tlc 4 full teachmeet

Wilkinson, Rebecca

Old Maid Card GameUsed with - key words and vocab, gap fill, multiple choice, case study

examples, quote to person.Useful for - challenging misconceptions, provoking conversations, engaging

learners.

1. Shuffle the cards and remove one.2. Place this in the middle face up. This is the odd card.3. Deal the rest of the cards out as evenly as possible.4. Look at your cards, see if you can make any pairs.5. If you can, put them face down in front of you.6. If you can’t, you will have to wait to see if you can make a pair later on.7. One player begins and holds their cards face down to the person on their left. This person picks a card and sees if they can make a pair with the cards they already have.8. It is then their go to hold their cards face down to the person on their left. Play continues as such until there is only one person left without a matching card. They are the ugly, old maid.

Brookes, Sharon

Plickers CPD...

Cathey, Liz

Brooks, Becky

Smart Marking - students self evaluation

Students mark their own work as they progress through the activity

Step by step process within the worksheet - so if the students answers are incorrect they can see where they have gone wrong

Can be used within many different abilities

Smart Marking - peer and self assessment

Starter questions which are the basis of the lesson

Simple naming activity for students to fill in - completed with another activity

Applying knowledge to explain how we hear sounds - keywords included (removed for higher abilities) - peer assessed in red, DIT in purple

Challenge questions - how can we apply knowledge of hearing to causes of deafness - this then gives a prior knowledge for the following lesson

Finish by RAG/smiley faces to show confidence

Needham, Ryan

Revision Aid videosI took this idea from GCSE pod using videos for revision.

The pupils had recently completed their own case study on the Holderness Coast.

I gave them the task of simply creating a Powerpoint for behind them when filming on the green-screen. They also had to create a script to link to the slides they have created.

The end product was designed to work as a resource that all pupils in the class could use as a revision aid.

Video

https://drive.google.com/a/parklandsacademy.co.uk/file/d/0B7on_U1i0vvZNTg4OUE4S3NuV1k/view

Crampton, Alex

Tools for using Multiple Choice Questions effectively

Diagnostic Questions- Useful website for finding pre-created

multiple choice questions

- Easy to navigate and free to sign up!

Diagnostic Questions

Diagnostic Questions

- Really useful for creating quizzes from question already created

- Also useful to just ‘print screen’ selected questions and insert them into a powerpoint

Brown, Eleanor

https://drive.google.c

om/open?id=0By6OCKXPtGNAdWozTU

ZjM1Q5NzA

https://drive.google.c

om/open?id=0By6OCKXPtGNAV0tBQzNDcndpNDA

Flight, Emma

Using iMovie within practical lessons. Allows pupils to create a visual method - could be used to create a digital recipe book as well as assessing their

work.

https://drive.google.com/a/parklandsacademy.co.uk/file/d/0B_WTIZE2fFWwd3kxLXNwM0o3TWM/view?usp=sharing IMG_0284

https://drive.google.com/a/parklandsacademy.co.uk/file/d/0B0JE6Htg-wPzNFBaTUVlYjdQanc/view?usp=sharing FILE_000

https://drive.google.com/a/parklandsacademy.co.uk/file/d/0B_WTIZE2fFWwd3kxLXNwM0o3TWM/view?usp=sharing




https://drive.google.com/a/parklandsacademy.co.uk/file/d/0B0JE6Htg-wPzNFBaTUVlYjdQanc/view?usp=sharing




Hollowell, Gareth

Initial Assessment

What do you already know about

Scratch?Basic Movement

SpeechDemonstrate an

understanding of the different types of

speech in Scratch (Ask & Say)

Changing CostumeDevelop an animation

using the switch costume block stating

its purpose and relevance towards

animation/movement

User Controlled Movement

Create a Sprite that responds to user

control (arrow keys & mouse)

IF/ELSE Statements

Understand the concept of an

IF/ELSE statement and create one to solve a problem

LoopsUnderstand the importance of

Loops in iterative programming to

repeat a task

Interim AssessmentUse all the skills learnt so far to

develop a Frogger style game

DITResponding to written

feedback and improving work in

accordance with the Ethic of Excellence

Advanced Skills

BroadcastingJumpingGravityVelocity

Final AssessmentDevelop a game

demonstrating all the skills learnt over the course of Scratch

VariablesUnderstand the

purpose of a variable in

computing to store information

Responding to written Feedback | Peer assessment | Self Assessment

Developing written Feedback | Independent Investigation | Logical Reasoning

Learning 2 Learn:

Learning 2 Learn:

Preston, Michelle

Padlet Collaboration

Using Padlet for collaboration and feedback so there is no downtime and lots of ideas.

O’Connor, Janet

Google forms for key word quiz

Rimmer, Steve

Williams, Lisa

Precision Teaching

Precision Teaching is a teaching method used to accelerate progress and can be used to increase children's proficiency all areas of learning.

Acquisition - Fluency - Maintenance - Generalisation - Adaptation

Accuracy and Speed

Accuracy

Learning maintained over time

Learning can be used across curriculum

The skill is now fully learned and can be used and generalised and can be adapted without support

Pilkington, Lucy

SHOWBIEAn easy and effective way to assign, collect and

give feedback on student work.

Caroline de Bruyn

TASK PLANS

A lot of information and instructions are given verbally which relies on the good listening skills of the learners. Task plans are designed to be an effective visual strategy, particularly for students with language difficulties. Task plans are a visual representation of instructions and can be applied to a variety of learning situations.

Scott ParkerCREATIVE ASSESSMENT

New GCSE specification focus on interpretation with a 4th assessment objective designed to look specifically at this historical skill.

Karen Gray - Using QR codes for online portfolios - Work Scrutiny Action Points

Simon Flynn

Learning Walls with learning journeys and information centered around the learning objectives.

The aims are to; ● encourage independent

learning● show examples of work

which meets the success criteria.

● allow pupils to see what the stages of development might be.

Molly Power

Nicola Greaves

Andy Wood

Marie Berry

Further details to be added after the Teachmeet session.

Steve Cottrell Numeracy Skills in Connect

Rob McDermott

Vicky BarwickMultiple choice questionsIncorporating multiple choice questions and using them to encorage students to consider misconceptions and common mistakes.

What is the gradient of the line 2y = 6x + 1?

What is the correct answer?What mistake has been made on each of the other answers?

Helen Partington

Supporting pupils to make peer assessment meaningful

Anne Frank: AssessmentPart one –

You should write this the day before you go into hiding. Describe your feelings about going into hiding - excitement / fear? What has your life been life under Nazi rule? How has your life changed?

Emma Rose

Clare Critchlow

Paul Willsher - Music TechnologyUsing screencasts to demonstrate

skills and understanding. ❏ Demonstrating to students how

screencasts should look and sound.❏ Screencasts found on YouTube are also

used for students to watch as homework prior to the following lesson.

YouTube as a resource for discussion and research❏ Videos are shared with students via Google

Drive for discussion❏ This video features sampling sounds using

technology (Launch Pad Pro) that students will be using

http://youtube.com/v/OtCqncHJtRM

http://youtube.com/v/Ny5V8fN68qo

Gregg Metcalf

FUN FUN FUNDATA

Personalised MarksheetsUsing SIMs to record all different types of assessment data for your

classes.

Tom Martin

Hannah McConnie - T&L/Revision Grids

Joanne Day

Precision Teaching Methods Acquisition

Fluency

Maintenance

Generalisation

Adaptation

This is a simple but intense teaching method aimed at helping a child or young person to embed facts such as letter sounds, single word reading, times tables etc. The method aims to enable a child to recall the targeted facts in order to be able to apply it independently in class.

What is it ?

Short and focused daily intervention that aims to help children learn and retain key skills.

Works upon the ‘little and often’ principle - less than 10 mins a day

Can be applied to pretty much any subject or skill

PT supports the identification of effective teaching strategies for an individual pupil

It is precise and efficient

It increases pupil motivation, as students experience daily success

It is individualised and assessed on a daily basis

TLC 5

TEACHMEET - GM/BR

David BanksExplain Everything

https://drive.google.com/drive/folders/0B5jrV2_cPCJLS2lrd0RFMUYtRkk

S&L Feedback

Andy Cunningham

Short and focussed daily intervention that aims to help children learn and retain key skills.

Particularly good for teaching distinct groups of facts.

Can be very useful for catch-up or intervention.

Can be a good classroom activity for pupil pairs.

Precision Teaching

3+7=

4+6=

2+8=

9+1=

5+5=

4+6=

3+7=

9+1=

5+5=

2+8=

9+1=

4+6=

3+7=

5+5=

2+8=

5+5=

2+8=

4+6=

3+7=

9+1=

9+1=

4+6=

3+7=

2+8=

5+5=

Steph RhodesAssessment Criteria for Year 8 (no levels) and Examples of excellent work

Skill Excellence

Research You have researched all aspects of your chosen charity in great detail and have even added additional information not required on the task sheet

Presentation Presentation is fantastic. Your leaflet/poster highlights the key areas of your chosen charity and you have included colour and images to make it really stand out.

Autonomy (ability to get on with task)

You worked independently throughout the task requiring very little support and guidance. You completed all required homework and additional research tasks.

David Wright6 Question Homeworks - an opportunity to slip in a variety of questions to assess students prior knowledge, current knowledge and problem solving skills. I find them effective with classes that are reluctant to show their working out.

The homeworks have a golden rule. You have to attempt every question with working out. Wrong with thought is good.

The boxes are linked each week. The previous homework (usually) will help with the current one.

The questions try to incorporate a link between topics in math. E.g. Algebra + fractions or Shape and Algebra or Problems that are worded.

The questions try to include language related to exams .e.g. “Explain”

The majority of growth is then achieved through a table DIT discussion in preparation for an active task (the next homework).

Anthony CassidyCreating tapestries to revise over a

past subject.

Good for overlooking the progress of learning so far.

Could be used as a collaborative revision tool.

Does not have to be detailed- pupils can use simplistic revision symbols.

After listing, I had them creating questions for each topic, which was forwarded into a carousel.

They could also move round/along the tapestries for a plenary.

Roll up learning wall which could be gradually added to instead.

Resources- Asda nu

creative roll 20m £2-3 (sugar paper on a roll)

Angela JohnsonThinking slides that can be adapted for use within each topic of maths - allowing pupils to deepen their understanding of all concepts. Well chosen questions also allow pupils to consider misconceptions and to link different areas of maths

KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSISDISCUSSDERIVECREATEEVALUTESYNTHESIS

Twit a whooo is right and whooo is wrong?

Don’t forget to give a reason.

That’s very important !!


One of these things is not like the other things

Don’t forget to

give a reason for your answer

ABCD


Multiple ChoiceFind the correct answers

ABCD

Done ?Look at the incorrect answers

What mistakes have been

made ?


ABCD

Can you find the correct

answers

To catch the trickster out you must also look at

the incorrect answers. How did

he try to catch you out ? What misconception

was used ?


Rewind

This is the answer

What's the question?


Find the Fib

Here is a solution to a problem. Can you identify the

mistakes.What

misconceptions were made?

Can you find the correct answer to

the solution ?


TRUE

FALSE

OR


Here is a solution to a problem. It could be correct or incorrect.

You need to come up with questions to try and catch me in my lie …..

Or do you think it’s the truth ?


Always , Sometimes , Never

Decide weather the following statement is always true , sometimes true or never true. Try giving reasons and use example to justify you answer


Convince Me You Must


Looking for Links

What other areas of maths could this link to ?


Killer QuestionsHow could you make this question more difficult ?


Simple Summary

Summarise this in

exactly 20 words


KEY POINTSHere is an

exam style

question. Identify the key points


Storm your Ideas Write down everything you know about…..


The Student has become the master Teach

baby kung fu panda how to master _______

Write a step by step explanation


Helping Hand Look at this question. If you could

only give your friend one

hint on how to answer this

question. What would it

be ?

Kara Kellett

How do I know what to think if I haven't heard the words yet?

Stephen Fry

“Vocabulary is learned by experience, not by age.”

(Beck et al, 2002)

Why is oracy so important?

It helps students formulate their ideas into clear thought.Accurate use of speech, helps improve accuracy in written work, especially grammar.Finally, and very importantly, confident speakers are confident people – so it builds confidence.

What is revealed about Capulet’s attitude towards

Juliet in Act 1 Scene 2?

Discuss and link each box to

evidence from the text and

briefly explain how it links to the

question.

patriarchal society allusion

power sentimentalised

liberal antithesis

hyperbole semantic field

Stage 1

for example I think that I believe this shows that this reveals that this means that

Stage 2

possibly it seems likely it appears that

obviously as shown by probably

What is it? Opinion, Interpretation and Inference.When do I use it? To express your point of view and show your understanding.

Express a point of view

Look

to d

evel

op y

our

lang

uage

skills

by

usin

g m

ore

com

plex

voc

abul

ary.

Stage 3

this epitomises this signifiesthis implies that this gives the impression that

this indicates one might consider presumably this exemplifies that

Capulet is the antithesis of Paris on the thought of Juliet’s marriage. Evidence of this is the quote: “ She hath not seen the change of fourteen years, Let two more summers wither in their pride, Ere we may think her ripe to be a bride.” When Shakespeare used the vocabulary ‘ripe’, it shows how sexist people were in the Elizabethan era. The fact that he used the word ripe implies that women lived in a patriarchal society. The word ‘ripe’ also signifies that men thought of women to be picked off and men could get women to do whatever they wanted. In more detail, men thought that women were like fruits off a tree, only there to do one thing: bear children. (...)This exemplifies that one of the characteristics of Capulet is that he is very protective of his daughter. Capulet is not behaving normally for his time because the offer of marriage for young girls would have secured stability by having wealth, power and status through their husbands.

Michael SalisburyPeer feedback and coaching

- Use of non participants

- All pupils engaged in lesson

- Pupils reinforcing teaching points

Steve WhalleyHow we use assessment to improve pupils’ work in Geography

Name of pupil:___________________________________

Overall (Relative to Target) mark: P/G/A/R

Relative to Target mark

P/G/A/R DIT codes

I have been able to explain how I carried out my investigation.

I have been able to represent my results clearly on a graph.

I have been able to explain what my results mean and how they link to the original aim of the study.

I have been able to evaluate my work effectively and suggested how it could have been altered and what effect this would have on my overall results.

WWW:

Literacy notes:

PP

Assessment grid (Y7/SA2 Chorley Shop Investigation)

1 Explain how you decided which category each shop went in.

2 Explain how you decided whether each shop was a chain store or an independent store.

3 Improve your graph by including a main title and labels on both axes.

4 Improve your graph by redrawing it to fill the page with correct spacing and numbering on both axes.

5 Write about whether your results mean Chorley is a clone town, home town or border town. Refer to your graph to help explain this.

6 Compare your result to the class average discussed in a lesson. Explain why it is different or the same.

7 Explain how some of the ways you carried out your fieldwork could have caused your results to be wrong.

8 Describe a way you could change your investigation to make it fairer. Explain why it is fairer.

9 Explain how the change to the method you suggested would impact on your results and potentially give you a different overall result.

10 Correct and improve sp/CL/ww/gr/p

11 The grammar of some important sentences is weak. Reconstruct these sentences.

DIT codes (Y7/SA2 Chorley Shop Investigation)Some DIT codes are more likely to be used by pupils with lower targets

Other DIT codes are more likely to apply to higher target pupils

This pupil has a target of C.

The assessment grid shows that they have reached their target (G) in the first three criteria of this assessment but just missed the target with the fourth criterion (A).

The work on the left relates to the first criterion.

There is still room for improvement so the DIT codes show the pupil how to improve their work.












DIT codes (Y7/SA2 Chorley Shop Investigation)

Gillian Aspinall

Rachel FergusonAdaptation of existing resource and amended activity to utilise advice on grouping students according to ability.

This enabled pupils to work independently and learn from each other. All pupils could contribute as the task was differentiated to their ability.

Upper Upper middl

eLower middl

e

Lower

http://radiooooo.com/#

Radioo.com

Click on World Map and different time periods to access songs from different cultures and eras

● Can form the basis of research on time periods/locations

● Works well as a stimulus for creating mood or characters

● Cross curricular opportunities with languages, history, music, geography

● Beta project - opportunities for students to contribute and nominate music

Anna Fowler


Steve Mitchellhttps://drive.google.com/open?id=0B3Dsuvaim2IbbV9tQzRVV3pKenM

https://drive.google.com/open?id=0B3Dsuvaim2IbbV9tQzRVV3pKenM


Chloe Taylor-Reeve● Revision scaffold● This is only part of their revision,

this encourages them to be proactive when it comes to revision.

● Encourage students to create their own portfolio of revision at home, books can be used for practice questions.

● Differentiation: Outline what needs to go in each box, dependant on ability.

● ‘Date revised’ links to the ‘forgetting curve’ covered in an earlier TLC.

● They can use the RAG to keep a record of how well they are doing on a particular topic.

● ‘Links to other branches of Maths’ This box could be used as a homework.

● Doesn’t necessarily have to be used at the end of the topic.

Chris SnellKahoot and multichoice questioning

https://docs.google.com/a/parklandsacademy.co.uk/presentation/d/1D5XA4wNN1mPLAMfzm1PGnW8nC6IYzVtZXlMmxV0dtMI/edit?usp=sharing




Bethany Cosgrove

Gemma Marr

TLC 5

TEACHMEET - GM/BR

David BanksExplain Everything

https://drive.google.com/drive/folders/0B5jrV2_cPCJLS2lrd0RFMUYtRkk

S&L Feedback

Andy Cunningham

Short and focussed daily intervention that aims to help children learn and retain key skills.

Particularly good for teaching distinct groups of facts.

Can be very useful for catch-up or intervention.

Can be a good classroom activity for pupil pairs.

Precision Teaching

3+7=

4+6=

2+8=

9+1=

5+5=

4+6=

3+7=

9+1=

5+5=

2+8=

9+1=

4+6=

3+7=

5+5=

2+8=

5+5=

2+8=

4+6=

3+7=

9+1=

9+1=

4+6=

3+7=

2+8=

5+5=

Steph RhodesAssessment Criteria for Year 8 (no levels) and Examples of excellent work

Skill Excellence

Research You have researched all aspects of your chosen charity in great detail and have even added additional information not required on the task sheet

Presentation Presentation is fantastic. Your leaflet/poster highlights the key areas of your chosen charity and you have included colour and images to make it really stand out.

Autonomy (ability to get on with task)

You worked independently throughout the task requiring very little support and guidance. You completed all required homework and additional research tasks.

David Wright6 Question Homeworks - an opportunity to slip in a variety of questions to assess students prior knowledge, current knowledge and problem solving skills. I find them effective with classes that are reluctant to show their working out.

The homeworks have a golden rule. You have to attempt every question with working out. Wrong with thought is good.

The boxes are linked each week. The previous homework (usually) will help with the current one.

The questions try to incorporate a link between topics in math. E.g. Algebra + fractions or Shape and Algebra or Problems that are worded.

The questions try to include language related to exams .e.g. “Explain”

The majority of growth is then achieved through a table DIT discussion in preparation for an active task (the next homework).

Anthony CassidyCreating tapestries to revise over a

past subject.

Good for overlooking the progress of learning so far.

Could be used as a collaborative revision tool.

Does not have to be detailed- pupils can use simplistic revision symbols.

After listing, I had them creating questions for each topic, which was forwarded into a carousel.

They could also move round/along the tapestries for a plenary.

Roll up learning wall which could be gradually added to instead.

Resources- Asda nu

creative roll 20m £2-3 (sugar paper on a roll)

Angela JohnsonThinking slides that can be adapted for use within each topic of maths - allowing pupils to deepen their understanding of all concepts. Well chosen questions also allow pupils to consider misconceptions and to link different areas of maths


Twit a whooo is right and whooo is wrong?

Don’t forget to give a reason.

That’s very important !!