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
  • PDST Biology Workshop Spring 2014

    1. 1. Biology Spring Workshop 2014 Practical Activities for Differentiated Revision
    2. 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. 3. What is Differentiation?
    4. 4. Differentiation is…not treating all learners the same but knowing how different students learn
    5. 5. “There is nothing so unequal as the equal treatment of unequal people.” Thomas Jefferson
    6. 6. “Teaching things differently according to observed differences among learners .” Peter Westwood (2001)
    7. 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. 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. 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. 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. 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. 12. • TES nine diamond resource
    13. 13. ????????????Title
    14. 14. We learn best by talking
    15. 15. Dale’s Cone of Experience How can we do more when revising Biology?
    16. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 26. TEA/COFFEE- Activities after coffee
    27. 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. 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. 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. 30. Station 4 This is the COULD station as it is really fun kinaesthetic activities used during revision or during a topic.
    31. 31. How did that work?
    32. 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. 33. Learning Styles
    34. 34. • Visual Learners – prefer to see information • Auditory Learners – prefer to hear information • Kinaesthetic Learners – learn best by doing, touching or making
    35. 35. What Learning Style are you?
    36. 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. 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. 38. Click the image to access
    39. 39. What differentiated activity might you try with your class before they leave?
    40. 40. CD Navigation
    41. 41. That’s all folks except to leave your evaluations! and