To find an easier way of settingidentifying development tasks
To create a method that enables students to independently recognise their strengths and weaknesses and where they need to improve
HOW IT WORKS
Students are given a front sheet for each essay containing levels grade boundaries etc
The sheet contains an annotation key detailing the development task that needs to be completed
Development task Unclear This means there are errors in
your knowledge ndash have you used the correct study Is your explanation correct Check and amend
BP Basic Point Look at the point you have made Can this be improved Could you have made a different argument
CON Concept Can you add more key terms DEV Points fully developed in
a relevant way
U Underdeveloped point Unsubstantiated accurate without further explanation
Look at the point you have raised Can you add greater explanation Could you add a studyevidence and explain this
^ Underdeveloped Add another sentence explaining the significance of the point you have raised This means thathelliphellip
eg Example Development taskEVAL Evaluation and or analysis
criticisms and positive support
Make judgements ndash the most significant weakness of the Marxist view stems from its helliphelliphellip This has been highlighted by a number of theorists particularly the new Righthelliphellip
J Juxtaposition Where alternative explanations are discussed without any evaluative link
Look at your evaluation points are they supported with relevant theoristsevidence Have you explained the significance of these to the question
I Interpretation and application
Keep applying your points back to the question This shows a key strength of Marxist view becausehelliphellip
KU Knowledge and Understanding
Not relevant copied directly from the text
Have you stuck to what the question is asking you to do
REP repetition Have you repeated any points If so put a circle around them
EXAMPLES
WHY IS IT USEFUL
Allows students to see through the eyes of the examiner
Students can see their development task reasonably quickly and easily
Allows for standardisation between teachers ndash improves the accuracy of assessment (for example an answer with lots of s should not awarded the higher grades (at best a D)
Provides continuity between GCSE and A level (as long as you have the same board)
Shows clear progress over time ndash you should see less Us Vs s and Js and more Devs Kus Is EVALs
POTENTIAL PROBLEMS
Having the timeknowledge to create the annotation key
Takes time for students to engage with the process (you may need to pester to get them to complete the development task)
It depends on the informationdetail given by the exam board regarding annotation and levels (OCR are pretty good Edexcel not so good)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
MAKING DEVELOPMENT TASKS EASIERUsing Annotation
AIM
To find an easier way of settingidentifying development tasks
To create a method that enables students to independently recognise their strengths and weaknesses and where they need to improve
HOW IT WORKS
Students are given a front sheet for each essay containing levels grade boundaries etc
The sheet contains an annotation key detailing the development task that needs to be completed
Development task Unclear This means there are errors in
your knowledge ndash have you used the correct study Is your explanation correct Check and amend
BP Basic Point Look at the point you have made Can this be improved Could you have made a different argument
CON Concept Can you add more key terms DEV Points fully developed in
a relevant way
U Underdeveloped point Unsubstantiated accurate without further explanation
Look at the point you have raised Can you add greater explanation Could you add a studyevidence and explain this
^ Underdeveloped Add another sentence explaining the significance of the point you have raised This means thathelliphellip
eg Example Development taskEVAL Evaluation and or analysis
criticisms and positive support
Make judgements ndash the most significant weakness of the Marxist view stems from its helliphelliphellip This has been highlighted by a number of theorists particularly the new Righthelliphellip
J Juxtaposition Where alternative explanations are discussed without any evaluative link
Look at your evaluation points are they supported with relevant theoristsevidence Have you explained the significance of these to the question
I Interpretation and application
Keep applying your points back to the question This shows a key strength of Marxist view becausehelliphellip
KU Knowledge and Understanding
Not relevant copied directly from the text
Have you stuck to what the question is asking you to do
REP repetition Have you repeated any points If so put a circle around them
EXAMPLES
WHY IS IT USEFUL
Allows students to see through the eyes of the examiner
Students can see their development task reasonably quickly and easily
Allows for standardisation between teachers ndash improves the accuracy of assessment (for example an answer with lots of s should not awarded the higher grades (at best a D)
Provides continuity between GCSE and A level (as long as you have the same board)
Shows clear progress over time ndash you should see less Us Vs s and Js and more Devs Kus Is EVALs
POTENTIAL PROBLEMS
Having the timeknowledge to create the annotation key
Takes time for students to engage with the process (you may need to pester to get them to complete the development task)
It depends on the informationdetail given by the exam board regarding annotation and levels (OCR are pretty good Edexcel not so good)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
AIM
To find an easier way of settingidentifying development tasks
To create a method that enables students to independently recognise their strengths and weaknesses and where they need to improve
HOW IT WORKS
Students are given a front sheet for each essay containing levels grade boundaries etc
The sheet contains an annotation key detailing the development task that needs to be completed
Development task Unclear This means there are errors in
your knowledge ndash have you used the correct study Is your explanation correct Check and amend
BP Basic Point Look at the point you have made Can this be improved Could you have made a different argument
CON Concept Can you add more key terms DEV Points fully developed in
a relevant way
U Underdeveloped point Unsubstantiated accurate without further explanation
Look at the point you have raised Can you add greater explanation Could you add a studyevidence and explain this
^ Underdeveloped Add another sentence explaining the significance of the point you have raised This means thathelliphellip
eg Example Development taskEVAL Evaluation and or analysis
criticisms and positive support
Make judgements ndash the most significant weakness of the Marxist view stems from its helliphelliphellip This has been highlighted by a number of theorists particularly the new Righthelliphellip
J Juxtaposition Where alternative explanations are discussed without any evaluative link
Look at your evaluation points are they supported with relevant theoristsevidence Have you explained the significance of these to the question
I Interpretation and application
Keep applying your points back to the question This shows a key strength of Marxist view becausehelliphellip
KU Knowledge and Understanding
Not relevant copied directly from the text
Have you stuck to what the question is asking you to do
REP repetition Have you repeated any points If so put a circle around them
EXAMPLES
WHY IS IT USEFUL
Allows students to see through the eyes of the examiner
Students can see their development task reasonably quickly and easily
Allows for standardisation between teachers ndash improves the accuracy of assessment (for example an answer with lots of s should not awarded the higher grades (at best a D)
Provides continuity between GCSE and A level (as long as you have the same board)
Shows clear progress over time ndash you should see less Us Vs s and Js and more Devs Kus Is EVALs
POTENTIAL PROBLEMS
Having the timeknowledge to create the annotation key
Takes time for students to engage with the process (you may need to pester to get them to complete the development task)
It depends on the informationdetail given by the exam board regarding annotation and levels (OCR are pretty good Edexcel not so good)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
HOW IT WORKS
Students are given a front sheet for each essay containing levels grade boundaries etc
The sheet contains an annotation key detailing the development task that needs to be completed
Development task Unclear This means there are errors in
your knowledge ndash have you used the correct study Is your explanation correct Check and amend
BP Basic Point Look at the point you have made Can this be improved Could you have made a different argument
CON Concept Can you add more key terms DEV Points fully developed in
a relevant way
U Underdeveloped point Unsubstantiated accurate without further explanation
Look at the point you have raised Can you add greater explanation Could you add a studyevidence and explain this
^ Underdeveloped Add another sentence explaining the significance of the point you have raised This means thathelliphellip
eg Example Development taskEVAL Evaluation and or analysis
criticisms and positive support
Make judgements ndash the most significant weakness of the Marxist view stems from its helliphelliphellip This has been highlighted by a number of theorists particularly the new Righthelliphellip
J Juxtaposition Where alternative explanations are discussed without any evaluative link
Look at your evaluation points are they supported with relevant theoristsevidence Have you explained the significance of these to the question
I Interpretation and application
Keep applying your points back to the question This shows a key strength of Marxist view becausehelliphellip
KU Knowledge and Understanding
Not relevant copied directly from the text
Have you stuck to what the question is asking you to do
REP repetition Have you repeated any points If so put a circle around them
EXAMPLES
WHY IS IT USEFUL
Allows students to see through the eyes of the examiner
Students can see their development task reasonably quickly and easily
Allows for standardisation between teachers ndash improves the accuracy of assessment (for example an answer with lots of s should not awarded the higher grades (at best a D)
Provides continuity between GCSE and A level (as long as you have the same board)
Shows clear progress over time ndash you should see less Us Vs s and Js and more Devs Kus Is EVALs
POTENTIAL PROBLEMS
Having the timeknowledge to create the annotation key
Takes time for students to engage with the process (you may need to pester to get them to complete the development task)
It depends on the informationdetail given by the exam board regarding annotation and levels (OCR are pretty good Edexcel not so good)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Development task Unclear This means there are errors in
your knowledge ndash have you used the correct study Is your explanation correct Check and amend
BP Basic Point Look at the point you have made Can this be improved Could you have made a different argument
CON Concept Can you add more key terms DEV Points fully developed in
a relevant way
U Underdeveloped point Unsubstantiated accurate without further explanation
Look at the point you have raised Can you add greater explanation Could you add a studyevidence and explain this
^ Underdeveloped Add another sentence explaining the significance of the point you have raised This means thathelliphellip
eg Example Development taskEVAL Evaluation and or analysis
criticisms and positive support
Make judgements ndash the most significant weakness of the Marxist view stems from its helliphelliphellip This has been highlighted by a number of theorists particularly the new Righthelliphellip
J Juxtaposition Where alternative explanations are discussed without any evaluative link
Look at your evaluation points are they supported with relevant theoristsevidence Have you explained the significance of these to the question
I Interpretation and application
Keep applying your points back to the question This shows a key strength of Marxist view becausehelliphellip
KU Knowledge and Understanding
Not relevant copied directly from the text
Have you stuck to what the question is asking you to do
REP repetition Have you repeated any points If so put a circle around them
EXAMPLES
WHY IS IT USEFUL
Allows students to see through the eyes of the examiner
Students can see their development task reasonably quickly and easily
Allows for standardisation between teachers ndash improves the accuracy of assessment (for example an answer with lots of s should not awarded the higher grades (at best a D)
Provides continuity between GCSE and A level (as long as you have the same board)
Shows clear progress over time ndash you should see less Us Vs s and Js and more Devs Kus Is EVALs
POTENTIAL PROBLEMS
Having the timeknowledge to create the annotation key
Takes time for students to engage with the process (you may need to pester to get them to complete the development task)
It depends on the informationdetail given by the exam board regarding annotation and levels (OCR are pretty good Edexcel not so good)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
eg Example Development taskEVAL Evaluation and or analysis
criticisms and positive support
Make judgements ndash the most significant weakness of the Marxist view stems from its helliphelliphellip This has been highlighted by a number of theorists particularly the new Righthelliphellip
J Juxtaposition Where alternative explanations are discussed without any evaluative link
Look at your evaluation points are they supported with relevant theoristsevidence Have you explained the significance of these to the question
I Interpretation and application
Keep applying your points back to the question This shows a key strength of Marxist view becausehelliphellip
KU Knowledge and Understanding
Not relevant copied directly from the text
Have you stuck to what the question is asking you to do
REP repetition Have you repeated any points If so put a circle around them
EXAMPLES
WHY IS IT USEFUL
Allows students to see through the eyes of the examiner
Students can see their development task reasonably quickly and easily
Allows for standardisation between teachers ndash improves the accuracy of assessment (for example an answer with lots of s should not awarded the higher grades (at best a D)
Provides continuity between GCSE and A level (as long as you have the same board)
Shows clear progress over time ndash you should see less Us Vs s and Js and more Devs Kus Is EVALs
POTENTIAL PROBLEMS
Having the timeknowledge to create the annotation key
Takes time for students to engage with the process (you may need to pester to get them to complete the development task)
It depends on the informationdetail given by the exam board regarding annotation and levels (OCR are pretty good Edexcel not so good)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
EXAMPLES
WHY IS IT USEFUL
Allows students to see through the eyes of the examiner
Students can see their development task reasonably quickly and easily
Allows for standardisation between teachers ndash improves the accuracy of assessment (for example an answer with lots of s should not awarded the higher grades (at best a D)
Provides continuity between GCSE and A level (as long as you have the same board)
Shows clear progress over time ndash you should see less Us Vs s and Js and more Devs Kus Is EVALs
POTENTIAL PROBLEMS
Having the timeknowledge to create the annotation key
Takes time for students to engage with the process (you may need to pester to get them to complete the development task)
It depends on the informationdetail given by the exam board regarding annotation and levels (OCR are pretty good Edexcel not so good)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
WHY IS IT USEFUL
Allows students to see through the eyes of the examiner
Students can see their development task reasonably quickly and easily
Allows for standardisation between teachers ndash improves the accuracy of assessment (for example an answer with lots of s should not awarded the higher grades (at best a D)
Provides continuity between GCSE and A level (as long as you have the same board)
Shows clear progress over time ndash you should see less Us Vs s and Js and more Devs Kus Is EVALs
POTENTIAL PROBLEMS
Having the timeknowledge to create the annotation key
Takes time for students to engage with the process (you may need to pester to get them to complete the development task)
It depends on the informationdetail given by the exam board regarding annotation and levels (OCR are pretty good Edexcel not so good)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
POTENTIAL PROBLEMS
Having the timeknowledge to create the annotation key
Takes time for students to engage with the process (you may need to pester to get them to complete the development task)
It depends on the informationdetail given by the exam board regarding annotation and levels (OCR are pretty good Edexcel not so good)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
WHAT DO THE STUDENTS SAY
We get to see how we can improve It shows you where you get the
marks It shows the teacher cares more and
they have taken the time to really read your answer (rather than a few ticks)
It makes you feel better when you move up a grade
It helps you to understand where marks are lost so you can improve on the next essay
Once you write down the development task itrsquos more likely to stick
Makes you realise specific areas of improvement
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Sarah Rea
Hexagonal thinking
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
HEXAGONAL THINKING
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
WHAT IS IT The exploration of and
connecting of themes around a topic or enquiry question
An easy way to implement SOLO taxonomy - Structure of
ObservedLearningOutcomes
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
WHAT IS IT
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
HOW CAN I USE IT Use different coloured hexagons to
represent different factors To plan essays or engage with
assessment questions To enable students to establish links
between events people etc To construct an image of an event
scene process time period To enable students to identify the core
reasonmotivation for an event or the core characteristic of a character etc
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfL
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Look at the hexagons in your envelope (If we had time I would now ask you to
as a group add explanationsideas to the hexagons) AfLPre-
structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Assemble the hexagons into a pattern where you believe there to be a linkconnection between factors show this by placing them next to each other
AfL
Assessment
Multi-structural stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
Where the hexagons meet there should be a link ndash label these links and explain whyhow these hexagons are connected
1 = These link because
AfL
Assessment 1
Relational stage
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner and how this can be applied and linked to external questions
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
LETrsquoS HAVE A GOExplain how to teach an outstanding
lesson
This can now be used to answer questions plan essays or assessment pieces or stimulate discussion or debate by mixing the groups up and getting students to explain their pattern to a partner
Students should now also be able to identify the most important factor(s)key factor by identifying the hexagon with the most links
Extended
abstract level
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
THANK YOU FOR LISTENING
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Lee Bottrill Simple Timed Feedback
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Simple timed feedbackA quick and simple approach to offering students the chance to improve develop or motivate
Lee Bottrill
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Make it time specific
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Verbal response to their answercommentaction after the time limit
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Hannah Wibberley EcclesbourneDebating in the classroom
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
To work collaboratively to share best practice in supporting and developing literacy across the curriculum
To equip teachers of all subjects with strategies and resources to develop studentsrsquo speaking and listening skills across the curriculum
Debating in the classroom
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
bull Communication skillsbull Teamwork skillsbull Higher-order thinking skillsbull Confidence and self-esteembull Academic achievementbull Attitudes towards schoolbull Engagement with social issuesbull Aspirations and expectations
Why DebateWhy debate
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
For formal debate you need two groups (max 4 students) Each group is assigned a position in the Debate either they PROPOSE the motion or they OPPOSE the motion
PREPARATIONEach speaker takes turns but the debate should start and begin with the PROPOSITION It is up to you how much time groups have to prepare
THE FLOORThe role the rest of the class play is up to you They can be split to support each team in preparing they can all prepare speeches then you compose teams at random or they can prepare questions to ask either team
THE VOTEVoting can either be a whole class system or you could elect one Chairperson to give a summative vote
PROP OPP
Formal debate
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Who gained from Charles X reign
Aide toi le ciel taidera(God helps those who help themselves)
Ultra-Royalists Catholic
Church
Liberals
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Debate timebull One representative from each group to speak at a
timebull Resolution State your argument about why you
gained the most from the reign of Charles Xbull Vote who had the most gainsbull Cross-examination Reply to the opposition and
question their argumentbull Affirmation Give another argument for your sidebull Rebuttal You will be given the chance to rebut the
statements made by the other side and clarify any questions which have been raised surrounding your own argument
bull Vote who had the most gains
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Who gained the most
from Charles X reign
To identify which
particular groups gained from the reign
of Charles
To examine what each respective
group gained from Charles
X reign
To use persuasive language to reach
a balanced judgement on which group
gained the most from Charles X
reign
Learning objectives
Team work Debating
Using sophisticated
language
Making a decisive judgement
Analysis of questioning
Research and reading
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Volunteer RolesSpeaker One Hippocrates
Speaker Two Galen
Speaker Three Joseph Lister
Speaker Four Florence Nightingale
Debate Structure
Balloon debate
Round 1 The Persuasion
Round 2 The Rebuttal
Round 3 Final Round and the floor
speech
Round 4 Audience vote and
evaluations
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
R CannConnective Fruit Machine
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Connectives Fruit Machines
bull The value of connectivesbull Using connectives to develop more extended
writingbull Using lsquoFruit Machinesrsquo to help students know
how to use different connectives
R Cann
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Setting up the slides
R Cann
Add two pictures sources statements to your slide and copy and paste it onto other slides including a range of connectives
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Continuous looping
R Cann
Click on lsquoSet up slide showrsquo and select Loop continuously until esc
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Transitions
R Cann
Select transitions and set a time for how long you want between slides ndash I have selected 00010
To stop the lsquoFruit Machinersquo press P and to restart press return
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Adapting
bull This could be adapted further byndash Giving students a topic on which they should talk
for a period of time but intermittently stop the slides to give them a new connective to weave in
ndash Rotating the pairs of pictures sources quotations as well
ndash Taking off the other information and just randomly generating a connective which all students need to add to their work during the lesson
R Cann
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
R Cann
Also
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Z PatelStarting in different Places Finishing Together
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Starting at different points finishing together
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Outcomes from OFSTEDldquoLearners to start at different pointsrdquo
How can I get them to start at different points
and still get a measurable outcome
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Multiple Starting Points
Set three objectivestasksLearners can approach each objectivetask in any orderOnce they complete the task they collect a piece for their final taskOnce they have all three pieces for the final task they can complete the final consolidation task to ensure they have a measurable outcome
Self-differentiatedDirected supportGreat for small classesWork at their own paceEvidence of progress through the lessonScaffold their learningConsolidate learning
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Lesson Objectives
Identify the different ethical
issues with research
Apply ethics to scenarios
Construct solutions to
ethical issues
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Setting their own objectives
Using booklets or giving the learners a summary of the SOW students can work towards the end of a series of lessonsUse a race track to monitor progress and each heading can be indicated by hurdlesThey work towards the finish line80rsquos montage music is mandatory
Student ledIndependent learningDifferentiated tasksVariety of SampC opportunitiesDirected supportEvidence of progress over timeSummative TA -gt RTM -gt End of topic test
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Race to the
Finish
>
null
2005538
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Kate Temple iPad
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Faye Sutcliffe Secret Mission
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
ARE YOU READY FOR A SECRET MISSION
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Your mission To work in pairs or in groups to create something to help people to learn lsquoIR verb endingsrsquo in Spanish
You can create a song a poem A RAP a poster a gamehellip
Think BIGI will be picking on some groups at the endto show their work to the class
THE POSSIBILITIES ARE ENDLESS
10
>
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Benefitsbull Whole class participation ndash team buildingbull Self evaluation skills - Students are
thinking of the easiest way they remember things ndash will help them to revise efficiently
bull Good for AFLbull Fun Pupils get to use their imagination
and show you how they learnbull 2 in 1 performances can act as a plenary bull Timer ndash can take as long or as little as you
feel necessary
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Jonathan LeeRAG Rating
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
RAGratingJonathan
Lee
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
RAG rating is a simple system of self evaluation that allows students to focus on specific targets
Students are given criteria to work with and must judge how effectively they meet those criteria using a traffic light system
What is it
I need to work on this targetI am doing ok with this target but could do betterI have met this target well
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Mince pies
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Mince pies
Mince pies are delectable Mince pies have to be the best Christmas food around the rich buttery treats are like the food of the Gods I always eat mince pies which are essential for the whole of December by the bucket load
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Mince pies
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Mince pies
Not varying sentence openings
Effective simile
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
From an English perspective I find it more useful for
writing tasks rather than reading tasks
It is useful for exams students are able to see areas of weakness clearly
It is easily differentiated to apply to different levelsgrade boundaries
When is it most useful
Across subjects Any task with very
specific success criteria
Useful as part of a drafting process
Useful as a way of framing a task students know exactly what they need to achieve from the start
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Differentiation
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
If students are going to highlight their own work it does take a lot of explaining modelling and practising
It is important that all of the language used is accessible to students otherwise it is impossible for students to complete a RAG rating accurately
Some students have a tendency to tick lots of amber boxes ndash they wonrsquot have read through their work properly
Pitfalls
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Phil SmithNearpod
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Fiona McMillan5 Starters for any subject
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
5Starters that can be transferred to any
subject
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Bell Work
Mein Lieblingshobby ist A_____
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
BIch
b_______Freunde
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
CIch spiele am
C_____________
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
DMeine
Lieblingsnummer
ist d_______
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
EMein Lieblingsfach ist E___________
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
FIch spiele F_________
am Wochenende
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
GIch
g_________ schwimmen
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
HMein
Lieblingshaustier ist ein
H________
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Hywel RobertsEngage them Interest them
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Hywel RobertsEngage them Interest them
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
3 in a circle (another way of doing 4 in a rowhellip)
1 2 3 4 5 6 7 8 9
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Pictionary- Partner A
1 Ich bin am Wochenende geritten2 Ich habe meine Freunde getroffen3 Ich habe meine Hausaufgaben gemacht4 Ich bin in die Stadt gegangen5 Ich habe mich um 8 geduscht6 Ich habe ein Butterbrot gegessen
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Pictionary- Partner B (differentiated)
1 Ich habe Musik von Itundes heruntergeladen und dann bin ich ins Bett gegangen
2 Ich bin ins Kino gegangen um einen Film zu sehen3 Ich bin einkaufen gegangen und ich habe ein neues
T-Shirt gekauft4 Ich habe meinem Vater geholfen und das hat mir
nicht gefallen5 Ich habe X Factor im Fernsehen geguckt und das
war super
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Class literacy
1 Stimulus
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Class literacy
1 StimulusIch bin in die Disko gegangen
2 Connective lsquoundrsquo3 Justification hellip um hellip zuhellip4 Change of tense (eg but next weekhellip)5 Opinion5 Reasonjustification lsquobecausersquo = SDOR
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Jack CuthbertLiving Graphs
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Living GraphsJack Cuthbert The Ecclesbourne School
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Living Graphs
bull A method of measuring a subjective notion over a period of time bull Students work independently looking at one area to explore and
trackbull In order to create a graph which allows us to draw comparisons
all pupils must have a clearly defined notion of what constitutes high and low values on the Y axis
bull Students then feedback to the class by adding their line to the class graph projected on the board explaining the trends they have identified as they do so
10
5
0 Time
What the Y axis measures must be defined and
agreed upon as a class
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Before we beginhellipbull How can we define and measure
levels of powerbull What institutions bodies or
groups held power throughout the period
What do you expect our graph to look like when we have finished
10
5
0
1850 1900 1950
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Russian RulersTop OfficialsLocal GovernmentThe Working ClassesElected Houses
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
10
5
0
Abili
ty to
Influ
ence
Pol
icy
1850 1900 1950
Alexander IIAlexander III
Nicholas IIProv Gov
LeninStalin
Khrushchev
See second graph
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
AimNew A2 students largely received similar points of feedback in their early assessments bull Define criteria for success or failure in the
introduction of the essaybull Compare and contrast different rulers and period
throughout the period of studybull Draw upon events from 1855-1964 in their work
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
iPad Kirsty Thomas
Mr Holland Traffic lights and differentiation
Traffic lights activity for differentiation
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Mr Holland Traffic lights and differentiation
Traffic lights activity for differentiation
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Traffic lights activity for differentiation
Using Bloomrsquos taxonomy to help with questioning and to produce a traffic lights questioning activity useful for starters re-caps and mini-plenaries
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Outcomes from OFSTEDldquoteaching engages and includes all pupils with work that is challenging
enough and that meets the pupilsrsquo needs as identified by teachersrdquo
How can I support my weaker students and
stretch the top students
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Traffic Lights Question Gridbull Students have 15 minutes to answer as many
questions as they can They will need to achieve a minimum of 10 points Red questions are worth 1 point amber questions are worth 2 points and green questions are worth 3 points
bull These questions are differentiated using bloomrsquos taxonomy and access different levels of thinking
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
The Questions Grid
Red (1 point)
Amber (2points)
Green (3 points)
1) Write a definition for the nuclear family
8) Identify and explain 1 reason for the decrease in the nuclear family
15) Criticise the functionalist view on the nuclear family
2) Identify 6 types of family 9) Examine some the reasons for the increase in family diversity
16) Evaluate the advantages and disadvantages of living in an extended family
3) What are 3 reasons for the increase in same-sex relationships
10) Can you give an example of a law which has impacted on the family and explain how
17) Discuss why the New Right are opposed to civil partnerships
4) List 4 key functions of the family 11) Choose two functions of the family and explain how the nuclear family will meet these functions
18) Discuss the advantages and disadvantages of living in a traditional nuclear family and justify why this is seen as the norm
5) Identify trends in patterns for lone parent families
12) Describe the reasons increase in lone parent families
19) Analyse reasons + consequences of these changes in lone parent families
6) Write a definition for the extended family
13) Give 3 examples of advantages of living in an extended family
20) Create your own closed question to research differences between nuclear and extended families
7) Whatrsquos the difference between a lone parent family and a reconstituted family
14) Explain 2 reasons for the increase in reconstituted families
21) Assess the importance of stigma in the growth of re-marriages and reconstituted families
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Use Bloomrsquos to help devise questions
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
bull By giving each student a minimum of ten points to achieve it manages to stretch all learners
bull It also builds aspirations in pushing weaker students to access the more challenging amber and green questions
bull Develop competition to make sure lazy learners are stretched prizes forfirst to ten prizes for only green questions answered prizes for the most points gained etc
Questions grid ndash to build aspirations and stretch all learners
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
How to develop furtherbull After students have completed a lesson ndash get them to identify
how confident they feel with the topic (green = fully understand amber ndash fairly confident red = does not understand)
bull Once this is done pair up greensand reds so they are evenly splitthen set each table a question grid
bull Give each table a target score andallow more confident students to support weaker students
bull Benefits in building collaborative learning and teamwork
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Benefits of the traffic light grid
bull Student ledbull Independent learningbull Differentiated questions ndash (will also help with your
own classroom questioning)bull Variety of SampC opportunitiesbull Directed support (measuring confidence on topics) bull Evidence of progress over time ndash keep a record of
points per student bull Bring in exam questions - to ensure all students can
access higher level questioning
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Lazy teacher idea
bull After students become accustomed to completing the traffic light grids ndash get them to create their own grids for the topic just covered
bull Give them the blooms sheet and textbook to create a 5x3 grid on most recent topic
bull After checking questions ndash get students to swap grids and complete the answers
bull Resource for you to take ndash example question grid of questions from a range of subjects and a blooms question builder
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Lee ShepherdConcept Maps
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
CONCEPT MAPSThe core purpose of a concept map is to introduce and learn the key
words and terminology that are vital for the understanding of a topic area
They consist of several concepts connected by a labelled link These key words are linked together to create a structure that provides the
whole picture which is necessary for scoring well in exams
The key words are produced by you to ensure the whole topic area is covered Students progress by adding more connexions
throughout the topic
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
How it workshellipbull The teacher inserts the key words on to a blank page Students are asked to
join up these key words with lines and on the line they must write the reason for the link (adding in context if required) As students add links the teacher can walk around the class discussing and questioning students to explore the depth of their prior knowledge
bull These sheets should be retained by the teacher to help plan the next lessonsection of the topic
bull Knowing the level of prior knowledge for each student you can effectively use differentiated learning techniques
bull Throughout the topic the sheets can be reintroduced and re-used with different coloured pens to show progress
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Assessing prior knowledge ndash Concept MapInternational organisation human rights 24th October 1945
New York 193 Afghanistan charter aid
poverty refugees Syria democratisation
humanitarian vaccinations UN 1948 Peacekeeping
51 second world war nuclear weapons Gaza safer
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Why use Concept Mapsbull Effective with both collaborative learning and independent learning
bull Allows deep learning
bull Can be used easily in a large class setting
bull Can be used well as a warm-up (starter) and a cool-down (provide closure) in a lesson
bull Identifies blind spots
bull Shows the progress students have made and the development of studentsrsquo understanding over time
bull To provide teachers with feedback of studentsrsquo misconceptions
bull Allows the teacher to differentiate the learning tasks
bull Provides a ready made condensed revision sheet
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Cheryl Farrington Beat the Professor
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Who is the Professor
It is the mark of an educated mind to be able to entertain a thought without accepting it Aristotle
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
the constitutional monarchy was
destroyed by the threat of counter
revolutionariesRobespierre was a bloodthirsty monster
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Who is the ProfessorLevel 1 General statements descriptive
Limited factual materialLevel 2 Some argument but tends to be vague
Information generally accurate but undevelopedLevel 3 Broadly presents an argument may contain
description or stray away from the argument accurate material
Level 4 Analyses the view Strengthsweaknesses good supporting evidence clear development of ideas
Level 5 Consistently analytical Strong arguments explicit understanding of the view Well-selected evidence effective evaluation supportchallenge
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
In a nutshellhellipPresent argument in support
of an interpretation Challenge argument
ReadHighlightLevelCommentSelect
Development task Head-to-Head
And the Professor ishelliphellip
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Laura ChesworthEncouraging Higher Order Thinking with Sixth Form
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Encouraging Higher Order Thinking with
Sixth FormLaura Chesworth
The Ecclesbourne School
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
New subject new challenges
bull Sociologybull Emphasis on Understanding theoretical
perspectivesbull Big concepts to understand and applybull Data to interpretbull Key skill = evaluation
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Students have to create their interpretation of a key concept or
theoryStudents have to be able to understand it before they can produce a representation
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Evaluating and applying different
perspectivesStuden
t 1
bull Explain the increasing divorce rate from a feminist perspectivebull What informationsociologists do you have to support your point
Student 2
bull Respond to the post from a functionalist perspectivebull Explaining what views are shared if any and which are differentbull Give an overall judgement on the feminist perspective
Student 3
bull Respond to both posts from a Postmodernist perspectivebull Similarities and differencesbull Overall evaluation
Student 4
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Challenges
bull Time consumingbull Mixed responses from the students ndash find
creating things challengingbull Evaluation task
bull Difficulty writing from a particular perspectivebull Making sure the responses are robust
bull Persevere
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Tom CrowtheriPad
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Rob Rea
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
How much money is here
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
How much money is here
pound694
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
The hook amp themini plenary
Rob Rea
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
OBJECTIVES To consider the use of hooks mini
plenaries ndash that wonrsquot take you ages to sort
To demonstrate working examples of these
actually thatrsquos a lie ndash some do take quite a while but once a template is establishedhellipthen yoursquore sorted
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Why use hooks
Improves focus from the start Introduces lesson content Great for lsquovisualrsquo learners Great lsquotime killerrsquo whilst you do the
necessary and the dull stuff ndash registers sorting out late-comers etchellip
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Why use MPs
lsquoTeachers systematically and effectively check pupilsrsquo understanding throughout lessonsrsquo
lsquoalmost all pupils are making rapid and sustained progressrsquo
(taken from Pingle school lesson observation sheet)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
To show progress of all pupils ndash rise from S to G or O
To identify weaker pupils Identify areas that may need revisiting Boost pupil confidence
Oh and to jump through Ofstedrsquos hoops
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
AS SIMPLE AS
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Is it ethical that topless pictures of Kate Middleton have been published
Consider a balanced argument to this questionhellip
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Should Should NOT
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
On your post it the thing that YOU spend the most money on
On the other side write the thing that ADULTS spend the most money on
INDIVIDUAL TASK
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
On your second post it write one skill or attribute that you think your partner can do well
On the other side write the one skill or attribute that you think your partner could develop Donrsquot write anything mean
PAIR UP
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Peer assessment
differentiation
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
PAIRED TASK ndash REFShellipGOOD OR BAD
1) Decide on statements2) Stick on
3) lsquoPost itsrsquo for PEEL
Vs
Make out a case for and a case against the increased use of referendums in the UK [30]
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
AIMS AND OBJECTIVES To understand the concept of lsquokey skillsrsquo in the workplace
To consider what skills we need to enter the workplace
To assess our own skills
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
TO MORE TIME CONSUMING AND DIFFICULT ACTIVITIES SUCH AS
Mark and correct the exam answer
The Nazis were able to win the hearts and minds of the youth and women as they got them to do what they wanted and they were all happy to do it They did not win the hearts and minds of the German people as people tried to kill Hitler and people went against the nazis Overall they did win the hearts and minds of the nazis
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Born 1889 in Austria
Before the war became homeless on the streets of
Vienna after failing as a painter
War breaks out 1914
During this low point he developed hatred of foreigners and Jews used as a
Scapegoat for his own failings
Joined the army
Won Iron Cross for bravery
Spied on and then joined the German Workers
Party
Worked as an intelligence Agent after the war
Armistice signed ndash end of World War One
Began speaking in Beer Halls of Munich
Put the statements in the correct order
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
punctual
1) Transfer in your top five skills attributes or qualities
EXTENSION 2) Complete the sentenceIn the future I would like tohelliphellip (write whatever you like)
INDIVIDUAL TASK
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
How many parties MATTER
Britain can no longer be called a two party systemrsquo Discuss (30)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Britain can no longer be called a two party systemrsquo Discuss (30)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
ldquoEven as late as 1890 the Labour movement was a weak vehicle for the
political aspirations of the working classrdquoTaken from KLaybourne The rise of Labour the British
Labour Party 1890-1979
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
MINI WHITEBOARDS AND RED AND GREEN CARDS Mini whiteboards red and green cards A simple and effective method for
checking pupils understanding and progress
Methods include true or false agree or disagree or simply writing an answer so you can see immediately if and where progress has been made and what you need to do next
hellipmaybe donrsquot do simplistic lsquounderstandrsquo lsquodonrsquot understandrsquo judgements if observed
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
EXAMPLES Mini whiteboard example
Question How many Senators does the state of Nebraska haveWrite down your answer and hold your board up
Redgreen card exampleStatement lsquoFPTP means 3rd partiescan never break throughrsquo
Hold up red card for disagreeHold up green card for agreeHold up both cards if youre not sure (maybehellip)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
lsquoDIAMOND NINErsquo ndash ALL FROM LOCAL ADShellipYou have cards with 9 skills and qualities on
them Task Arrange them in a diamond shape with what you consider to be is the most important quality required for WEX at the top and the least important at the bottom
lsquoPunctualrsquolsquoIndependentrsquo
lsquoCreativersquolsquoGood communicatorrsquo
lsquoIT literatersquolsquoEffective team workerrsquo
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Nowhellip Write down the one skill or quality that you think will be essential on your WEX placement Write your initials at the top and pin it to the board
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Conveyor Belt Terms Challenge
You are about to be shown 10 kinds of DRUG in 2 minutes Memorise each one with correct spellings where possible Are you ready
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
1
2
3
4
5
6
7
8
9
10
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Conveyor Belt Challenge
All 10 questions have now been asked ndash press the space bar to go through the answers
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Conveyor Belt Terms Challenge
On your answer sheet write down each drug and then give a fact about each
one
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
1
2
3
4
5
6
7
8
9
10
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Explain in 140 characters or less howwhyhellip
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Explain in 140 characters or less what you think of Kizzy at this pointWhat would you lsquotweetrsquo her or about her
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
DEMANDS OF PARENTHOOD
3 Minutes
Start Timer
3
2
1
0
Sum up YOUR attitude towards parenthood in a lsquotweetrsquo length pieceHow ready are you What scares or excites you the most
>
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Explain in a short tweetemail style response your TOP TIP for writing a good CVGive at least one bit of advice to somebody who has not been in our lesson today and last week ndashWhat have you learnt
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Task
Design a Facebook lsquogrouprsquo site which aims to give young people essential info on the following topics You should use your own ideas what you learnt from the performance research and work in your books
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
GampP Animal Constituency FPTP
ElectionVote for one candidate only by marking a
cross next to their name
Ape
Squirrel
Donkey
Goat
Owl
Fox
GampP Animal Constituency AV
ElectionVote for your candidates by ranking them in
order from 1 to 6 Place a 1 next to your preferred candidate
Ape
Squirrel
Donkey
Goat
Owl
Fox
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Voting SlipOn the voting slip provided write in
the names of the candidates
After this yoursquore ready to vote
Place a cross (like X) in the smallbox next to the candidate who you most prefer Remember you only
get one vote
The candidate with the most votes will be the winner
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
NOTES These are easy and generally quick Mini plenaries should be part of
normal lessons and not just wheeled out for observations
Should be integrated into lessons to consolidate a specified section of learning
Be cautious about using red amber green or yes and no when checking understanding as any reds or norsquos will show lack of progresshellip
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
lsquoHooksrsquohellip
lsquoBellworkrsquohellip
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
How much money is here
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
s ky
k
el
Wersquore continuing looking at what we started last week What were two lsquokey wordsrsquo from 7 days ago Unscramble these lsquosmartiesrsquo to tell mehellip
s i
l
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
What does this image make you FEEL amp THINK
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
What is going on hereDecide what type of pressure group activity this is and give 3 reasons why this method may be a success and 3 reasons why it may not be a successhellip
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
WHAT IS THE INTENDED MESSAGE OF THIS ADVERT
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Which bird stands out more
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
What does this showWhy does it matter
Britain can no longer be called a two party systemrsquo Discuss
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Do you see a duck or a rabbit
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
A man lives on the tenth floor of a block of flats He gets the lift down to the ground floor but can only get the lift back up to the 5th floor and then he has to walk up the stairs to the 10th - unless itrsquos raining and then he can get the lift all the way to the 10th
How so
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Balloon Debate The following people
are in a hot air balloon with youhellipbut the balloon is struggling ndash you need to chuck one outhellipwho
Stephen Hawkins David Cameron Lady Gaga The Queen Your Doctor Lewis Hamilton
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
The old parties are husks with no real soul within either divided on artificial lines boss-ridden and privilege-controlled each a jumble of incongruous elements and neither daring to speak out wisely and fearlessly on what should be said on the vital issues of the day
Work together and decide1) What he means (in lsquotodaysrsquo English)2) Who do you think it is3) Would Perot and Nader agree
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
Audiomotion picture ideas
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
What strategies could we utilise to get our students settled on task working and interested straight away
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
Slide 201
Slide 202
Notes (2)
NOTES Very quick to sort out Can really focus or re-focus the
learners attention on what YOU want The more interesting you go the
more they will rememberhellip
A Weightman Marking Codes
Making development tasks easier
Aim
How it works
Slide 5
Slide 6
examples
Why Is it useful
Potential Problems
What do the students say
Sarah Rea
Hexagonal thinking
What is it
What is it (2)
How can I use it
Letrsquos have a go
Letrsquos have a go (2)
Letrsquos have a go (3)
Slide 19
Letrsquos have a go (4)
Letrsquos have a go (5)
Letrsquos have a go (6)
Letrsquos have a go (7)
Letrsquos have a go (8)
Thank you for listening
Slide 26
Simple timed feedback
Common objects to be used
Make it time specific
Verbal response to their answercommentaction after the time l
Slide 31
Slide 32
Why Debate
Slide 34
Who gained from Charles X reign
Slide 36
Debate time
Slide 38
Slide 39
Slide 40
Connectives Fruit Machines
Setting up the slides
Continuous looping
Transitions
Adapting
Slide 46
Slide 47
Starting at different points finishing together
Outcomes from OFSTED
Multiple Starting Points
Lesson Objectives
Setting their own objectives
Race to the Finish
Slide 54
Slide 55
Slide 56
ARE YOU READY FOR A SECRET MISSION
Slide 58
Benefits
Slide 60
RAG rating
What is it (3)
Slide 63
Mince pies
Mince pies (2)
Mince pies (3)
Mince pies (4)
When is it most useful
Differentiation
Pitfalls
Slide 71
Slide 72
5
Bell Work
B
C
D
E
F
G
H
Hywel Roberts Engage them Interest them
Hywel Roberts Engage them Interest them (2)
Hywel Roberts Engage them Interest them (3)
4 in a Row
1 chilli or 2
3 in a circle (another way of doing 4 in a rowhellip)
Pictionary- Partner A
Pictionary- Partner B (differentiated)
Class literacy
Class literacy (2)
Slide 92
Living Graphs
Aim (2)
Living Graphs
Slide 96
Slide 97
Slide 98
Slide 99
Aim (3)
Slide 101
Slide 102
Slide 103
Traffic lights activity for differentiation
Outcomes from OFSTED (2)
Traffic Lights Question Grid
The Questions Grid
Use Bloomrsquos to help devise questions
Questions grid ndash to build aspirations and stretch all learners
How to develop further
Benefits of the traffic light grid
Lazy teacher idea
Slide 113
CONCEPT MAPS
How it workshellip
Assessing prior knowledge ndash Concept Map
Slide 117
Slide 118
Slide 119
Why use Concept Maps
Slide 121
Who is the Professor
Slide 123
Slide 124
Slide 125
Who is the Professor (2)
Slide 127
In a nutshellhellip
Slide 129
Encouraging Higher Order Thinking with Sixth Form
Slide 131
New subject new challenges
Slide 133
Slide 134
Slide 135
Challenges
Slide 137
Slide 138
Slide 139
Slide 140
Slide 141
Objectives
Slide 143
Slide 144
Slide 145
As simple as
Is it ethical that topless pictures of Kate Middleton have been
Slide 148
Slide 149
Slide 150
Slide 151
Slide 152
Slide 153
Paired task ndash Refshellipgood or bad
Aims and Objectives
Slide 156
To more time consuming and difficult activities such as
Slide 158
Slide 159
Slide 160
Slide 161
Slide 162
Slide 163
Slide 164
Mini whiteboards and red and green cards
examples (2)
lsquoDiamond ninersquo ndash all from local adshellip
Slide 168
Slide 169
Slide 170
Slide 171
Slide 172
Slide 173
Slide 174
Slide 175
Slide 176
Slide 177
Demands of parenthood
Slide 179
Slide 180
Slide 181
Slide 182
Notes
lsquoHooksrsquohellip
Slide 185
Slide 186
Year 7 PSHE Assessment ndash School uniform
What does this image make you FEEL amp THINK
What is going on here Decide what type of pressure group ac
Slide 190
What is the intended message of this advert
Slide 192
Slide 193
Slide 194
Slide 195
Slide 196
Slide 197
Slide 198
Slide 199
Work together and decide 1) What he means (in lsquotodaysrsquo English
