PDST Biology Workshop Spring 2014
Upcoming SlideShare
Loading in...5
×
 

PDST Biology Workshop Spring 2014

on

  • 326 views

 

Statistics

Views

Total Views
326
Views on SlideShare
186
Embed Views
140

Actions

Likes
0
Downloads
2
Comments
0

3 Embeds 140

http://www.pdst.ie 94
http://cmsnew.pdst.ie 40
http://pdst.ie 6

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Reference if asked: Dialogic teaching (Robin Alexander) – we learn by talkingPeople see things differentlyAsk if they agree with the statement

PDST Biology Workshop Spring 2014 PDST Biology Workshop Spring 2014 Presentation Transcript

  • Biology Spring Workshop 2014 Practical Activities for Differentiated Revision
  • Agenda • Participants will explore differentiation and practical activities for varied learners • Participants will share and discuss tips for examination success • Kinaesthetic revision activities will be examined for use in the classroom • Participants will use a tool to classify their students learning styles • ICT resources for use in Biology revision class will be accessed
  • What is Differentiation?
  • Differentiation is…not treating all learners the same but knowing how different students learn
  • “There is nothing so unequal as the equal treatment of unequal people.” Thomas Jefferson
  • “Teaching things differently according to observed differences among learners .” Peter Westwood (2001)
  • “When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.” Lillian Katz
  • These are many influences on student learning Feedback Teacher-Student Relationships Mastery Learning Challenge of Goals Peer Tutoring Expectations Homework Aims & Policies of the School Ability Grouping Effect Size John Hattie Visible Learning
  • Activity -Think – Pair – Share 1. Think about how students in your class differ 2. Discuss these thoughts with your neighbour 3. Share these examples with the full group
  • Our students differ based on… • Ability • Learning Style • Multiple Intelligence • Motivation • Interest in Subject • Time of Day • Culture • Background • Parental Support • Literacy and Numeracy • Study Skills and habits • Self-esteem • Physical state • Learning experiences/ successes to date
  • Diamond Nine Activity-Rank student difference according to how much you think it impacts learning 1 2 3 54 6 7 8 9
  • • TES nine diamond resource
  • ????????????Title
  • We learn best by talking
  • Dale’s Cone of Experience How can we do more when revising Biology?
  • We have a terminal summative examination in Biology which all students must sit… Section A 6 questions= with 2 question each from Unit 1/Unit 2/Unit 3 and answer 5 Section B 3 questions= based on prescribed practical activities and answer 2 Section C 6 questions= 1 from unit 1- 2 from unit 2- 3 from unit 3 –Answer 4. All words that put spell fear / disaster for students (and for
  • Marks Distribution- Total 400 marks Section A Section B Section C 5x 20marks= 100 marks 2x30 marks= 60 marks 4 x 60 marks = 240
  • Throughout teaching and before the exam 1.Ensure students are familiar with the paper structure 2.Practice questions using examination papers 3.Know the marking structure and use marking schemes
  • Learning for Recall Techniques for remembering and recall are useful for Biology Students should try to: • Connect what they are learning to prior knowledge • Learn in small manageable chunks • Transfer knowledge from short term to long term memory by repeating or reviewing 5 times over a period
  • So we differentiate by identifying what students MUST- SHOULD-COULD know or do for Biology exams Must Should Could • Practice previous questions and know the syllabus content • Know biology is usually marked in 3 marks per point • Know that points are as good as sentences unless otherwise stated • Definitions can require precise wording • In section A questions a wrong answer cancels a correct answer (This can also apply to Section C) • Read exam paper slowly and carefully and begin with a familiar topic question • Ensure to answer every part of long questions • Read back over your answers
  • Why use the MUST-SHOULD-COULD? • There are multiple intelligences and varying learning styles in your classroom • Different students learn differently • By varying activities within your lesson you provide a better opportunity to ensure the ‘must’ is a given for all, the ‘should’ for some and the ‘could’ for a few. • It raises expectations as learners can see a trajectory of where their learning could go
  • However…remember Students cannot do well in the examination unless they have learned and understood the information required of them and the research tells us…
  • These are many influences on student learning Feedback Teacher-Student Relationships Mastery Learning Challenge of Goals Peer Tutoring Expectations Homework Aims & Policies of the School Ability Grouping Effect Size John Hattie Visible Learning
  • So students learn from each other…and need regular feedback • Differentiated revision in biology can cater for all learners through activities that challenge and get them talking, giving feedback and assessing each other
  • Back to the MUST- SHOULD- COULD We should try to get the students revising together in the classroom more of the time rather than whole class or independent revision. HOW?
  • TEA/COFFEE- Activities after coffee
  • Station 1 • In pairs arrange the short questions answers with their questions (2 sets) • You do not need to do them in order • A goes first and places the answer of one question beside where it goes • B agrees or disagrees and then goes next- Give feedback! • Complete the activity together in 5 minutes • Place the activity back as you found it for next group
  • Station 2 • Gather round the main projector screen. Click this link to go on http://freerice.com/#/english-vocabulary/1550 and click change subjects. Select sciences/human anatomy. In turns answer a questions to earn some rice for the third world
  • Station 3 • Go to the activity 3 station laptop 1 and 2 • Explore the study stack biology revision resource. • Answer the questions alternately giving feedback before deciding correct or incorrect • Try out the other games • Ask for help if you need it
  • Station 4 This is the COULD station as it is really fun kinaesthetic activities used during revision or during a topic.
  • How did that work?
  • Skills for the most able students Extension exercises for the self directed learners What most students should know The Core: What every student must know
  • Learning Styles
  • • Visual Learners – prefer to see information • Auditory Learners – prefer to hear information • Kinaesthetic Learners – learn best by doing, touching or making
  • What Learning Style are you?
  • Differentiated Teaching Methods Differentiation Content OutcomeProcess Depth of treatment will vary for different learners- Must-Should-Could Students will produce work in different ways to learn e.g projects Different activities help different students learn e.g visuals
  • Other ways to Differentiate in Biology by outcome • Diagrams in Experiments • Mind maps to revise • Presentation of work • Models of cells/plants • Projects as extension work • Writing good notes • Teaching work back to a partner
  • Click the image to access
  • What differentiated activity might you try with your class before they leave?
  • CD Navigation
  • That’s all folks except to leave your evaluations! and