fell and underline the sentence that did the work.
Halfway through, the teacher pauses the room and asks three students to compare routes. The class maps which branches produced the strongest tension and why, and students finish by re-reading one branch they did not take. Next lesson they plan their own two-branch scene using the same techniques.
Tools: Twine
Jamboard card sort matching quotation to technique to effect
Year 9 are preparing to write analytically about a war poem. The teacher has built a Jamboard frame per pair, each holding eighteen shuffled cards: six quotations from the poem, six technique labels and six effect statements. Pairs drag the cards into matched triples, then rank the six triples from most to least powerful, which forces the argument about which technique is doing the most work.
The teacher watches the frames from the front and drops a question onto any board where a triple is wrong, rather than announcing answers to the room. The lesson ends with pairs photographing their board for their books and writing one analytical sentence from their strongest triple. The old version of this lesson used envelopes of paper cards and a glue stick, and took five minutes longer to clear up.
Tools: Jamboard
This page is one of a growing set of PICRAT examples by cell, subject and key stage. Page maintained by Andy Perryer.