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Tlc 4 full teachmeet
- 1. TLC4
- 3. Old Maid Card Game Used with - key words and vocab, gap fill, multiple choice, case study examples, quote to person. Useful for - challenging misconceptions, provoking conversations, engaging learners.
- 4. 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.
- 7. Cathey, Liz
- 10. Brooks, Becky
- 11. 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
- 12. 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
- 13. Needham, Ryan
- 14. RevisionAidvideos I 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
- 15. Crampton, Alex
- 16. Tools for using Multiple Choice Questions effectively
- 17. Diagnostic Questions - Useful website for finding pre-created multiple choice questions - Easy to navigate and free to sign up!
- 28. 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
- 30. Brown, Eleanor
- 33. Flight, Emma
- 34. 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/parkland sacademy.co.uk/file/d/0B_WTIZE2f FWwd3kxLXNwM0o3TWM/view?us p=sharing IMG_0284 https://drive.google.com/a/parkland sacademy.co.uk/file/d/0B0JE6Htg- wPzNFBaTUVlYjdQanc/view?usp= sharing FILE_000
- 36. Initial Assessment What do you already know about Scratch? Basic Movement Speech Demonstrate an understanding of the different types of speech in Scratch (Ask & Say) Changing Costume Develop 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 Loops Understand the importance of Loops in iterative programming to repeat a task Interim Assessment Use all the skills learnt so far to develop a Frogger style game DIT Responding to written feedback and improving work in accordance with the Ethic of Excellence Advanced Skills Broadcasting Jumping Gravity Velocity Final Assessment Develop a game demonstrating all the skills learnt over the course of Scratch Variables Understand 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:
- 40. Using Padlet for collaboration and feedback so there is no downtime and lots of ideas.
- 41. O’Connor, Janet
- 42. Google forms for key word quiz
- 43. Rimmer, Steve
- 46. Williams, Lisa
- 47. 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
- 48. Pilkington, Lucy
- 49. SHOWBIE An easy and effective way to assign, collect and give feedback on student work.
- 51. 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.
- 53. Scott Parker CREATIVE ASSESSMENT New GCSE specification focus on interpretation with a 4th assessment objective designed to look specifically at this historical skill.
- 55. Karen Gray - Using QR codes for online portfolios - Work Scrutiny Action Points
- 56. 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.
- 57. Molly Power
- 58. Nicola Greaves
- 59. Andy Wood
- 60. Marie Berry Further details to be added after the Teachmeet session.
- 64. Steve Cottrell Numeracy Skills in Connect
- 65. Rob McDermott
- 68. Vicky Barwick Multiple choice questions Incorporating 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?
- 72. Helen Partington Supporting pupils to make peer assessment meaningful
- 73. Anne Frank: Assessment Part 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?
- 74. Emma Rose
- 75. Clare Critchlow
- 76. Paul Willsher - Music Technology Using 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
- 77. Gregg Metcalf FUN FUN FUN DATA Personalised Marksheets Using SIMs to record all different types of assessment data for your classes.
- 78. Tom Martin
- 79. Hannah McConnie - T&L/Revision Grids
- 83. 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.
- 84. 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
- 87. AndyCunningham 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. PrecisionTeaching 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=
- 88. StephRhodes Assessment 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.
- 89. DavidWright 6 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).
- 93. AnthonyCassidy Creating 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. Resources - Asdanucreative roll20m£2-3 (sugarpaperonaroll)
- 94. AngelaJohnson Thinking 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
- 95. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Twit a whooo is right and whooo is wrong? Don’t forget to give a reason. That’s very important !!
- 96. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS One of these things is not like the other things Don’t forget to give a reason for your answer A B C D
- 97. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Multiple Choice Find the correct answers A B C D Done ? Look at the incorrect answers What mistakes have been made ?
- 98. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS A B C D 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 ?
- 99. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Rewind This is the answer What's the question?
- 100. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS 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 ?
- 101. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS TRUE FALSEOR
- 102. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS 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 ?
- 103. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS 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
- 104. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Convince Me You Must
- 105. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Looking for Links What other areas of maths could this link to ?
- 106. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Killer Questions How could you make this question more difficult ?
- 107. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Simple Summary Summarise this in exactly 20 words
- 108. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS KEY POINTS Here is an exam style question. Identify the key points
- 109. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Storm your Ideas Write down everything you know about…..
- 110. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS The Student has become the master Teach baby kung fu panda how to master _______ Write a step by step explanation
- 111. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS 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 ?
- 112. KaraKellett
- 116. 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 semanticfield
- 117. Stage1 forexampleIthinkthat Ibelievethisshowsthat thisrevealsthat thismeansthat Stage2 possibly itseemslikely itappearsthat obviously asshownby probably Whatisit?Opinion,InterpretationandInference. WhendoIuseit?Toexpressyourpointofviewandshowyour understanding. Express apoint ofview Looktodevelopyourlanguage skillsbyusingmorecomplex vocabulary. Stage3 thisepitomises thissignifies thisimpliesthat thisgivestheimpressionthat this indicates onemightconsider presumably thisexemplifiesthat
- 120. MichaelSalisbury Peer feedback and coaching - Use of non participants - All pupils engaged in lesson - Pupils reinforcing teaching points
- 121. SteveWhalley How we use assessment to improve pupils’ work in Geography
- 122. 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)
- 123. 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
- 124. 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.
- 125. 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)
- 126. GillianAspinall
- 127. RachelFerguson Adaptation 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 Uppermiddle Lowermiddle Lower
- 128. 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 AnnaFowler
- 130. ChloeTaylor-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.
- 131. ChrisSnell Kahoot and multichoice questioning https://docs.google.com/a/parklandsacademy.co.uk/presentation /d/1D5XA4wNN1mPLAMfzm1PGnW8nC6IYzVtZXlMmxV0dtMI/edit?usp=shar ing
- 132. BethanyCosgrove
- 133. GemmaMarr
- 139. AndyCunningham 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. PrecisionTeaching 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=
- 140. StephRhodes Assessment 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.
- 141. DavidWright 6 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).
- 142. AnthonyCassidy Creating 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. Resources - Asdanucreative roll20m£2-3 (sugarpaperonaroll)
- 143. AngelaJohnson Thinking 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
- 144. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Twit a whooo is right and whooo is wrong? Don’t forget to give a reason. That’s very important !!
- 145. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS One of these things is not like the other things Don’t forget to give a reason for your answer A B C D
- 146. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Multiple Choice Find the correct answers A B C D Done ? Look at the incorrect answers What mistakes have been made ?
- 147. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS A B C D 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 ?
- 148. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Rewind This is the answer What's the question?
- 149. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS 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 ?
- 150. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS TRUE FALSEOR
- 151. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS 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 ?
- 152. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS 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
- 153. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Convince Me You Must
- 154. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Looking for Links What other areas of maths could this link to ?
- 155. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Killer Questions How could you make this question more difficult ?
- 156. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Simple Summary Summarise this in exactly 20 words
- 157. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS KEY POINTS Here is an exam style question. Identify the key points
- 158. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS Storm your Ideas Write down everything you know about…..
- 159. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS The Student has become the master Teach baby kung fu panda how to master _______ Write a step by step explanation
- 160. KNOWLEDGE UNDERSTANDING RECALL APPLICATION ANALYSIS DISCUSSDERIVECREATEEVALUTESYNTHESIS 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 ?
- 161. KaraKellett
- 165. 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 semanticfield
- 166. Stage1 forexampleIthinkthat Ibelievethisshowsthat thisrevealsthat thismeansthat Stage2 possibly itseemslikely itappearsthat obviously asshownby probably Whatisit?Opinion,InterpretationandInference. WhendoIuseit?Toexpressyourpointofviewandshowyour understanding. Express apoint ofview Looktodevelopyourlanguage skillsbyusingmorecomplex vocabulary. Stage3 thisepitomises thissignifies thisimpliesthat thisgivestheimpressionthat this indicates onemightconsider presumably thisexemplifiesthat
- 169. MichaelSalisbury Peer feedback and coaching - Use of non participants - All pupils engaged in lesson - Pupils reinforcing teaching points
- 170. SteveWhalley How we use assessment to improve pupils’ work in Geography
- 171. 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)
- 172. 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
- 173. 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.
- 174. 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)
- 175. GillianAspinall
- 176. RachelFerguson Adaptation 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 Uppermiddle Lowermiddle Lower
- 177. 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 AnnaFowler
- 179. ChloeTaylor-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.
- 180. ChrisSnell Kahoot and multichoice questioning https://docs.google.com/a/parklandsacademy.co.uk/presentation /d/1D5XA4wNN1mPLAMfzm1PGnW8nC6IYzVtZXlMmxV0dtMI/edit?usp=shar ing
- 181. BethanyCosgrove
- 182. GemmaMarr