50 templates to improve teaching and learning

© Connect Publications 2007

50 templates for improving teaching and learning

Author Nigel Fisher

Author dedication Thanks to Jakki

Design and editorial Peter Langley

ISBN

9780955703003

The publishers grant permission for multiple copies of any material from this book to be made within the place of purchase for use solely within that institution.

British Library in Publication Data A catalogue record of this book is available from the British Library. Connect Publications Ltd. Cooksbridge House Cooksbridge Lewes BN8 4SR 01273 401714 www.connectpublications.co.uk

Introduction Most recent developments in educational theory and recommendations for best practice are based on what is often referred to as a constructivist view of learning: the idea that learners construct meanings by processing information, sorting it and looking for connections. Many teachers would like to incorporate ideas associated with this approach into their lessons, ideas such as brain-compatible learning, accelerated learning, and formative assessment, but where to start? There are lots of good books containing lots of interesting theory, evidence and ideas (and the bibliography refers to many of these), but how do you begin to apply these concepts? Our intention is to bridge the gap between ideas and application. For example, if you want to see how your current work matches up to best practice, use the checklists for reflective teachers. If you want to improve the effectiveness of group work, use the group work resources. And so on. Each resource is preceded by a brief rationale which refers to the relevant theory or concepts on which it is based. This is followed by a simple explanation or suggestion of how to use the resource and, where appropriate, a completed example for illustration.

How to use these resources We have created what we hope are accessible, useable, changeable documents: documents which have a clear purpose for teachers and which can be easily adapted to suit individual, subject and institutional contexts. We have tried to make these resources as user-friendly as possible. They have been created using some of the most common fonts in Microsoft Word and formatted in a way that most teachers will find easy to alter. We imagine that in many institutions the digital copy will be loaded onto the staff area of the Virtual Learning Environment or Intranet so that everyone who wants to can access the files. In some institutions the preference will be for photocopying the resources and using them as they are. However you use them, we hope they prove to be effective.


Contents

Section 1: Getting to know students Introduction 1-2

1. Ice breaker 3-4

2. Interests and experiences 5-6

3. Ready to learn? 7-8

4. Learning styles 9-10

5. Study skills audit 11-12

6. Existing knowledge 13-14

Section 2: Setting the scene for learning Introduction 15-16

7. The big picture 17-18

8. Ground rules 19-20

9. Personal learning plan 21-22

10. Organising myself 23-24

11. Homework record 25-26

12. Student/teacher contract 27-28

Section 3: Managing student presentations Introduction 29-30

13. Planning a presentation 31-32

14. Notes from a presentation 33-34

15. Checklist for presentations 35-36

16. Assessing a presentation 37-38

Section 4: Effective group work Introduction 39-40

17. Rules for discussion 41-42

18. Review of discussion 43-44

19. Group task management 45-46

20. Allocation of group roles 47-48

21. Group work feedback 49-50

22. Group work evaluation 51-52

23. Snowballing 53-54

Section 5: Graphic organisers Introduction 55-56

24. Spider diagram 57-58

25. Venn diagram 59-60

26. Bubble quotes 61-62

27. Caterpillar diagram 63-64


28. Advantages and disadvantages 65-66

29. Flow chart 67-68

30. Timeline 69-70

31. Brain drops 71-72

Section 6: Feedback and self-assessment Introduction 73-74

32. Assessment feedback 75-76

33. Self-assessment 77-78

34. Topic review 79-80

35. Exam review 81-82

36. Assessment profile 83-84

Section 7: Essays and longer pieces of writing Introduction 85-86

37. Decoding the question 87-88

38. Essay brainstorm 89-90

39. Essay planning 91-92

40. Writing better paragraphs 93-94

Section 8: Revision Introduction 95-96

41. Revision timetable 97-98

42. Effective revision 99-100

43. Memory aids 101-102

44. Exam checklist 103-104

Section 9: Checklists for reflective teachers Introduction 105-106

45. Am I presenting new material effectively? 107-108

46. Am I providing good feedback? 109-110

47. Do my questions encourage higher-order thinking? 111-112

48. How good are my written resources? 113-114

49. Is my classroom a good learning environment? 115-116

50. Am I setting effective homework? 117-118

50 templates for improving teaching and learning 1. Getting to know students

© Connect Publications 2007 1

Introduction Getting to know students All students are different. The best teaching takes account of relevant differences to meet the individual learning needs of students. The aim of this section is to enable teachers to learn more about their students, including their interests, aptitudes, experiences, prior learning, learning preferences, personal circumstances, and levels of motivation.



Section 1 Getting to know students 1. Ice breaker 3-4

2. Interests and experiences 5-6

3. Ready to learn? 7-8

4. Learning styles 9-10

5. Study skills audit 11-12

6. Existing knowledge 13-14



Ice breaker: Teachers’ notes

Rationale Ice breakers are activities which encourage students to get to know each other and to feel relaxed and confident in the classroom. These can be fun activities designed to mix students up and get them talking. Fogarty (2002) uses what she calls ‘people searches’ to reinforce the intended learning at the same time as getting students to learn more about each other. This involves asking questions that are relevant to the subject, but not in an obvious way, or in a way which resembles a test or quiz.

How to use The teacher could use the categories provided or decide on their own questions. Students are given copies and mix with each other to find the answers. A suitable time limit needs to be set. Students write the names of the relevant people on the sheet. Bear in mind that there may be a question which does not apply to anyone in the class.

Example This example shows that you can adapt this activity to act as an introduction to a subject or topic. Has a French name

Marie

Has been to France

Nicky

Likes quiche lorraine

Has eaten a baguette

Jack

Has been to Eurodisney Knows the name of a French footballer

Toby

Knows about a famous French artist

Gareth

Has seen Les Miserables Can say hello and goodbye in French

Ellen

Can count to ten in French

Michael

Knows the colours of the French flag

Karen

Knows a famous French cartoon character

Is wearing an item of clothing made in France

Has a French friend or family

Rhianna

Likes to eat crepes

Knows what currency is used in France

Sajid

Can name a country that borders France

Knows the name of a French clothing company

Knows the capital of France

Tom

Has eaten a croissant

Sally

Has been to a French market

Craig



Ice breaker Find one or more members of the class for each category in the table. Write their name(s) in the spaces provided. Time limit ......................................... Has lived in another country

Hates chocolate Is in a band

Can yodel

Has visited Eurodisney Likes dancing

Can ride a bike with no hands

Can speak three languages Plays football for a team

Has a younger sister

Plays the guitar Is an aunt or uncle

Has a first name with more than eight letters

Is a vegetarian Has visited Australia

Is interested in politics

Has a teddy bear Can juggle

Is left handed

Can wiggle their ears Likes vegetables

Likes Thai food

Has a pet reptile Can remember a dream

Can swim ten lengths

Has eaten snails Smiles a lot

Has the letter z in their name

Can touch their nose with their tongue

Has performed in front of a large crowd



Interests and experiences: Teachers’ notes Rationale Just like teachers, students have a life outside the classroom. Many are engaged

in activities and hobbies about which they are passionate and which can take up significant amounts of their time. Similarly, students bring a wide variety of experiences to the classroom, some enriching their education and some not. Teachers need to be aware of their students’ interests and experiences in order to offer appropriate combinations of support and challenge.

How to use Teachers can use the form to capture information about students. The results could be used to inform the choice of topics or contexts for learning, to select students for group work or teams - matching students with similar or complementary interests - or to take advantage of the individual expertise of certain students. There is limited space for students to write so it may be worth adjusting the form to A3 size or to two A4 sides.



Interests and experiences Name ............................................................................................................................................... Of all the people who have ever lived, who would you most like to meet, and why?

If you could do any job in the world, which would you choose?

What is your favourite subject in school? Why?

What is your least favourite subject in school? Why?

In which subject do you work the hardest? Why?

What are your favourite sports or games, if any?

Are you a member of any clubs, groups or societies? If so, which ones?

In a quiz, what would you choose as your ‘specialist subject‘?

How much do you like using a computer for learning?

In your opinion, what makes a good teacher?

What would you say is your greatest achievement in life so far?

If the next lesson could be about any topic you wanted, what topic would you choose?

Do you have any career ideas at the moment? If so, what?

What is the most interesting place you’ve ever been to? Why was it so interesting?

What do you do in your spare time?

What would you say is the most interesting thing about you?

Is there anything else about you that you think your teacher should know?



Ready to learn? Teachers’ notes

Rationale Professor Carole Dweck (1999) has developed a highly influential theory of student motivation based on the ideas of attribution theory. She asks how we attribute success or failure. Dweck categorises students into three types: 1. Fixed IQ theorists Just over 40% of students believe that success is determined by ‘ability’, which is fixed (and therefore not much can be done about it). 2. Untapped potential theorists A further 40% of students believe that success is due to learning which requires effort and practice. 3. The remaining 20% are undecided. These differences become most pronounced when students are facing a difficulty or challenge, at which point the ‘untapped potential theorists’ perform much better than the others (Petty, 2006). The aim of this questionnaire is to enable the teacher to find out students’ state of readiness for learning. It takes account of the individual circumstances of the student, their views about learning and their level of motivation. Questions 11 and 13 are based on Dweck’s questionnaire. If these questions are given low scores it is a good indication that the student is a ‘fixed IQ theorist’ and is therefore likely to consider giving up when significant difficulties or challenges are encountered. Changing their minds about the nature of intelligence and learning may have significant effects on their achievement. Hughes (2001) describes three keys to effective learning: an appropriate physical and emotional state (including self-confidence and self-esteem), appropriate learning styles, and structures (such as lessons) which are suitable for learning.

How to use The template can be used at the start of a course or programme of study to find out about students’ readiness for learning, attitudes to study, physical and emotional state and obstacles to study (such as home environment). The teacher could then use the results as a focus for discussion to make some important points (for example, the educational value of drinking fresh water and the benefits of eating breakfast before school or college). The questionnaire may also raise issues which will need to be discussed sensitively such as how to manage homework when there is no suitable space or time at home. In the top half of the table, the lower scores are the ideal. In the bottom half, the higher scores.



Ready to learn? Name ............................................................................................................................................... Tick the box that is closest to your view. 1

Strongly agree

2 Agree

3 Not sure

4 Disagree

5 Strongly disagree

1. Eating breakfast improves learning

2. Drinking fresh water improves learning

3. I have a good reason for studying this subject

4. I enjoy learning

5. I believe I can succeed if I study

6. All of my teachers are friendly to me

7. I feel relaxed but alert in lessons

8. My family wants me to do well in education

9. I feel safe in school/college

10. I have a suitable space at home for doing homework

My score for questions 1-10 ...................... 11. Intelligence is fixed and you can’t

change it

12. Sometimes I feel I need fresh air during lessons

13. You can learn new things but can’t change your ability

14. I feel stressed and nervous in lessons

15. There are some subjects I’ll never be good at

16. I don’t have time to do homework out of school

My score for questions 11-16 ....................

Feedback/notes/comments



Learning styles: Teachers’ notes

Rationale It is now commonplace for students to be told that they have a preference for a particular learning style and should make use of this to maximise their learning. However, recent reviews of the evidence (for example, Coffield et al., 2004) have found little evidence for all but a handful of these theories. This lack of evidence includes perhaps the best-known typology of recent years: the visual, auditory or kinaesthetic learner. However, this does not mean that all such ideas should be rejected. Coffield et al. found that a student’s learning style is adaptable to context and is partly learned and modifiable. Therefore everyone benefits from using a wide variety of styles (sometimes referred to as ‘whole brain learning’) and students should be shown how to use the full range of learning styles so they can become more effective learners. Petty (2006) suggests that there are two well-supported models of learning styles. Herrmann’s (1996) whole brain model (left brain/right brain) divides preferred styles of learning into theorist or organiser (both left brain) or innovator or humanitarian (both right brain), with each person preferring two of these but capable of using them all. Allinson and Hayes’ (1988) intuitive/analytical model holds that each learner has a preference for either intuition (making judgements based on feeling and the global perspective - right brain) or analysis (making judgements based on reasoning and the detailed view - left brain). Teachers need to use a range of activities which suit the different learning styles suggested by these models, and students should be helped to develop their skills in the areas in which they are initially less comfortable. Finding out students’ preferred approaches to learning remains a valuable exercise.

How to use Use the questionnaire to find out students’ preferred approaches to learning. It is based on Herrmann’s left brain/right brain model. The outcomes could be used as the basis for a discussion of the benefits of developing a wider range of learning techniques. The results could be used by teachers to assess the balance of their teaching. If the teaching is biased in a particular direction it could explain why some students are not progressing as well as might be expected. Interpreting the sheet Herrmann’s model: A: characteristic of theorists (left brain) B: characteristic of innovators (right brain) C: characteristic of organisers (left brain) D: characteristic of humanitarians (right brain) Most people favour A and C (theorist-organisers) or B and D (innovator-humanitarians). About one third of people favour A and B (theorist-innovators) or C and D (organiser-humanitarians). Few people favour A and D (theorist-humanitarians) or B and C (innovator-organisers).



Learning styles Tick any 14 boxes which describe how you like to learn or what kinds of learning activities you find most useful.

Section A Section B Tick Tick Learning facts

Exploring new ideas

Applying logic

Relying on intuition or guesswork

Forming theories

Constructing my own ideas

Lectures

Experimentation

Building cases/arguments Going wherever my ideas take me

Studying data

Speculating on the future

Studying financial and technical information

Creating displays

Section C

Section D

Organising information

Listening and sharing ideas

Putting information into sequence

Moving and feeling

Discussing case studies

Getting involved

Evaluating and testing theories

Experiencing things

Practising skills

Learning by music

Planning

Group discussions

Using textbooks

Role play

Summary/comments Is there anything else we ought to know about how you learn best?



Study skills audit: Teachers’ notes Rationale Enabling students to reflect on their approaches to learning is crucial in their

development as independent learners. Effective self-evaluation generates pride in success, and modification and improvement become a natural part of the learning process.

How to use The study skills audit asks students to assess their abilities in generic study skills. Using the Word files on the CD-ROM, teachers can insert extra lines to add subject specific skills if these are relevant, or they can change the list of study skills. The student assesses their own performance, chooses one of the skills for improvement and devises a plan on how to achieve this. It is important that such targets and actions are SMART (Specific, Measurable, Attainable, Realistic, Time-specific) – otherwise they may prove ineffective. Students (and teachers) may benefit from some guidance on the setting of SMART targets.

Example

Here are examples of how the boxes on the audit might be used. Action: What will I do to meet my target? Work through some of the practice exercises in my booklet Work through the examples on the Maths website Attend homework club next Tuesday to go through my answers with a teacher Evidence: How will I know that I have met my target? I will understand percentages better I will get a better mark in my next test Teacher comment/feedback This looks like a sound strategy for improvement. If at any point you feel like you are getting stuck, let me know and we can go through it again together. I think you have underrated your understanding of percentages.



Study skills audit Name ............................................................................................................................................... Rate yourself at the following study skills. Tick the scores that you think apply to you. Poor

1

2

3

4 Excellent

5 Listening to teachers and presentations

Working out problems

Revising for tests and exams

Making my own notes

Long pieces of writing such as essays

Organising my time

Concentrating in lessons

Discussing ideas

Presenting to others

Doing my own research

Doing homework

Using computers

Choose one of these skills to improve............................................................................ By when? ...................................................................................................................... Action: What will I do to meet my target?

Evidence: How will I know that I have met my target?

Teacher comment/feedback



Existing knowledge

Rationale Students bring knowledge with them when they enter the classroom. Some may be entirely new to the material. Others may have covered the subject or topic before or they may have an interest which they pursue outside formal education. Teachers need to be aware of this pre-existing knowledge in order to offer appropriate levels of challenge and support.

How to use Teachers can use the form to capture information about students. The teacher can input the relevant topics, subjects, or sections of the specification onto the form and students can score themselves against each part. Interpretation of the results may require some care, as students are making their own assessment and may under- or over-estimate their knowledge. This form could be used for a whole course or for part of a course. The results can be used to inform the choice of topics or contexts for learning and/or to select students for group work or teams: students can be matched with those who have similar or complementary levels of prior knowledge. The information can also help teachers take advantage of the individual expertise of certain students.

Example

Subject or topic Astronomy Have you studied this subject before? Yes If yes, please give details I think I’ve done bits in Science GCSE Rate your knowledge of the following topics (tick the relevant column)

Topic/issue

1 Know

nothing

2 Know a

little

3 Not sure

4 Know quite a

lot

5 Know lots

The origins of the universe The solar system The speed of light Telescopes Space exploration Satellites The history of astronomy Space in the media and film Comments or questions

I know a lot about space in the media because I watch a lot of science fiction films. I know something about space exploration and the solar system because I watched the news about the Mars explorer space mission.



Existing knowledge Name ..................................................................................................................................... Subject or topic ....................................................................................................................... Have you studied this subject before?..................................................................................... If yes, please give details ........................................................................................................ ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... Rate your knowledge of the following topics (tick the relevant column)

Topic/issue

1 Know

nothing

2 Know a

little

3 Not sure

4 Know quite a

lot

5 Know lots

Comments or questions

50 templates for improving teaching and learning Section 2: Setting the scene for learning


Introduction Setting the scene for learning This section is concerned with the creation of an ethos and set of expectations that will allow the maximum amount of learning to take place. The aim is to ensure that all students are aware of what they are doing and why, what is expected of them in terms of behaviour, attitudes and approaches, and to make clear the responsibilities of students and teachers. Being explicit about expectations and involving students in defining ground rules promote trust and cooperation. It results in classrooms which are more easily managed and more effective places for learning. Students benefit when they are helped to plan their work and to prepare effectively for lessons and homework. Helping them to see the ‘big picture’ also enables them to learn more effectively.



Section 2 Setting the scene for learning 7. The big picture 17-18

8. Ground rules 19-20

9. Personal learning plan 21-22

10. Organising myself 23-24

11. Homework record 25-26

12. Student/teacher contract 27-28



The big picture: Teachers’ notes

Rationale According to Smith (1996), helping students to see the ‘big picture’ is an essential part of what he calls the Accelerated Learning Cycle. It allows students to connect with the overall learning experience before starting to engage with the detail. Knowing ‘the big picture’ enables students to access and understand the links between separate learning experiences (Smith, Lovatt and Wise, 2003).

How to use The form could be completed in advance and given out to students, although it is likely to have more impact if students fill it in themselves as a learning activity. For example, students could be given separate elements to research and feedback to the rest of the group, with the aim of creating a definitive version.

Example

Subject Geology Title of activity/unit Volcanoes Length of teaching All lessons in block E Four weeks Content Types of volcano Causes of volcanoes Hazards caused by volcanoes Predicting eruptions Volcanoes and landscapes Human uses of volcanoes Activities Individual research using books, CD-ROM, internet to answer questions on worksheet Group project about one chosen volcano One test Links Closely linked topics include: Plate tectonics Earthquakes Climatic hazards Assessment The group project will be peer-assessed The timed essay will be graded using the exam board mark scheme Important to remember The presentation for the group project will be in the fifth lesson (21st May) The test will be in the final lesson (23rd May) Watch BBC2 programme at 8.30 pm on 17th May about volcanoes Other The worksheet and the list of recommended resources are on the school intranet under ‘geology/volcanoes’



The big picture Name .............................................................................................................................................. Subject

Title of activity/unit

Length of teaching Content Activities Links Assessment Important to remember Other



Ground rules: Teachers’ notes

Rationale Cooperation between and within groups of learners and teachers is essential for effective learning. Cooperation depends on trust and trust promotes cooperation. An agreed set of ground rules (sometimes referred to as a ‘full value contract’) helps to promote trust and cooperation (Clarke, 2005) and makes classroom management easier.

How to use Students should be encouraged to discuss and agree on a set of classroom rules or behaviours that will facilitate a positive learning environment. One approach would be as follows: 1. Divide the class into small groups. 2. Give each group a sheet with a particular heading to discuss (e.g. noise levels, behaviour to each other, safety). 3. Students decide what they think would be good rules and write them on the sheet. 4. Groups then circulate to the next sheet, adding to or commenting on the suggestions on the sheet. Once all groups have seen every sheet, the ideas can be discussed and agreed (the teacher is likely to have an editing role here, although it is important that the rules reflect student opinion and use their own words). A final version can be made into a poster and displayed prominently. It is important that the agreed rules are enforced from the outset (Muijs and Reynolds 2005).

Example

We discussed what was important to help us learn effectively. These are the rules we agreed: We should arrive on time We should always bring a pen, pencil and textbook We should be friendly to each other We should complete our work on time and do it as well as we can We should listen to each other We should accept that other people may have a different point of view We should not shout We should not swear We should turn off our mobile phones and put them away We should listen to our teacher and other members of staff and do what they ask We should not do anything dangerous or anything which might hurt someone (including ourselves) When we are all listening to the teacher we should put up our hand if we want to say something We should obey the school IT rules if we use the computers We should try and enjoy our lessons!



Ground rules Name .....................................................................................................................................

We discussed what was important to help us learn effectively. These are the rules we agreed. Class/group Date



Personal learning plan: Teachers’ notes

Rationale Providing explicit instructions to students helps them understand exactly what is expected of them. It can help them to plan their work, prepare effectively for lessons, achieve their desired learning outcomes and incorporate their personal targets. It is particularly helpful for those students who find it difficult to organise themselves, often the case for students with conditions such as dyslexia or mental health difficulties (Holloway, 2004, 2006). It is part of the process of providing the ‘big picture’, one of the key stages in what is sometimes known as the Accelerated Learning Cycle (Smith, 1996).

How to use The form can be used at the start of a course, module or activity. There are opportunities for differentiation by task and outcome in that each student could be given a different task or be allowed to choose from a range of options such as what to learn, what to use, and what to produce.

Example

Name Emma Rudd Subject English Aims This plan is to help me learn the following: Who was William Wordsworth and where did he live? What kinds of things did he write? To find a piece of writing by Wordsworth that I like or dislike To explain what I like or dislike about it Deadline I will complete this work by: Friday 30th November Organisation of work I will be working (tick): On my own Resources I will be using: My anthology of poems An encyclopaedia from the library Any other resources I can find Work I have to produce: 250 words of my own writing A copy of a piece of Wordsworth’s work I like or dislike (can be a photocopy) Assessment I will be assessed by: Mark out of 20 Other things to remember I can discuss this with my teacher if I have problems I need to improve my spelling



Personal learning plan Name ............................................................................................................................................... Subject............................................................................................................................................. Aims This plan is to help me learn the following: Deadline I will complete this work by: Organisation of work I will be working (tick): On my own With a partner In a group In a combination of these ways Resources I will be using: Work I have to produce: Assessment I will be assessed by: Other things to remember



Organising myself: Teachers’ notes

Rationale Providing explicit instructions to students encourages them to see what is expected of them. It can help them to plan their work, prepare effectively for lessons, achieve their desired learning outcomes and incorporate their personal targets. It is particularly helpful for those students who find it difficult to organise themselves, often the case for students with conditions such as dyslexia or mental health difficulties (Holloway, 2004, 2006). It is part of the process of providing the ‘big picture’, one of the key stages in what is sometimes known as the Accelerated Learning Cycle (Smith, 1996).

How to use This form is best use at the start of a course, module or activity, especially where it is possible to predict a pattern of requirements such as the dates homework is due to be collected. Some of the information can be provided directly by the teacher, but it may be helpful to get students to discuss some of the sections before confirming (e.g. ‘What equipment do I think I will need for these lessons?’)

Example

Subject Biology Teacher Mr James Days/times of lessons Mondays 9.15-10.30 Thursdays 10.45-12.00 What do I need to remember? Safety rules in the lab Classroom rules on the poster Equipment Always needed Pen, pencil, ruler, calculator Biology textbook Sometimes needed Lab coat Safety goggles Mr James will tell me when I need these. I get them from the lab technician in room 42 and I return them at the end of the lesson Homework Set every Thursday Collected every Monday Instructions are always on the noticeboard outside room 42 Other I can see Mr James at 12.10 on Fridays in Room 40 if I want to discuss my homework



Organising myself Name ............................................................................................................................................... Subject Teacher Days/times of lessons What do I need to remember? Equipment Always needed Sometimes needed

Homework Other



Homework record: Teachers’ notes

Rationale Providing a structured set of instructions for homework helps students to understand the task and be confident about what is required. This avoids the situation in which homework is set in a rush at the end of a lesson and the finer points of the instructions (and support available) risk being lost.

How to use Teachers can fill in the instructions or students can fill them in themselves on the basis of what they are told or what is agreed. There is an opportunity for teachers to comment on students’ understanding of the task before it is completed. Alternatively, the feedback box could be used (or modified) for the purpose of providing feedback on the completed activity.

Example

Homework activity Ponds case study Deadline Hand in 19th December

Required outcomes A folder containing: 250 words to answer the following question: ‘Describe and explain the food web of a typical English pond’ My own diagram of a pond food web Photographs from our visit to Bailey’s pond labelled to show plants and animal species Resources available or needed Photos are available to download from the VLE Ecology textbooks pages 65-79 discuss ponds Personal target I want to improve my written descriptions compared to my last case study Notes/comments If I want to I can use IT for the writing and for labelling the photos I should show the draft to Mrs Brown on the 12 December for her comments Evaluation/assessment/feedback You have a good understanding of the task. I look forward to seeing the draft!



Homework record Name ............................................................................................................................................... Subject............................................................................................................................................. Homework activity Deadline Required outcomes Resources available or needed Personal target Notes/comments Evaluation/assessment/feedback



Student/teacher contract: Teachers’ notes

Rationale A student/teacher contract is a way of setting out formally the responsibilities and expectations of students and teachers. It is helpful to the teacher because it makes it clear that learning and teaching are shared activities which, to be most effective, need both parties to collaborate. It is useful to students because it is explicit about what is required of them and reassures them that they can expect certain things in return. Learning contracts can be seen as part of the promotion of trust and cooperation in the classroom.

How to use Student/teacher contracts need to be used at the outset of a course. They can be used in conjunction with discussions on ground rules for classroom behaviour, although they are not usually open to negotiation. These types of contracts are most likely to be effective when there is an institutional framework which supports their use and where their contents dovetail with the systems and procedures for pastoral support and guidance. They should be tailored to the individual requirements of subjects where appropriate. Both the student and the teacher should be given a copy of the completed contract. For students with special educational needs or disabilities, the learning contract can be used to specify any additional support to which the student is entitled.



Student/teacher contract

Student Name of student.......................................................................................................... Course/subject ............................................................................................................ As a student following this course I agree to:

• Attend all lessons (have no unauthorised absences)

• Arrive on time

• Bring all the equipment and resources needed for each class

• Submit all work on time

• Listen to the views of others with respect

• Avoid using language or behaviour which may cause offence to others

• Take responsibility for catching up any work missed during authorised absences

• Work within the ground rules agreed by the class Signed ............................................................... Date ........................................ -----------------------------------------------------------------------------------------------------------------------

Teacher Name of teacher ......................................................................................................... As the teacher of this course I agree to:

• Teach appropriate content

• Help you develop relevant skills

• Prepare you for assessment

• Set work regularly

• Mark and return written work within a reasonable period

• Give constructive advice on how to improve your work

• Help you towards meeting your targets for this subject Signed ............................................................... Date ........................................

50 templates for improving teaching and learning Section 3: Managing student presentations


Introduction Managing student presentations Student presentations are used increasingly by teachers. They are a form of ‘peer-explaining’, one of the teaching strategies with large positive effects on learning according to Marzano (1998). They also lend themselves to peer-assessment which also has a major impact on learning (Hattie et al., 1996). For these benefits to accrue, presentations need to be well-structured and well-managed. This section provides resources intended to improve the planning of presentations, the provision of resources for audiences, and the method of peer-assessing presentations.



Section 3 Managing student presentations 13. Planning a presentation 31-32

14. Notes from a presentation 33-34

15. Checklist for presentations 35-36

16. Assessing a presentation 37-38



Planning a presentation: Teachers’ notes Rationale Clarity regarding goals and expectations about student presentations is important

as many students get understandably anxious about what they see as ‘performing’ in front of their peers. Of course, the more presentations are a routine part of learning, the less of a problem this will become. Petty (2006) advocates presentations as part of the phase in which students apply their newly acquired knowledge before reviewing it. With regard to audience, Petty (2006) notes that presentations work best when students present to their peers, but not to their close friends or their own group.

How to use This form should be used when the task is being set. It enables the students to record all the necessary details before preparing their presentation. The details could be set by the teacher or negotiated with the group.

Example

Group name Blue team Group members Sam, Amina, Robert, Me Topic The life of a famous composer Guidelines Should be no longer than 5 minutes Everyone in the group must speak Format Use Powerpoint including images Equipment needed Computer Projector Screen Setting Room 25 Audience Half of Mr Rogers group (year 9 ) Preparation schedule Draft must be completed by 15 May Comments back from teacher by 18 May Final version ready for 21 May How presentation will be judged Will be assessed on the quality of the content (45%), style of presentation (25%) and ability to deal with questions (30%). Further details are on the intranet Comments/notes/queries Can we use music?



Planning a presentation Name(s) ........................................................................................................................................... Group name Group members Topic Guidelines Format Equipment needed Setting Audience Preparation schedule How presentation will be judged Comments/notes/queries



Notes from a presentation: Teachers’ notes Rationale Presentations can be effective learning strategies, especially for the presenters.

For the audience to gain maximum benefit it is often useful to provide resources to use during the presentation (such as notes to annotate) or to take away at the end. Otherwise, students may place a low value on being the audience for their peers.

How to use This form is for students to use for making notes on a presentation if the presenter has not produced their own materials.

Example

Presentation title The life of Mozart Presenter(s) Sam, Amina, Robert

Key points of presentation/discussion Mozart – lived 1756-91 Born in Austria Probably the most famous and influential composer of the Classical era. Composed more than 600 works Famous operas include Figaro and Don Giovanni Cause of death is not known for certain – but conspiracy theories suggest he may have been poisoned His life has been turned into the film ‘Amadeus’ Conclusions reached Probably the most popular and famous composer ever Died young (35) – could have produced even more brilliant work if he had lived longer Evaluation/assessment/feedback/further questions What were the main influences on his music? Teacher feedback



Notes from a presentation Name ............................................................................................................................................... Presentation title Presenter(s) Key points of presentation/discussion Conclusions reached Evaluation/assessment/feedback/further questions Teacher feedback



Checklist for presentations: Teachers’ notes Rationale Self-assessment can have a significant positive impact on learning (Hattie et al.

1996) – see also Section 6. This checklist focuses on some of the criteria that make an effective presentation. The focus is on the quality of the presentation as an activity rather than on the content. A separate checklist would be required for the content.

How to use Students should use this checklist during the preparation phase of a presentation. Completing it should help them assess the effectiveness of their preparation, provide an indication of their strengths and weaknesses as presenters and identify issues that require particular attention.



Checklist for presentations Name ................................................................................................................................................. Here is a list of 20 good points about presentations. Indicate how confident you feel about making a presentation by ticking the relevant box.

20 good points about presentations Confident

Unsure

? Not

confident

Before the presentation Following any guidelines and advice provided

Planning an introduction to gain the audience’s attention and give an overview of the presentation

Planning a conclusion to summarise the content of the presentation

Making sure each point flows from the one before

Learning all or most of the presentation

Preparing small cue cards as a reminder of key points

Thinking about the layout of the room

Preparing notes for the audience

Preparing visual aids to enhance the presentation

Checking that any equipment is set up and working before the presentation

Practising the presentation in advance

During the presentation Appearing confident

Maintaining eye contact with the audience

Smiling regularly through the presentation

Speaking clearly and not rushing the presentation

Speaking loudly enough for all the audience to hear

Emphasising key points

Using suitable language for the topic and audience

Encouraging questions and participation from the audience

Being able to answer questions from the audience

Key things to improve



Assessing a presentation: Teachers’ notes Rationale Self- and peer-assessment can have a positive impact on learning (Hattie et al.

1996) – see also section 6. This template asks students to self- or peer-assess a presentation.

How to use The assessment form allows the student to assess their own presentation or that of a peer or peers. The emphasis should be on positive comments and suggestions for improvement. As with all peer-assessment, some advance training on how to do this constructively may be required. The section on ‘Details of presentation’ might be used to note down the names of presenters, the title of the presentation and/or other practical details.



Assessing a presentation

Name ................................................................................................................................................. Details of presentation ....................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... Score the presentation using the following scale: 5 Excellent 4 Very good 3 Good 2 Satisfactory 1 Unsatisfactory Score Positive comments Ways to improve

Verbal communication skills Clear voice, audible, suitability of language and vocabulary

Non-verbal communication skills Eye contact, body language, confidence, smiles

Suitability for the audience Not too hard or easy, interesting

Evidence of preparation and knowledge Ability to answer questions, well organised,

Quality of resources Notes provided, room layout, slides, music and so on

Content of presentation Useful, interesting, accurate

50 templates for improving teaching and learning Section 4: Effective group work


Introduction Effective group work Group work is already a common feature of many classrooms. Whether in the form of pair or larger groupings it can be a highly effective way of working and learning, taking advantage of the combined strengths of the different members of a team. However, if managed ineffectively, little learning may take place. Teachers need to be particularly aware of the make-up of groups and should get students used to working with a variety of others. This section provides resources to improve the effectiveness of group work. They include templates for establishing rules or agreed ways of working, setting clear expectations about tasks, roles and outcomes, and being clear about how group work will be assessed and evaluated.



Section 4 Effective group work 17. Rules for discussion 41-42

18. Review of discussion 43-44

19. Group task management 45-46

20. Allocation of group roles 47-48

21. Group work feedback 49-50

22. Group work evaluation 51-52

23. Snowballing 53-54



Rules for discussion: Teachers’ notes

Rationale Cooperation between and within groups of learners and teachers is essential for effective learning. Cooperation depends on trust and trust promotes cooperation. An agreed set of rules for group work and discussion helps to promote trust and cooperation It also makes classroom management easier (Clarke, 2005). See also the ground rules template on pages 19-20.

How to use Students should be encouraged to discuss and agree a set of rules or behaviours which will facilitate effective working in pairs or groups. One way to do this would be as follows: • Divide the class into small groups. • Give each group a sheet with a particular heading to discuss (e.g. noise levels,

behaviour towards each other, safety). • Students write on the sheet what they think would be good rules. • Groups then circulate to the next sheet, adding to or commenting on the

suggestions on the sheet. • Once all groups have seen every sheet, the ideas can be discussed and

agreed (the teacher will probably need to take an editing role here, although it is important that the rules reflect student opinion and are written in their own words).

• The final version should be made into a poster and displayed prominently. • The agreed rules need to be enforced from the outset (Muijs and Reynolds,

2005). It may be necessary for teachers to demonstrate what it means to discuss in a ‘fair’ way (for example, one person speaks and the others listen without interrupting). The teacher should also be aware that establishing pairs and groups requires some thought and planning to avoid problems which are sometimes caused by issues such as gender and friendship (for further ideas on this see Clarke, 2005).

Example

We discussed what was necessary to make sure our discussions are useful and fair. These are the rules we agreed: Only one person should speak at a time We should pay attention when we are listening We should look at the person who is talking We should not interrupt unless we are invited to We should never shout We should never deliberately offend other people We should remember that it’s OK to have a different point of view We should remember it’s OK to change your mind Everyone should have the chance to say their piece

Class/group Date



Rules for discussion

We discussed what was necessary to make sure our discussions are useful and fair. These are the rules we agreed: Class/group Date



Review of discussion: Teachers’ notes

Rationale Discussions are effective learning strategies that allow students to express, share and develop ideas. For the maximum benefit it may be necessary for students to make some notes as a record of the discussion and the key points that emerge.

How to use This form is for students to use to make notes on a discussion. If appropriate, the form could be divided into sections for points in favour and points against or to represent different standpoints which emerge.

Example

Discussion title

Is the Premiership the best football league in the world? Key points of discussion

It’s not easy to agree on what we mean by the ‘best’ Some people think the style of football is the most entertaining – does this make it best? It attracts many of the world’s best footballers – does this make it best? If it were, the best English teams would win the Champions League and the Super Cup more often than they do The Premiership is the most popular football league for TV viewers overseas Conclusions

It might be the most famous league, but the lack of success of England in international competitions suggests it is not the best in terms of the standard of football

Evaluation/assessment/feedback/further questions If it is not the best, which league is? We could not agree on this. Most people thought it would be Italy or Spain.

Teacher feedback

A good summary. During the discussion people were using lots of relevant statistics which they had researched. You could have noted some of these down during the discussion. Look at John’s example on the door for ideas.



Review of discussion Name ................................................................................................................................................. Subject............................................................................................................................................... Discussion title Key points of discussion Conclusions Evaluation/assessment/feedback/further questions Teacher feedback



Group task management: Teachers’ notes

Rationale Providing explicit instructions to students helps them to see what is expected of them. It can help them to plan their work and prepare effectively for lessons. It is particularly helpful for those students who find it difficult to organise themselves. This is often the case for students with conditions such as dyslexia or mental health difficulties (Holloway, 2004, 2006). It is part of the process of providing the ‘big picture’, one of the key stages in what is sometimes called the Accelerated Learning Cycle (Smith, 1996).

How to use The form could be used at the start of an assignment. In order to use it effectively there needs to be some discussion within each group as to who does what and how – the teacher may need to provide guidance, the extent of which will depend on the level of independent learning skills within the class.

Example

Title of task What is this activity called?

The Space Race - research task

Purpose/aim What are we trying to learn? Knowledge: What were the main features of the ‘space race’? Evaluation: Did the benefits outweigh the costs? Output What have we got to produce or do?

A five-minute presentation using Powerpoint and a set of notes for my own file Time frame How long have we got? What is the deadline?

Two weeks to prepare for the presentation in the lesson on 14 March Roles Who is doing what in the group? Me: researching the beginning of space race in 1940s/50s, including costs Steve: space race in 1960s – to the moon, including costs Frankie: benefits of space race in general All of us: preparing the presentation next week Method How are we going to do it?

First two lessons: research on our own, third lesson: discuss/share ideas, fourth lesson: prepare Resources What can we use to help us?

Textbooks in library, computers in room 52 during lessons, NASA CD-ROM, video on the moon landings Support What help is available?

Mr Hutchings during lessons Library staff can advise on resources Examples of last years work on intranet Assessment How will this work be judged?

The presentation will be assessed by peer-assessment using the standard criteria. Mr Hutchings will also check that I have a full set of notes The assessment is for internal use only (not part of the final grade)



Group task management Name ............................................................................................................................................... Subject............................................................................................................................................. Title of task What is this activity called?

Purpose/aim What are we trying to learn?

Output What have we got to produce or do?

Time frame How long have we got? What is the deadline?

Roles Who is doing what in the group? Method How are we going to do it?

Resources What can we use to help us? Support What help is available? Assessment How will this work be judged? Other information



Allocation of group roles: Teachers’ notes Rationale In group work the allocation of roles implies that each individual is an important

part of the group and helps create a feeling of accountability. This promotes a sense of worth and belonging which is one of the important benefits of cooperative learning. Assigning roles provides explicit expectations and can add to the sense of order in the group work (Fogarty, 2002). It is important to note that in most group situations the allocated role is not the only contribution that the student makes - they are expected to contribute to the general work of the group in addition to their allocated role.

How to use It is unlikely that all of the roles identified here will be relevant for any one task so teachers need to be selective about the most appropriate roles for a particular activity. In many cases it will be sensible to allocate more than one role to individual students. The allocation of roles may be decided by the teacher or left to the group members (if the teacher is confident that this will lead to appropriate outcomes). In the first instance the teacher can write the names on the form in advance of the lesson.



Allocation of group roles

Role

Explanation Name

Task leader

Responsible for planning the task and allocating responsibilities.

Timekeeper

Makes sure the group are always aware of meeting deadlines and spend a sensible amount of time on each task.

Secretary

Notes key points of discussions and any decisions reached.

Summariser

Identifies key points and summarises discussions.

Includer

Makes sure everyone in the group has contributed.

Chairperson

Leads discussions and debates, makes sure everyone has the chance to put their views across.

Promoter

Puts forward one view. Does not have to agree with the view personally.

Opponent

Argues against a view. Does not have to disagree with it personally.

Devil’s advocate

Questions the views that other group members take for granted. Deliberately argumentative.

Questioner

Takes the lead in asking questions to group members or to other groups.

Presenter

Takes the lead in presenting the group’s work to others.

Researcher

Finds, collects and reports back information.

Statistician

Responsible for numerical and statistical tasks.

IT technician Takes the lead in using IT applications such as Powerpoint.

Technician

Responsible for collecting and managing IT equipment such as computers and data projectors.



Group work feedback: Teachers’ notes

Rationale Effective teaching methods are those that set challenging goals and provide students with feedback which helps them progress towards those goals. Well-managed group work is one such method. This form enables students to reflect on, and make a record of their learning after a group activity. The teacher can then monitor the learning and provide appropriate feedback.

How to use The purpose of this form is for students to collect information from a discussion or group activity - either from their own group or from a presentation by another group. This is especially useful in situations where there would otherwise be no physical product or notes from the activity. There is space for teacher feedback at the bottom of the sheet which might be used to correct any misconceptions or to suggest where the student could go next with this topic.

Example

Activity/task/topic What makes a baby into a toddler?

Group/student name(s) Mina, Laura, Ellen

Key points of presentation/discussion They are called toddlers because of the way they are learning to walk (toddle) They are starting to talk – they often start with words like ‘mama’ or ‘dada’ Toddlers often get common illnesses like chicken pox Toddlers are starting to develop personalities and learn behaviours Conclusions reached There is no exact definition of a toddler If a baby is able to start walking they could be called a toddler Evaluation/assessment/feedback/further questions What age range are toddlers normally? Teacher feedback You have picked up some of the main characteristics of toddlers. You are right to ask for clarification of the age range – you’ll find a good answer on page 27 of the resources – make sure you add it to your notes above.



Group work feedback Name ............................................................................................................................................... Activity/task/topic ............................................................................................................................. ........................................................................................................................................................ Group/student name(s) Key points of presentation/discussion Conclusions reached Evaluation/assessment/feedback/further questions Teacher feedback



Group work evaluation: Teachers’ notes Rationale Students need to be encouraged to reflect on their ability to work with others to

complete a task. They need to use this reflection to identify areas for improvement and appropriate strategies to facilitate these improvements.

How to use The purpose of this form is for students to evaluate group activity after it has been completed. There is space for teacher feedback at the bottom of the sheet which could be used to give the teacher’s view of the process. This is often helpful as a way of pointing out to students some of the less tangible benefits of the process or to remind them of their achievements along the way (which the student may have forgotten about).



Group work evaluation Name ............................................................................................................................................... Group/student names ...................................................................................................................... Task................................................................................................................................................. ........................................................................................................................................................ Assess how effective you were at these group skills by circling the relevant score.

Totally unsuccessful

Quite unsuccessful

Neither successful nor unsuccessful

Quite successful

Totally successful

My contributions Supporting others

1 2 3 4 5

Taking turns

1 2 3 4 5

Offering a different view

1 2 3 4 5

Keeping on task

1 2 3 4 5

Listening to others

1 2 3 4 5

Respecting other views

1 2 3 4 5

The group as a whole Time management

1 2 3 4 5

Fulfilling our roles

1 2 3 4 5

Organisation

1 2 3 4 5

Completion of the task

1 2 3 4 5

What we produced

1 2 3 4 5

Comment on what could be improved next time and how

Teacher feedback



Snowballing: Teachers’ notes Rationale ‘Snowballing is a way of collecting information from a brainstorm, thought

experiment or round, ensuring full participation and more student discussion’ (Petty, 2006). It can be used in many situations including the presentation of new ideas, checking current understanding and the teaching of learning and thinking skills. Petty (2005) advocates snowballing as one of 28 methods of ‘teaching without talking’. He advocates the use of these techniques to make students more active in the initial presentation of new ideas or themes. He quotes studies by Hattie et al. (1996) which suggest that the most effective teaching methods are those which set challenging goals and provide students with feedback relating to their progress towards those goals. Snowballing is a cooperative learning method which enables this to happen.

How to use • Students are given appropriate resources or stimulus and relevant questions which they are seeking to answer.

• Stage 1: At first they work on their own, recording their answers. • Stage 2: Next they work in pairs, sharing their answers. They then discuss and

agree a common answer (which may be different from or based on the answers they have already).

• Stage 3: Students then join with another pair to form groups of four, for the same purpose, again agreeing on a common answer which is likely to include points from both of the previous ‘best’ answers.

• And so on if appropriate. • The students are then provided with a model answer or mark scheme and

asked to use this to assess or score their final ‘best answer’. The form is for students to use at each stage of the process.

Example

Topic or question What is a system? Use an example in your answer. Stage 1: My answer A system is a way of doing things - a method or a set of things linked together. You could have a system for playing football (like 4-4-2), or a system like an ecosystem. Stage 2: Pair answer The word system is often used to mean a way of doing things or a set of things linked together. However, in science, a system is a structure with inputs, outputs, and processes. For example, an ecosystem has inputs, outputs and processes. Stage 3: Group answer The word system is often used to mean a way of doing things or a set of things linked together. However, in science a system is a structure with inputs, outputs, and processes. For example, an ecosystem such as a rainforest has inputs (such as sunlight and rain), outputs (such as heat) and processes (such as photosynthesis). Systems can be closed (where the only input and output is energy) or open (with other inputs and outputs). An ecosystem is an example of an open system.



Snowballing Name ............................................................................................................................................... Topic or question Stage 1: My answer Stage 2: Pair answer Stage 3: Group answer Comments/feedback/ideas/improvements

50 templates for improving teaching and learning Section 5: Graphic organisers


55

Introduction Graphic organisers ‘Graphic organiser’ is a term applied to various diagram-based learning resources such as flow charts and spider diagrams. Some of these have been around for a long time and some are more recent. They are becoming increasingly popular as a tool favoured by those approaches which are sometimes labelled as ‘brain-based learning’, ‘accelerated learning’ or ‘super-learning’. Fogarty (2002) describes graphic organisers as a means of ensuring that thinking takes place in the ‘brain compatible classroom’. Graphic organisers usually require students to transform information rather than simply reproduce it in the same form in which they received it. They therefore offer a degree of intellectual challenge and may make it easier to assess the extent to which the material has been grasped (Hughes, 2001).Their visual nature makes them highly suited to the needs of visual learners. Graphic organisers promote active learning which links to constructivist theories: learners construct meanings by processing information, sorting it and looking for connections and patterns. There is strong evidence to suggest that visual representations help students to see these connections and patterns (Ausubel, 1978).



56

Section 5 Graphic organisers 24. Spider diagram 57-58

25. Venn diagram 59-60

26. Bubble quotes 61-62

27. Caterpillar diagram 63-64

28. Advantages and disadvantages 65-66

29. Flow chart 67-68

30. Timeline 69-70

31. Brain drops 71-72



57

Cars Oil/fuel

Traffic jams

Public/ private

Pollution Train

Spider diagram: Teachers’ notes

Rationale Spider diagrams are useful for generating initial ideas about a topic or revising what has been taught. They begin with a central idea and then visually break that idea down into a number of categories. A further development of the spider diagram is the mind map (Buzan, 1991). This uses extra ‘legs’ to create new connections.

How to use Students begin with a word, idea or concept which they write in the centre of the circle. The diagram can then progress in a number of ways. For example, students could break the topic down into a number of categories which become the ‘legs’. Alternatively the spider diagram can be used as part of the process of generating initial ideas about a topic. Students can write at the ends of the spider’s legs any words, ideas or phrases which they associate with the central idea or concept. These can then be discussed and used to produce a summary of the idea or concept. There is no need to stick to any particular number of ‘legs’ - fewer or extra can be used as necessary. The CD contains text boxes in each of the ‘legs’.

Example

Transport



58

Spider diagram

Name ...............................................................................................................................................



59

Venn diagram: Teachers’ notes

Rationale Venn diagrams are useful for activities that involve comparisons of similarities and differences. Similarities are placed in the overlapping sections and differences in the non-overlapping parts. More than two shapes can be used if more complex comparisons are to be made.

How to use The template here could be blown up to A3 size. When using the CD, text boxes can be placed in the shapes as appropriate.

Example

Compare rugby union and soccer

Oval ball

Mostly middle class

15 players Played in only a few countries

Originated in England

Professional sport

Referee

11 players

Round ball

Played everywhere

Can’t touch ball in play with hands



60

Venn diagram Name(s) ........................................................................................................................................... Title..................................................................................................................................................



61

Bubble quotes: Teachers’ notes

Rationale ‘Bubble quote’ diagrams help students understand that there are a range of viewpoints on issues. This is an essential step if they are to develop skills of analysis and evaluation. Students are provided with an issue and have to identify the viewpoints that different individuals or organisations may adopt towards it. Each viewpoint is represented visually by a speech bubble and students write within the speech bubble.

How to use These bubble quote graphic organisers are useful as a starting point for discussions or role plays and/or can be used as a method of brainstorming material to be used in a longer piece of writing. Students can be provided with the different interests or may identify them independently. Teachers could also write sentence starters within the speech bubbles for all or some students. If you are using the CD-ROM version, each bubble contains a text box.

Example

Nuclear power

Local resident I’d rather have

1000 wind turbines than a nuclear power

station

Industrialist Our economy

uses huge amounts of

energy. There is no alternative

Environment Campaigner

Can kill thousands if

accident occurs - too risky

Taxpayer It’s very

expensive and must be paid for

by the people who use it



62

Bubble quotes Name(s) ...........................................................................................................................................



63

Caterpillar diagram: Teachers’ notes

Rationale Caterpillar diagrams are used to develop and expand on ideas, often moving from the individual case to the big picture. They can describe processes and show how ideas can be linked in a hierarchy or system.

How to use Students can be given the big idea and/or the starting point and try to work out the intervening stages. If using the CD-ROM, text boxes are provided within the shapes.

Example

Water circulates from air to land to sea to air: the

hydrological cycle

Cloud to rain

Evaporation

Sea

Rivers

Cloud: rain falls from clouds and

creates streams



64

Caterpillar diagram

Name ............................................................................................................................................... Title..................................................................................................................................................



65

Advantages and disadvantages: Teachers’ notes

Rationale This graphic organiser develops evaluation skills. The diagram is useful because it requires students to consider views which may be opposed to their own. It also helps reinforce the idea that conclusions should be reached after consideration of more than one side of an argument. It may also be helpful as a visual cue, in that the evaluation is likely to come down on the side with the most (and best) points in its favour.

How to use Students are given an idea, concept or argument to evaluate. This could occur at the start of teaching as part of initial idea generation or at the end as a summary of evidence and final evaluation. Students identify advantages and disadvantages (or points for and points against) before reaching an overall conclusion or evaluation. Teachers could give out partially completed forms to give students some initial ideas or blank forms if the students are capable of generating their own ideas on both sides. Alternatively the teacher might decide to provide partially completed forms for some students and not for others in order to differentiate the activity. In order to help weigh up the strength of arguments, students can rank their lists (number them in order of importance) or give each point a score and add them up to see which side ‘wins’.

Example

View/idea

Junk food should be banned from school dinners

Advantages/points in favour Disadvantages/points against

There are healthier alternatives

School kids like junk food

Children need to learn to eat healthy food

School dinners are horrible

Schools have a responsibility for their pupils

Pupils will just go to the chip shop instead

Junk food can cause bad behaviour

You need to educate parents about food first

Junk food makes kids fat and unhealthy

It will be more expensive and some families can’t afford it

Evaluation

Overall I think junk food should be banned but the alternatives will have to be very good



66

Advantages and disadvantages Name(s) ...........................................................................................................................................

View/idea

Advantages /points in favour Disadvantages/points against

Evaluation

Which is the strongest position? Where does the balance of the evidence lead?



67

Flow chart: Teachers’ notes

Rationale Flow charts can be used in various ways to illustrate inter-connections and processes such as a sequence of events, a set of procedures, or a sequence to be followed. In their simplest form they are linear: A is followed by B, then by C and so on. They can also become very complex, with multiple links between the different elements or feedback loops (where links are made to an earlier stage of the process) and so on. In the more advanced forms of flow chart it is common for different shapes to represent different things, for example a triangle might represent a process, whereas a square might represent a decision.

How to use In the early stages of using flow charts students can be given an idea, concept or argument to illustrate as a series of separate but linked steps. Teachers could give out partially completed charts and ask students to fill in the gaps. Alternatively, they could give out the required content for students to sort into the right order. As they get more familiar with flow charts, students can start to devise their own sequences. If the CD is being used, the flow chart contains text boxes in between the arrows and stages can be added or removed using the diagram toolbar which should become visible on the right-hand vertical toolbar when the user clicks inside the flow chart.

Example

Making a phone call

Decide who to call

Wait for phone to be picked

up

Speak!

Find number

and codes

Listen for dial

tone

Dial the number



68

Flow chart Name(s) ........................................................................................................................................... Title..................................................................................................................................................



69

Timeline: Teachers’ notes

Rationale In its simplest form a timeline is a straight line representing a period of time. Dates may or may not be provided and students write the details of a particular event alongside (or linked to) the relevant date. The result is a sequence of events presented in a visual form.

How to use A variety of approaches can be taken when it comes to the information to include on the timeline: Students could be given the information to sort into sequence; they could be given a source and asked to find the information to sort from within the source; or they could be set a more open-ended research task where the end product is a timeline. The scale could be provided or left for the student to add to the timeline as appropriate.

Example

Some important dates in English history

Events Date Events

End of Roman rule in Britain

410

Vikings conquer northern England

850

927

Athelston crowned first king of all England

Battle of Hastings

1066

1215

Magna Carta

Black Death

1348

Civil War

1644

1707

Act of Union with Scotland

Start of First World War

1914

1939

Start of Second World War



70

Timeline

Name(s) ........................................................................................................................................... Title..................................................................................................................................................

Events

Date

Events



71

Brain drops: Teachers’ notes

Rationale ‘Brain drops’ diagrams (Fogarty, 2002) stimulate thinking about the different elements that make up a whole. This might be advantages, disadvantages, reasons or factors that need to be considered.

How to use Brain drop diagrams can be used to generate initial thinking or to revise a topic after it has been taught. The teacher would normally provide the title or main heading in the umbrella to provide the initial stimulus. Students can then fill in the raindrops and the final definition in the umbrella through brainstorming or group discussion. For those using the CD-ROM, there are text boxes in each raindrop and in the umbrella.

Example

Equality of opportunity The idea that all people should have the same

chances in life

Prejudice

Human rights

Racism

Ageism

Equal pay Sexism Disability rights



72

Brain drops Name ...............................................................................................................................................

50 templates for improving teaching and learning Section 6: Feedback and self-assessment


73

Introduction Feedback and self-assessment Feedback occurs at all stages of the learning process, either formally or informally. It includes comments and responses from the teacher to the student, between students, and the student’s own self-reflection. Unfortunately, common practice in classrooms is often not best practice where feedback is concerned, as it often concentrates on grades or marks rather than identifying improvements. Evidence suggests that ‘formative’ feedback, where the emphasis is on finding ways to improve, has some of the greatest positive effects on learners, and the greatest effects are on the weakest learners (Black and William, 1998). Best practice is based on the idea that we should find out what students already know, correct any misconceptions, and then build on this. Students should understand the goals well enough to be able to give themselves ongoing feedback (Petty, 2006). Pages 109-110 include further guidance on improving formative feedback.



74

Section 6 Feedback and self-assessment 32. Assessment feedback 75-76

33. Self-assessment 77-78

34. Topic review 79-80

35. Exam review 81-82

36. Assessment profile 83-84



75

Assessment feedback: Teachers’ notes

Rationale The purpose of this form is to help teachers give effective feedback when students have completed a piece of work for assessment. It allows the teacher to provide explicit advice on errors or omissions in order to improve students’ constructs and to provide positive and specific encouragement where appropriate. It incorporates the student’s own feedback which should allow an insight into how well they understand their own position. The form emphasises finding ways to improve rather than grading work, one of the hallmarks of good formative assessment (Petty 2006).

How to use This form is designed to provide feedback on assessed work. The question (or title) and the criteria for assessment need to be added in advance so that the student knows what is being assessed and how. The student can fill in the self-evaluation boxes before the work is submitted. The teacher then fills in their evaluation and comment before returning the sheet to the student. The student can then identify a small number of targets for the next piece of work.

Example

Question/task

To what extent can water be used sustainably? Target(s) from previous work My target was to improve my structure – I have done this Assessment criteria How your work will be judged

Self-evaluation How you thought you did

Teacher evaluation How the teacher thought you did

How well have you obeyed the command words?

Very well I agree – you have discussed both sides

To what extent do you show understanding of the key words?

Very well Quite well, but you needed to define ‘sustainably’ more clearly

To what extent have you addressed all the issues posed by the question?

Very well Quite well – you could have said more about the global scale

How well do your paragraphs relate to the question?

Very well I agree

How well developed is your case study knowledge?

A bit sketchy. I was not sure which case studies applied

You could have used the following case studies: Aral Sea, Water Aid projects in Africa

To what extent do you use other evidence, examples and illustrations to support the points made?

I used lots of data and evidence

I disagree – you have not used any dates or numbers/sizes in your answer

Teacher comment This was good overall. You have improved the structure. The main areas for improvement are the use of case studies and factual material/evidence to support your arguments. You also need to mention the global scale (patterns of water resources and consumption for the world as a whole)

Targets: What I will do to improve my work next time? I aim to improve my case studies and factual content



76

Assessment feedback Name ............................................................................................................................................... Question/task

Target(s) from previous work

Assessment criteria How your work will be judged

Self-evaluation How you thought you did

Teacher evaluation How the teacher thought you did

Teacher comment: Targets: What I will do to improve my work next time?



77

Self-assessment: Teachers’ notes

Rationale Feedback can be provided at all stages of the learning process. This includes feedback to and from the student and teacher, between students (peer-feedback) and the student’s own feedback to him/herself. Evidence suggests that formative feedback has some of the most positive effects on learners. The greatest effect is on the weakest learners (Black and William, 1998). This self-assessment sheet is an example of the student’s own feedback to themselves. It covers a wide range of skills and abilities, not just subject knowledge.

How to use The form should be used during a course or module. For each area the student is required to rate themselves and provide comments, and at the end to suggest actions towards reaching their goals. The teacher can review the form and provide further formative assessment in discussion or through written comments.



78

Self-assessment Name ............................................................................................................................................... Subject............................................................................................................................................. Rate your progress using the following scale:

1 - Unsatisfactory 2 - Satisfactory 3 - Very good 4 - Excellent Knowledge and understanding How well have I learned and understood the material covered?

Rating

Comment

Analysis How good am I at working out what questions mean? How well can I apply theory and concepts to different parts of the course?

Rating

Comment

Evaluation How well do I weigh up strengths and weaknesses or different points of view before reaching a conclusion?

Rating

Comment

Personal organisation, attitude and behaviour Do I always have the right equipment? Is homework done on time? Am I punctual to lessons? Do I always pay attention? Is my work always completed?

Rating

Comment

Involvement and initiative How confident am I at contributing to discussions or suggesting ideas? How often do I take the initiative and find extra help or extra material when appropriate?

Rating

Comment

Standard of work How satisfied am I with my progress and attainment so far?

Rating

Comment

Actions Taking all the above into account, what do I need to do to achieve my goals in this subject?

Action



79

Topic review: Teachers’ notes

Rationale Reviewing learning should be a continuing and regular process. At the end of teaching a topic, teachers need to ensure that students have an understanding of the structure of what they have learned. If they do, then material is likely to go into permanent memory (Petty, 2006). This form assists that process by asking students to summarise the key points of a topic. Well-structured note making at the end of a topic has positive effects on learning according to Marzano et al. (2001). These notes are also useful when it comes to revision.

How to use At the end of a topic students fill in the form to summarise the key learning points. This might be supported through a group or class discussion. There is an opportunity for teachers to add formative assessment comments.

Example

Topic Shanty towns

Key ideas and concepts Shanty towns are ‘marginal’ or informal settlements They are irregular, low-cost dwellings, usually on land belonging to third parties Most often located on the edge of cities Shanty towns are mostly found in developing nations, with an unequal distribution of wealth Some shanty towns have populations approaching that of a city Summary of main points Dwellings are often assembled from pieces of plywood, corrugated metal, sheets of plastic, and any other material that will provide cover Shanty towns usually have high rates of crime, suicide, and disease On the other hand, they may also be places of hope, with a sense of a counter-culture In 2004, it was estimated that 19% of Rio's population lived within favelas Rocinha, Pavãozinho, Parada de Lucas, Cidade de Deus, Maré and Turano are some of the most famous of Rio's favelas In general, shanty towns become more developed and established over time, and buildings become improved as people invest in them Sources of information Guardian article 13 May 2006 Module booklet pages 13-21 Other I need to learn the Rio case study for exams Feedback A good summary. Use page 18 of the module booklet to add a few more relevant facts and figures about the Rio shanty towns.



80

Topic review Name ............................................................................................................................................... Topic................................................................................................................................................ Key ideas and concepts Summary of main points Sources of information Other Feedback



81

Exam review: Teachers’ notes

Rationale The purpose of this form is to encourage students to reflect on their exam preparation and technique as well as their actual answers. The mark or grade is not the main focus here. Students need to reflect on and respond to the formative comments made by the marker. Therefore it is important that any comments made by the marker should wherever possible follow the guidelines for effective formative assessment outlined on pages 109-110.

How to use Students should complete the form when their papers (and comments) are returned. The purpose of the student scoring themselves on preparation and technique is to provide a simple summary of their strengths and weaknesses in these areas. The completed sheet can be retained by the teacher or student and used as a focus for discussion about improvements or as part of a process of target setting.



82

Exam review Name ............................................................................................................................................... Subject.............................................................................................................................................

1. Preparation How much revision/preparation did I do? What methods did I use to I revise? Did I revise all of the necessary topics? Did I find all of topics equally hard? Did I ask for help from anyone? Overall, my score for preparation should be (circle figure)

1 Very poor

2 Poor

3 Satisfactory

4 Good

5 Very good

Review and action What could I do better next time? 2. Answers

Question Topic Mark and comment My comment

3. Exam technique How well did I use my time in the exam? How well did I understand what the questions wanted? How well did I understand the key words in the questions? How could I have improved my answers? Overall, my score for exam technique should be (circle figure)

1 Very poor

2 Poor

3 Satisfactory

4 Good

5 Very good

Review and action What could I do better next time?



83

Assessment profile: Teachers’ notes

Rationale Formative feedback provides the ideas and guidance that students need to improve their work and supports them as autonomous learners who are responsible for their own learning. This sheet enables students to record and reflect on the comments and advice which they have received over the course of a topic or module. Note that they are not required to record the mark or grade although of course this could be added by editing the form. However, evidence suggests that instructive comments are more effective in raising performance than marks and grades (Black and William, 1998).

How to use Students can complete the form each time work is returned or on completion of the topic/module. The column headed Marker’s comments refers to the comments made by the teacher on the original piece of work. Only a summary of the key points is required here. This focuses the student on the nature of the teacher’s comments and helps them identify patterns in their work.

Example

Task

e.g. essay, presentation

Topic/issue Marker’s comments My comments

1 Short exam question (2004)

Stalin’s rise to power

Need to be more specific and precise

I need to use more dates and names in my answers

2 Short exam question (2006)

Stalin and the Politburo

A good answer with lots of relevant content - but unbalanced. Need to manage time better

I need to take more notice of the ratio of marks to minutes

3 Essay question (2003)

Stalin and Hitler Structure of answer is good – but ran out of time. Time management appears to be main issue

I need to improve the balance between planning my answer and writing it so that I do not run out of time



84

Assessment profile Name ............................................................................................................................................... Topic................................................................................................................................................ Task

e.g. essay, presentation Topic/issue Marker’s comments My comments

1

2

3

4

5

6

Comment on your effort and achievement on this topic

Which areas of your work do you need to improve?

50 templates for improving teaching and learning Section 7: Essays and longer pieces of writing


85

Introduction Essays and longer pieces of writing There are many ways to break up the stages involved in the complex process of writing an essay or longer piece of text. The ‘perfect’ essay style is also open to a degree of interpretation. However, it helps students if the teacher points out the various stages involved and suggests a format and process for getting from the question to a well-structured answer. This section is different from other sections in the book in that each of the pages can follow on from the previous one, although they can also be used separately. There are five steps on the road to a sound essay: 1. Decoding the question 2. Brainstorming ideas 3. Sorting ideas into a plan 4. Writing 5. Reviewing and amending Many students only get as far as numbers 2 and 4. The following forms aim to give students a structure to follow using these stages: • Decoding the question • Brainstorming ideas and sorting into a plan • Writing, reviewing and amending For more information to help students write well-structured paragraphs see the Writing better paragraphs template.



86

Section 7 Essays and longer pieces of writing 37. Decoding the question 87-88

38. Essay brainstorm 89-90

39. Essay planning 91-92

40. Writing better paragraphs 93-94



87

Decoding the question: Teachers’ notes

Rationale Many of the common errors made by students in tests and exams occur not because of lack of knowledge or skills but because they are not clear about the nature of the task that has been set. This is particularly the case with essays and longer pieces of writing where the instructions are often quite open and general. Working out the exact demands of a question by taking each part of it in turn and focusing on its exact wording is thus an important initial stage in constructing a successful answer.

How to use Students can complete this form when an essay has been set. They may need guidance on the exact meaning of command and key words and rewording the question is by no means a simple task. It may help to complete the form in pairs or groups so ideas can be shared.

Example

Title or question

‘All citizens of the UK should have equal rights.’ To what extent do some individuals and groups in the UK experience inequality and discrimination? Command words are the instruction words that tell you what to do e.g. outline, describe, discuss, identify, assess. In this question the command words are: To what extent … This means I should: Judge how much of something is occurring Key words are the words in the question that tell you what your answer should include. They are often technical words used in the subject. In this question the key words are: Citizens, equal rights, inequality, discrimination I will use the following definitions of key words. These definitions could be used in your answer, especially in the introduction Citizens People who are members of a country Equal rights Everyone in a country has the same freedoms and protections Inequality People having different amounts of things such as money Discrimination People being treated unfairly Look at your answers above and use them to rewrite the question in your own words Most people agree that everyone in the UK should have the same freedoms and protection but are some individuals and groups actually treated unfairly, leading to them having less?



88

Decoding the question Decoding means working out exactly what a question is about and how it should be answered. This is the essential first step in producing a successful answer.

Title or question

Command words are the instruction words that tell you what to do e.g. outline, describe, discuss, identify, assess. In this question the command words are: ........................................................................................................................................................ This means I should: ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ Key words are the words in the question that tell you what your answer should include. They are often technical words used in the subject. In this question the key words are: .................................................................................................. ........................................................................................................................................................ I will use the following definitions of key words: These definitions could be used in your answer, especially in the introduction ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ ........................................................................................................................................................ Look at your answers above and use them to rewrite the question in your own words.

Feedback



89

Essay brainstorm: Teachers’ notes

Rationale Getting started on an essay or long piece of writing can prove a barrier for many students. This form helps stimulate thinking by asking students to identify the sorts of features that might be included in their answer and then to derive the substantive content from these.

How to use Some of the features may require further explanation. Also, only some will be relevant to a particular title. Once the students have a list of material they may need support in selecting which is most relevant. This process might be helped by pair or group work, for example in the form of ‘snowballing’ (see pages 53-4).

Example

Title or question To what extent would you agree that London is the world’s greatest city?

Below is a list of features that might be included in an essay. However, not all of them will be relevant to every essay. Circle the features that you think should be included in this essay. As you circle the features think about them in more detail. What exactly would you include?

Diagrams

Case studies

Examples

Conclusion

Theories

Calculations

Names of places

or people

Introduction

Answer to the

question

Arguments in

favour

Experiments

Arguments

against

Description

Summaries

Evaluation

Definitions

Equations

Paragraphs

Analysis

My opinion

Now brainstorm the content that might go into the essay, that is all the things you have covered in the subject that could be relevant. Use the items circled to give you hints.

Definitely relevant What does greatest mean? Tourism and popularity Cultural influence Economic importance Problems of London – pollution, poverty?

Possibly relevant Description of other cities – New York? Paris? Geography of London



90

Essay brainstorm Name ...............................................................................................................................................

Title or question

Below is a list of features that might be included in an essay. However, not all of them will be relevant to every essay. Circle the features that you think should be included in this essay. As you circle the features think about them in more detail. What exactly would you include?

Diagrams Case studies Examples

Conclusion

Theories

Calculations

Names of places

or people

Introduction

Answer to the

question

Arguments in

favour

Experiments

Arguments

against

Description

Summaries

Evaluation

Definitions

Equations Paragraphs Analysis My opinion

Now brainstorm the content that might go into the essay, that is all the things you have covered in the subject that could be relevant. Use the items circled to give you hints.

Definitely relevant

Possibly relevant

Feedback



91

Essay planning: Teachers’ notes

Rationale Many longer pieces of writing are hampered by lack of planning. Students simply write points down as they come to mind. This approach will certainly limit the marks they can achieve. To gain high marks essays need to be coherent and well organised. This template divides the process of essay planning into three parts: introduction, main themes and conclusion and advises students about the sorts of material that might be included in each part.

How to use The form assumes that initial brainstorming has already taken place so students already have an idea of the overall content of the essay. They may need support in understanding and identifying terms like key themes and key debates. Students could hand in this form as a cover sheet when they submit the essay.

Example

Title or question To what extent would you agree that London is the world’s greatest city?

Essays should start with an introduction. Typically this will explain the key terms and debates that the essay will cover. Identify key terms and debates in the box below.

Introduction Greatest – what exactly does this mean? Size? History? Culture? Wealth? Popularity? Mixture? Debates – the arguments that it is the greatest and the arguments that it isn’t – its problems and the claims of other cities Now try to identify between three and six main themes of the essay.

Main themes The claims of other cities to be the greatest Arguments that it is the greatest city Arguments that it isn’t Next, put these themes in the order you think most suitable for this title. 1. Arguments that it is the greatest city 2. Arguments that it isn’t 3. The claims of other cities to be the greatest Each of these themes may take up one paragraph of the essay. Essays usually end with a conclusion which sums up the main arguments and answers the question set. Looking back at the question, place your overall answer to it in the box below.

Conclusion: answer to question/title It is a great city in many ways but so are others such as Paris and New York and Peking. It is impossible to say which is actually ‘greatest’ and pointless really



92

Essay planning Name ...............................................................................................................................................

Title or question

Essays should start with an introduction. Typically this will explain the key terms and debates that the essay will cover. Identify key terms and debates in the box below.

Introduction Now try to identify between three and six main themes of the essay.

Main themes

Next, put these themes in the order you think most suitable for this title. 1. ..................................................................................................................................................... 2. ..................................................................................................................................................... 3. ..................................................................................................................................................... 4. ..................................................................................................................................................... 5. ..................................................................................................................................................... 6. ..................................................................................................................................................... Each of these themes may take up one paragraph of the essay. Essays usually end with a conclusion which sums up the main arguments and answers the question set. Looking back at the question, place your overall answer to it in the box below.

Conclusion: answer to question/title

Feedback



93

Writing better paragraphs: Teachers’ notes Rationale Some students experience difficulties in constructing well-structured paragraphs.

This form assumes that paragraphs should start with a statement of their theme, develop the theme, then provide evidence and examples before linking to the next paragraph. This form ignores any evaluative element which teachers may need to add if that skill is required by the title. Teachers may want to adapt the form to suit their own subject and ideas about paragraphing.

How to use The activity should end with students writing their paragraph in full. Although best completed individually it would be useful for students to compare and evaluate each other’s paragraphs.

Example

Title or question

To what extent would you agree that London is the world’s greatest city? Decide on the theme of the paragraph you are going to write and its link to the question.

Theme of paragraph In this paragraph I will be quoting evidence which suggests that London could be regarded as one of the world’s greatest cities (if not the greatest). It is part of the argument in favour of the statement in the question.

The first sentence of a paragraph usually states its overall theme

First sentence It can be argued that London is one of the world’s great cities. Then it goes on to develop the main point by including one or two further sentences of explanation. The paragraph will then need some evidence What evidence will you put in this paragraph?

Evidence e.g. case studies, examples, figures

I will mention its popularity with tourists, its economic strength, its historical importance, and some of its key features. The last sentence of the paragraph can link it to the next

Last sentence Despite its historical significance, importance to the global economy and worldwide fame, other cities can also make a claim to be the world’s greatest.



94

Writing better paragraphs Name ...............................................................................................................................................

Title or question

Decide on the theme of the paragraph you are going to write and its link to the question.

Theme of paragraph and link to question

The first sentence of a paragraph usually states its overall theme

First sentence

Then it goes on to develop the main point by including one or two further sentences of explanation. The paragraph will then need some evidence. What evidence will you put in this paragraph?

Evidence e.g. case studies, examples, figures

The last sentence of the paragraph can link it to the next.

Last sentence

Now you can write out the whole paragraph.

50 templates for improving teaching and learning Section 8: Revision


95

Introduction Revision Revision is an area which many students find daunting and difficult so they will benefit from clear instructions on what constitutes effective revision. Recent research has shed light on some of the links between brain activity and recall. This includes types of activities, the duration of activities, the level of motivation and the physical/mental state of the student. Students may need to be directed towards (or taught how to use) the activities which are most likely to help them recall what they have learned, and should be made aware of the factors that influence the effectiveness of their revision. It is also important to remember that learning is making sense of things, not just remembering (Petty, 2006). Smith (1998) suggests some key points in relation to revision: • Repetition/rote learning (using categorical or semantic memory) can be effective for

remembering material but needs regular rehearsal, and the context of the learning may not be well-remembered.

• Linking memory with other senses or movement (procedural memory) can be more effective, but may be difficult to achieve in some classrooms or for some conceptual subjects.

• Memory which is associated with locations and circumstances (contextual memory) is often most effective – but is difficult to achieve and is poor for recalling details unless connected with other memory systems.

• Some evidence suggests that the most effective length of time for chunks of revision is ‘chronological age plus one or two’ (in minutes) up to a maximum of 25 minutes before taking a break.

• Preview of information and review of information are essential stages. • Use the SCOTS CLAN MAPS model to aid recall. This is the idea that the best revision

techniques are: Sensory/Colourful and visual/ Outrageous/Thematic or topical/Sequenced; Chunked/Located/Associated/Numbered/Mnemonics/Alliteration, rhythm, rhyme/Personalised/Shared.

• Students should be encouraged to consider the importance of MOSS (Motivation/Outcome/Strategies/State) in effective revision and recall.



96

Section 8 Revision 41. Revision timetable 97-98

42. Effective revision 99-100

43. Memory aids 101-102

44. Exam checklist 103-104



97

Revision timetable: Teachers’ notes Rationale Revision is a daunting prospect for most students. They will need support in

finding ways of making the process manageable and achievable. Creating a revision plan or timetable will help them focus on the time available and the task ahead. However, it can be a complex process, requiring students to match the amount of time needed to the amount of time available. They will need to anticipate their commitments over several weeks and break down the material to be revised into manageable sections. Some students will want to create a detailed plan whilst others will want to keep it quite basic. Either approach is acceptable but it is not advisable to avoid a strategy altogether. On the first attempt many students may be unrealistic about both the time available and the time required.

How to use Students should be asked to fill in the relevant sections realistically. They should be reminded that this is for their own use - they are not trying to impress their teacher with unrealistic amounts of time set aside for revision. The aim is to come up with a weekly plan of two-hour slots for revision. They should keep it relatively simple - there is no point spending hours creating a highly detailed revision schedule when things are likely to change. This helps to avoid the situation where a student spends more time writing and changing their schedule than actually revising. Reassure students that even if they don’t stick to the plan completely it will still be useful in providing guidelines to help structure their revision.



98

Revision timetable Name ...............................................................................................................................................

Step 1: Weekly planner Think about when you have free time each day (be realistic!). Place a tick in any of the time slots where a clear two hours are available for revision. If your weeks vary you may need to fill in one of these tables for each week.

Day Early morning Late morning Early afternoon

Late afternoon Evening

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Step 2: Total hours available before first exam How many slots have you highlighted for revision? How many weeks until your first exam? Number of slots x 2 x number of weeks = total number of hours for revision

Step 3: Dividing your time between subjects Divide the total number of hours available between your subjects

Subject Number of hours

Step 4: Is this enough time? Think of all the topics you need to consider for each subject. If you are not satisfied that you have enough time to revise them all, go back to Step 1 and find some more time for revision. You can then repeat Steps 2 to 4. If you are satisfied that you do have enough time, go back to your weekly planner and decide which subject to revise when. Write your plan down somewhere (like a diary) where you will see it and make use of it.

Step 5: Keep it under review

Make use of the above sequence to keep your revision under review. If some things are faster or slower than expected you can update your plan. Similarly, if other events or activities crop up, you will need to put them into your weekly plan and adjust the revision times.



99

Effective revision: Teachers’ notes

Rationale This sheet brings together some of the evidence about what works for revision and recall. The checklist is based on the ideas of SCOTS CLAN MAPS and MOSS (Smith, 1998) outlined on page 95.

How to use Students should be asked to reflect on the methods they use for revision and indicate which they do or do not use. Some of the ideas and their benefits may need to be discussed or explained. It may be useful for a whole group discussion to take place before students are asked to comment on what they might do differently. Students need to be aware that different methods of revision are likely to be more or less effective depending on their preferred learning styles.



100

Effective revision Name ............................................................................................................................................... This is a list of activities that are known to be effective ways to revise and recall information. Tick the ones you normally use. Consider using some of the others. Turning text into pictures or pictures into text

Using different coloured paper or highlighters

Putting material into strange or outrageous contexts

Creating spider diagrams and mind maps

Making revision cards

Learning material in different places

Making numbered lists

Making up rhymes

Learning with or teaching other people

Recording yourself and listening back to it

Place a tick or cross as appropriate for each of the following questions. The more ticks, the more effective your revision is likely to be. Am I always clear about why I am learning things?

Do I give myself rewards during revision?

Am I aware of how the information I am learning fits into the course as a whole?

Do I ever visualise myself achieving the outcome I want?

Do I have a suitable space and environment for revising?

Do I eat and drink sensibly during the revision period?

Do I have the resources I need for revision?

Do I have a method of testing myself?

Do I revise material more than once?

Am I free from interference when I want to revise?

Do I have enough breaks during revision?

Overall, how useful do I find my strategies for revision and is there anything I can do to improve?



101

Memory aids: Teachers’ notes

Rationale

A range of memory aids exist to make recall easier. They work because they are memorable due to their novelty. They can be outrageous, thematic or topical, sequenced, alliterative, rhythmic, rhyming, or personalised. One well-known aid is mnemonics. These use the first letters of a sequence of key words to associate with the first letters of each word of a memorable phrase or sentence. It needs to be borne in mind that recalling content is only one part of the revision process - students also need to learn the necessary skills and techniques.

How to use The sheet is a simple introduction to the creation of memory aids. It could be used with individual students or with students working in pairs or groups. Teachers can go though the examples then give students something which has to be learned and ask them to devise their own memory aids. If teachers want to show the effectiveness of these approaches they could set up a small experiment. All the members of a group are given the same information to learn for a short recall test but only half the group are given training in memory aids which they then apply to the information. The test results may reveal a difference between the two groups.



102

Memory aids Memory aids are devices or tricks for remembering facts or sequences. They work best if you make them up yourself, if they are funny or outrageous or if they link to something else you know. They do not have to be words - you can draw a picture if it helps.

Example 1: Memory aid How can I remember which wire goes where in a plug?

The bLue wire goes to the Left and bRown wire goes to the Right

Example 2: Mnemonic A mnemonic is a method of recalling a sequence of key words by associating the first letters of the sequence with the first letters of each word of a memorable phrase or sentence. How can I remember the order of the colours in a rainbow? Red, orange, yellow, green, blue, indigo, violet

Richard of York gave battle in vain Now try your own Item to be remembered Memory aid



103

Exam checklist: Teachers’ notes Rationale

It seems that the importance of examinations keeps growing. For most students sound exam technique is a prerequisite for success. Students need to be well prepared for exams and to be aware of good practice once they are in the examination room.

How to use The checklist includes twenty pieces of good advice for students taking an examination. To involve students actively in the checklist, they could generate their own list of exam tips through discussion in pairs or groups or through snowballing (see pages 53-4). They could then compare it to the list here.



104

Exam checklist Name ............................................................................................................................................... The table below contains a list of ‘top tips’ for exam success. Which ones apply to you? See if you are able to place a tick by each of these statements. Before the exam Put enough time aside for revision

Plan a good revision timetable and review it regularly

Revise in ways that you know suit the way you learn

Know the format of the paper

Know how questions will be worded

Know how long should be spent on each question

Make sure you know the meaning of key examiners’ instructions such as ‘Discuss’ and ‘Evaluate’

Check the regulations about what you can and cannot bring to the exam

Take some water with you to drink during the exam

Arrive in good time for the exam

In the exam Read the instructions on the paper carefully before starting

Read each question carefully before starting your answer

Answer the questions set, not the ones you want

Allocate time to each question according to the marks available

Don’t write the question out, just its number

Plan longer answers on the answer paper - cross your rough plan out at the end

Use technical terms from the subject wherever appropriate

Try to write as accurately as possible – use sentences, paragraphs and punctuation

Don’t panic – if you get stuck, take some deep breaths and go back to the question

Keep an eye on the time

Read through answers for mistakes

After the exam Avoid too much discussion about the exam – there is nothing you can do!

50 templates for improving teaching and learning Section 9: Checklists for reflective teachers


105

Introduction Checklists for reflective teachers The aim of this section is to provide starting points for teachers who want to review and improve their teaching. The checklists focus on different aspects of teaching: presentation of new material, quality of feedback, questioning techniques, quality of written resources, classroom environment and effectiveness of homework. They can be used by any teacher on their own initiative or could form the basis of a peer-observation or discussion of current practice.



106

Section 9 Checklists for reflective teachers

45. Am I presenting new material effectively? 107-108

46. Am I providing good feedback? 109-110

47. Do my questions encourage higher-order thinking?

111-112

48. How good are my written resources? 113-114

49. Is my classroom a good learning environment?

115-116

50. Am I setting effective homework? 117-118



107

Am I presenting new material effectively? Teachers’ notes

Rationale Teaching can be thought of in three-stages: present, apply and review. In many

classrooms the presentation phase involves the teacher doing lots of work and the students being very passive. However, it is possible to include challenging goals and relevant feedback for students as part of this presentation stage, with the result that teaching and learning are both enhanced. Petty (2006) suggests that there are three approaches to this: 1. Using conventional teaching methods more effectively. He advocates the

following sequence: check prior learning, set goals relevant to the learning of new material, explain the new material, moving from what is known to what is unknown (to include dialogue and checking of understanding), then check that goals have been achieved.

2. Teaching by asking (instead of teaching by telling). 3. Teaching without talking using resources that explain the topic.

How to use The checklist can be used to help identify areas that teachers might develop in

the future and to reassure teachers that they are presenting new material in ways that are likely to maximise learning. It could be used as part of a process of self- or peer-assessment of lessons or parts of lessons.



108

Am I presenting new material effectively? Answer the following questions with reference to the way in which you introduce and present new material to students When presenting new material do I: ?

Provide ground rules for activities?

Check on prior learning?

Make sure introductory resources are at a suitable reading level?

Set students goals at the outset?

Check that these goals have been achieved?

Move from what is known to the unknown?

Provide opportunities for dialogue?

Actively involve students?

Check understanding?

Provide supportive feedback?

Consider organisation of the room?

Consider allocating different roles to students?

Use activities that involve reasoning as well as reproduction?

Emphasise the key points?

Comments/ideas



109

Am I providing good feedback? Teachers’ notes

Rationale The most effective feedback is formative in nature - that is it provides the ideas

and guidance which students need to improve their work and supports them as autonomous learners who are responsible for their own progress. Formative assessment plays a crucial role in learning (Hattie et al. 1996). The best examples of formative assessment take account of: • Different intelligences and learning styles (see pages 9-10). • The benefits of rewarding effort as well as achievement. • The amount of learning that has occurred rather than the performance. • The need to motivate in order to promote self-esteem and learning. • The fact that formative assessment should be only part of an overall teaching

and learning policy (Clarke, 2005). The templates provided in the section on Feedback (see pages 73-84) will provide support for teachers keen to develop their approach to formative assessment.

How to use The checklist allows teachers to reflect on their use of formative assessment. It should assist in the identification of areas to develop as well as providing reassurance about existing approaches to providing feedback.



110

Am I providing good feedback? ? Purpose of feedback Am I clear about what I am assessing?

Do I provide feedback on the process of learning as well as the product?

Do I provide feedback on the development of study skills?

Student involvement Do I make students aware of the criteria for assessment?

Do I allow thinking time when questioning?

Do I ask open as well as closed questions? Do I create a supportive atmosphere where students are confident to make mistakes and take risks?

Do I provide feedback on progress during lessons?

Do students have the opportunity to improve their work?

Peer- and self-assessment

Do I help students learn how to self-assess?

Do I help students learn how to peer-assess?

Do I provide templates for use when self- and peer-assessing?

Type of feedback Am I conscious of my non-verbal feedback?

Do I avoid grading every piece of work?

Is my feedback specific about how to make improvements?

Is my feedback specific about successes?

Do I make clear links between my feedback and learning objectives?

Do I avoid empty praise?

Institutional context Is my use of assessment monitored and reviewed by myself and colleagues?

Is my marking supported by and in line with an overall feedback policy?

Comments/ideas



111

Do my questions encourage higher-order thinking?

Teachers’ notes

Rationale For most students, talking about the subject is an essential element of effective learning. This means that the use and development of vocabulary is a powerful tool for empowering students. As language develops, so does the ability to understand and undertake more complex tasks. Smith (1998) suggests that students move through a hierarchy of learning which can be characterised as knowledge, comprehension, application, analysis, evaluation and synthesis. At each stage of the hierarchy the language used and the level of thinking required becomes more complex. To support the upper levels of this hierarchy, teachers need to use questions which are of a higher order than those used lower down the hierarchy.

How to use The checklist can be completed by the teacher alone or in discussion (perhaps after a lesson observation). Think of the different questions asked, either as spoken questions or in the form of tasks or instructions. All the questions on the checklist are higher-order questions, so the more ticks, the more often higher-order questions are being asked. Some questions in the checklist are taken from Heacox (2002).



112

Do my questions encourage higher-order thinking?

Do I use the following kinds of questions? ? Clarification questions

What is meant by ........................................................................................ ?

What are the big ideas in ............................................................................ ?

How does................................relate to....................................................... ?

What is the main problem with .................................................................... ?

Can you explain .......................................................................................... ?

Checking assumptions

What assumptions are being made?

Describe some viewpoints on this

Is this always the case?

In what ways might these arguments be biased?

To what extent can we rely on this information?

Providing reasons and evidence

What evidence is there for........................................................................... ?

Why do you agree/disagree?

How could we find out?

How much support is there for .................................................................... ?

How strong is the evidence for .................................................................... ?

What are the strengths and weaknesses of these arguments?

Viewpoints

Why do some people think .......................................................................... ?

What evidence do people use to argue that ................................................ ?

Give a counterargument to the idea that .......................................................

Explain the opposite view to your own opinion

What would you do if ..................................................................... and why?

What would ........................................................... do in the circumstances?

Implications and consequences

What might have happened if...................................................................... ?

What would have been the consequences of .............................................. ?

Were there alternatives to ........................................................................... ?

How could this outcome have been changed?

What difference would it have made if......................................................... ?

Predictions

What is likely to happen if ........................................................................... ?

What are the possible outcomes of ............................................................. ?

Evaluate the evidence to predict



113

How good are my written resources? Teachers’ notes

Rationale The focus for this checklist is on written resources such as worksheets, reading

materials, presentations and documents. It is a checklist for many aspects of good practice on differentiation, learning styles, readability, student motivation and the provision of positive formative feedback.

How to use The checklist could be used as part of a teacher’s self-reflection or could be the focus for peer-observation or review by a colleague. Areas which are not ticked probably need to be addressed by a change of approach and/or a change of policy. Further useful information on resources can be found in Holloway, 2004.



114

How good are my written resources?

? Content Do my written resources: Contain appropriate material for the specification or curriculum?

Contain material at a reading level appropriate for the group?

Contain clear and concise instructions?

Contain a variety of activities to suit the range of learning styles?

Include guidance on the time management of tasks?

Use active verbs and sentences?

Use concise Plain English?

Avoid upper-case text where possible?

Make the intended learning outcome clear?

Build in instructions and support?

Provide key points and summaries?

Present information in manageable ‘chunks’?

Make the sequence of knowledge and activity clear?

Define key terms in a glossary?

Link to material on display such as lists of key words?

Allow for formative feedback?

Address health and safety issues where appropriate?

Presentation Do my written resources: Number pages and paragraphs for easy reference?

Use a sans serif font of 12 points or larger?

Minimise the use of italics?

Emphasise key terms?

Avoid hand-written text?

Contain interesting images to support text?

for Powerpoint use a sans serif font of at least 30 points?

for Powerpoint include no more than six bullet points per page?

Access Are my resources: Accessible before the lesson?

Accessible outside the classroom?

Available in fonts of different sizes?

Available on different coloured paper?

Comments/ideas



115

Is my classroom a good learning environment? Teachers’ notes

Rationale The classroom is where most teaching and learning takes place. To be a good

learning environment for all students, a classroom should reflect the ideas and principles of effective teaching and learning. The checklist here is based on the ideas of Smith et al. (2003), Clarke (2005) and Ginnis (2002). The main focus is the physical environment of the classroom rather than the teaching and learning interactions which are dealt with throughout the rest of this book.

How to use Areas which are not answered positively may need consideration. This may require some expenditure or institutional change although many of the features on the list are free or relatively inexpensive to implement. Any questions answered with a question mark should be followed by an attempt to find out – this may involve setting up a focus group or discussion with students.



116

Is my classroom a good learning environment?

Layout ? Do all students have a clear view of the teacher and board/screen?

Do students and staff have enough space?

Is the layout flexible and easily changed for different activities?

Environment Is air quality good?

Is the temperature appropriate?

Is the lighting appropriate?

Is the décor suitable?

Is the room free of inappropriate external noise?

Is noise absorption within the room good e.g. is it carpeted?

Are issues of health and safety addressed properly?

Equipment and resources Is there equipment for using music to aid learning?

Does the room contain appropriate equipment and resources to meet the needs of all students?

Styles of learning Does the room facilitate all styles of learning?

Does the room show evidence of student initiative and autonomy?

Relationships Does the room show ground rules agreed by students?

Is the room used to give students the ‘big picture’ of their learning?

Is there evidence that students are assisted with organisation and time management?

Is the classroom a place where it is possible for students to engage in independent learning?

Display Are there lively and relevant displays?

Do displays reflect student work?

Is display used to challenge students?

Do displays promote equality of opportunity?

Do displays reinforce positive behaviours and messages?



117

Am I setting effective homework? Teachers’ notes

Rationale Homework is such a widespread feature of the education system that it is almost

taken for granted. However, research shows that homework is not always effective at enhancing learning so its use needs to be regularly reviewed. Muijs and Reynolds (2005) provide an accessible summary of the evidence on the effectiveness of homework and this is reflected in the checklist. Evidence suggests that homework is less effective for younger students. In the lower primary level, homework may be completely ineffective and in upper primary should probably never exceed 20 minutes per day. The effectiveness of homework improves at secondary level but even in the upper years should probably not exceed 90 minutes per day.

How to use The checklist contains a list of questions about those aspects of homework that are thought to be most strongly linked to effectiveness. Teachers should reflect on their use of homework and answer the questions to identify areas of good practice and areas for improvement.



118

Am I setting effective homework? ? Purpose Am I always clear about the purpose of the homework?

Do I avoid setting homework as punishment?

Homework and curriculum Is homework integrated into the lesson and/or topic?

Does homework reinforce the main curriculum ideas?

Level and type of task Is the homework appropriate to the age and maturity of the students?

Is homework challenging but achievable?

Is homework suitably differentiated?

Organisation Are students encouraged to use a homework planner to organise their work?

Are students encouraged to indicate the time spent on the homework?

Are there consequences for students who do not attempt the homework?

Is homework in line with any institution-wide approach/policy?

Is support for homework available outside lessons?

The environment for homework Can I be sure that students have an adequate home environment for homework?

Is homework often linked to everyday life and student experience?

Do I provide opportunities for parental feedback?

Quality of feedback Is feedback provided swiftly?

Is feedback formative?

Comments/ideas

50 templates for improving teaching and learning Bibliography


119

Bibliography

Allinson, C.W. and Hayes, J. (1988) The Learning Styles Questionnaire: an alternative to Kolb's inventory? Journal of Management Studies, 25, pp. 269-281 Ausubel, D. P., Novak, J. and Hanesian, H. (1968) Education Psychology: A cognitive view. New York: Holt Rhinehart and Winston Black, P. and William, D. (1998) Inside the Black Box: Raising standards through classroom assessment. London: Kings College School of Education Black, P., Harrison, C., Lee, C., Marshall, B. and William, D. (2003) Assessment for Learning: Putting it into practice. Buckingham: Open University Press Buzan, T. (1991) The Mind Map Book. New York: Penguin Clarke, S. (2005) Formative Assessment in the Secondary Classroom. London: Hodder Murray Coffield, F. J., Moseley, D. V., Hall, E. and Ecclestone, K. (2004) Should we be using learning styles? What research has to say to practice. London: Learning and Skills Research Centre/University of Newcastle upon Tyne Dweck, C. (1999) Self-Theories: Their role in motivation, personality and development. Psychology Press: Philadelphia Fogarty, R. (2002) Brain Compatible Classrooms (2nd Edition). Illinois: Skylight Professional Development Ginnis, P. (2002) The Teacher’s Toolkit. Carmarthen: Crown House Publishing Hattie, J., Biggs, J. and Purdie, N. (1996) Effects of learning skills interventions on student learning: a meta-analysis. Review of Educational Research, 66.2: 99-136 Hattie, J. (2004) Factors that Influence Children’s Learning: Results from a study involving 500 meta-analyses. Presentation at ESRC Seminar Series: Knowledge and Skills for Learning to Learn, Newcastle UK, 08/07/2004 Heacox, D. (2002) Differentiating Instruction in the Regular Classroom. Minneapolis: Free Spirit Publishing Herrmann, N. (1996) The Whole Brain Business Book. New York McGraw-Hill Holloway, J. (2004) Hidden Disabilities: The Teaching Kit. Lewes: Connect Publications Holloway, J. (2006) Mental Health Issues: The Teaching Kit. Lewes: Connect Publications Hughes, M. (2001) Strategies for Closing the Learning Gap. Stafford: Network Educational Press Marzano, R., Pickering, D. and Pollock, J. (2001) Classroom Instruction That Works. Alexandria, Virginia: ASCD Muijs, D. and Reynolds, D. (2005) Effective Teaching: Evidence and Practice. London: Sage Petty, G. (2005) Teaching Today: A practical guide, 3rd edition. Cheltenham: Nelson Thornes Petty, G. (2006) Evidence Based Teaching. Cheltenham: Nelson Thornes Smith, A. (1996) Accelerated Learning in the Classroom. Stafford: Network Educational Press Smith, A. (1998) Accelerated Learning in Practice. Stafford: Network Educational; Press Smith, A., Lovatt, M. and Wise, D. (2003) Accelerated Learning: A User’s Guide. Stafford: Network Educational Press

50 templates to improve teaching and learning

Documents