PDST Biology Workshop Spring 2014

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  • Reference if asked: Dialogic teaching (Robin Alexander) – we learn by talkingPeople see things differentlyAsk if they agree with the statement

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  • 1. Biology Spring Workshop 2014 Practical Activities for Differentiated Revision
  • 2. 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
  • 3. What is Differentiation?
  • 4. Differentiation is…not treating all learners the same but knowing how different students learn
  • 5. “There is nothing so unequal as the equal treatment of unequal people.” Thomas Jefferson
  • 6. “Teaching things differently according to observed differences among learners .” Peter Westwood (2001)
  • 7. “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
  • 8. 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
  • 9. 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
  • 10. 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
  • 11. Diamond Nine Activity-Rank student difference according to how much you think it impacts learning 1 2 3 54 6 7 8 9
  • 12. • TES nine diamond resource
  • 13. ????????????Title
  • 14. We learn best by talking
  • 15. Dale’s Cone of Experience How can we do more when revising Biology?
  • 16. 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
  • 17. Marks Distribution- Total 400 marks Section A Section B Section C 5x 20marks= 100 marks 2x30 marks= 60 marks 4 x 60 marks = 240
  • 18. 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
  • 19. 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
  • 20. 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
  • 21. 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
  • 22. 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…
  • 23. 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
  • 24. 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
  • 25. 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?
  • 26. TEA/COFFEE- Activities after coffee
  • 27. 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
  • 28. 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
  • 29. 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
  • 30. Station 4 This is the COULD station as it is really fun kinaesthetic activities used during revision or during a topic.
  • 31. How did that work?
  • 32. 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
  • 33. Learning Styles
  • 34. • Visual Learners – prefer to see information • Auditory Learners – prefer to hear information • Kinaesthetic Learners – learn best by doing, touching or making
  • 35. What Learning Style are you?
  • 36. 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
  • 37. 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
  • 38. Click the image to access
  • 39. What differentiated activity might you try with your class before they leave?
  • 40. CD Navigation
  • 41. That’s all folks except to leave your evaluations! and