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#TLAB14 Teaching Learning Assessment conference Berkhamsted : Jo Debens talk on GCSE Geography

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Material from Jo Debens' Geography workshop on teaching GCSE ideas for #TLAB14 Teaching Learning Assessment conference Berkhamsted

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#TLAB14 Teaching Learning Assessment conference Berkhamsted : Jo Debens talk on GCSE Geography

  1. 1. CAN YOU BE CREATIVE AT GCSE WITHOUT LOSING THE INTEGRITY?
  2. 2. MESSY LEARNING
  3. 3. Stories of a river Followed by…
  4. 4. REVISION BUNTING
  5. 5. CAKE MODELLING!
  6. 6. REVISION GAMES Get active!
  7. 7. JENGA? How could you use……
  8. 8. TWISTER? How could you use……
  9. 9. Then back in the classroom…..SURPRISE!
  10. 10. BALLOONS?! How could you use……
  11. 11. Musical chairs revision
  12. 12. PAPER PLANES? How could you use….
  13. 13. Developing GCSE literacy skills
  14. 14. CREATIVE WRITING
  15. 15. SUPPORT FRAMES - VCOP
  16. 16. Improve your writing…with VCOP! Hydraulic action corrosion attrition abrasion Coastal erosion population Residents visitors wave cut platform Wave cut notch constructive wave destructive wave however likewise whereas even though on the other hand unlike contrasting to in addition to despite because so as to Nevertheless although similarly Coastal processes such as……………….. can create landforms by………….. Hydraulic action is when…………………..and this can create…………… Constructive waves are when…………………..whereas destructive waves…………. These produce landforms like……………………because……….. ocabulary onnectives peners unctuation
  17. 17. SUPPORT WRITING WITH PEEL FLOW CHARTS
  18. 18. Point 1 Hurricane Katrina in August 2005 was the worst disaster in US history. Point 3 Critics say that the impacts were made worse by government mismanagement Point 2 When the storm hit Louisiana it was a Category 3 scale depression. Make & describe your point Use place specific evidence (Prove it) Explain (So What) Link back to question (Describe&explaintheimpactsofaclimatic hazardyouhavestudied.9marks)
  19. 19. LEARNING GRIDS
  20. 20. 1 2 3 4 5 6 1 Link to sustainability Describe primary & secondary impacts Evaluate responses to hazard Explain theory Describe economic & social impact Refer to data 2 Refer to data Link to sustainability Views of National government Explain types of mitigation / management Include place specific detail Compare MEDC features to LEDC 3 Link to development unit (e.g. aid) Refer to data Link to sustainability Views of Residents Justify argument based on evidence Include place specific detail 4 Justify argument based on evidence Views of tourists / foreign government Include place specific detail Link to sustainability Refer to data Link to development unit (e.g. aid) 5 Compare & contrast responses and impacts Include place specific detail Compare MEDC features to LEDC Refer to data Link to sustainability Views of emergency response teams 6 Views of International community Compare MEDC features to LEDC Refer to data Include place specific detail Link to development unit (e.g. aid) Link to sustainability
  21. 21. SOLO
  22. 22. Using SOLO framework to structure thinking / prep for extended writing
  23. 23. e.g. I’m confused about tropical storms. e.g. Tropical storms are big thunder storms like hurricanes. e.g. Tropical storms occur over warm water, they trigger strong destructive winds and heavy rain. e.g. Tropical storms form over water of 27C or more when the sea is at least 60m deep. This is because they require moist evaporating air. The occur in the tropics either side of the equator where weather is humid and warm. e.g. Tropical storms are likely to have a stronger impact in LEDCs like the Philippines where infrastructure is weaker. This means prediction and preparation is less efficient so residents do not evacuate. It is therefore likely that LEDCs will have a greater loss of life than MEDCs. Increasinglycomplexanswers….. Describe & explain tropical storms E D C B A
  24. 24. Making connections: SOLO hexagons
  25. 25. e.g. Here’s one made earlier…
  26. 26. Reflect on your work. Does it meet your Could Be grade? Why? Now edit your work one last time. Redraft. Improve. Work together to re-write each other’s work. Use mark-scheme. Now have a go at editing & improving your partner’s statement. Ask your partner to reword & rephrase your statement. Does it still make sense? Share this statement with a partner. All write a statement in response to the image in front of you. REFLECT WRITE SPEAK THINK Thesentence escalator
  27. 27. Story cubes add random element…
  28. 28. Revision cubes
  29. 29. Jo Debens @geodebs jodebens.com

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