CPD Planning and Teaching
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This document outlines several engagement strategies for teachers: 1. An idea generation method where students individually brainstorm ideas then share the best 3-5 in a central area for discussion. 2. A presentation method where groups send spokespeople to other groups to exchange comment and question cards to promote interaction. 3. A strategy called "3 B4 ME" where students must try three options like consulting resources before asking the teacher a question to encourage independence. 4. Cold calling students to answer general knowledge questions and nominating students to answer questions related to their strengths to get more students contributing. 5. A revision method using balloons where groups add increasing levels of detail to topics by building on each
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The document provides guidance on effective questioning techniques for teachers. It begins by outlining the expected learning outcomes, which are to identify characteristics of good questions, enhance questioning in lessons, and formulate questions according to student levels. It then discusses introducing questioning as an important teaching tool. The rest of the document offers tips on questioning guidelines, types of questions, Bloom's Taxonomy, techniques for asking and responding to questions, and sample questions.
Effective Speaking
- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues.
- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
CIRTL: The gentle art of questioning
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. In this interactive workshop, we’ll explore research-based tips and ideas for achieving the full benefit of questioning. Effective use of common questioning tools -- clickers and discussion boards -- will be discussed as a means to achieve student engagement and deep learning.
LESSON PLAN FOR YEAR 6 PUPILS PRIMARY SCHOOL
This document contains plans for 6 English language lessons for Year 6 students. The lessons cover topics like reading, writing, listening, and speaking. In the first lesson, students will read books from different genres and share reasons for choosing a book. They will then write notes about a story they like, listing reasons. In later lessons, students will listen to instructions to complete a picture, then present short reviews of stories and answer questions. The lessons aim to help students understand texts and communicate effectively.
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This document provides information about the GCSE English and English Literature exams in the UK. It outlines the structure and content of the exams, including that they are now 100% exam-based with no coursework. It provides sample exam questions and explains what skills and content students will be tested on, such as analyzing language, structure, themes and characters across different genres. Suggestions are given for how students can prepare and what teachers will focus on in revision sessions.
Gcse how to guide
This document provides information about the GCSE English and English Literature exams in the UK. It outlines the structure and content of the exams, including that they are now 100% exam-based with no coursework. It provides examples of past paper questions and guidance for students on how to approach different question types. Key advice includes reading widely, practicing past papers, and focusing revision on analyzing language, structure and themes in literary texts.
Teaching new knowledge ideas
The document provides several lesson ideas for teaching new knowledge to students, including back-to-back learning, using diagrams, Facebook profiles, speed dating, quiz trading, teaching partners, jigsawing information, questioning experts, carousels, KIM charts, clustering, marketplaces, get one give one, quick draws, and annotating resources. Many of the ideas involve students working in pairs or groups to share information, explain concepts to each other, and quiz each other to reinforce their learning. The goal is to make new information more engaging and accessible for students through interactive learning activities.
Key stage three 5
Silent starters are tasks students complete independently at the beginning of lessons to allow the teacher time to circulate and ensure high expectations are being met. A range of subject-specific silent starter tasks are presented, including criticizing headlines, improving responses to questions, annotating images, answering exam-style questions highlighting keywords, and creating quizzes. The silent starters encourage independent work while allowing the teacher to provide early feedback and support.
Key stage three 3
This document discusses using sociograms to help students comprehend and analyze relationships in literary texts or other subjects. A sociogram is a graphic organizer that represents the connections between characters or concepts. It places a central character or concept in the middle and has students analyze how their relationships with others develop or change, representing these relationships with symbols like lines or images. Sociograms can be used in history, science, and PE to help explain relationships and interactions.
Key stage three 2
Students are awarded a small number of reward points at the beginning of each lesson to motivate positive behavior and engagement. This reinforces that all students are exceptional at the start of class. Students can keep their points by working hard, behaving well, and participating, but certain misbehaviors will remove points. This system sets clear expectations and helps students feel equal while encouraging them to take responsibility for their own conduct during the lesson.
Key stage three 1
Using retrieval practice grids encourages students in Key Stage Three to recall and retain previous learning. Teachers can use grids to set point-based challenges for students to test their recall at the beginning or end of a unit. Students can also create their own grids to demonstrate their understanding and retention of key skills and knowledge.
Revision strategies 6
Students have found the following revision strategies helpful: putting post-it notes with details in unusual places around the home to visually remember them; creating rhymes to remember specifics from a unit; using mnemonics to remember keywords, techniques and events. Working with friends in a group where each member teaches the others as an "expert" in their assigned area of a unit can also help with revision. It is important when revising to ask teachers for any missing resources, study in a tidy quiet space, take breaks, stay hydrated, well-rested, well-fed, and to exercise.
Revision strategies 5
Students are provided with creative revision strategies for exam questions, including exploding exam questions into pieces, organizing questions by theme, having students move between tables to add their ideas to different questions, giving students an answer and having them make the question, and identifying the question that does not link to the others. While the examples are math-based, many of the ideas can be transferred to other classrooms. The guide offers teachers a range of strategies for engaging revision activities during class.
Revision strategies 4
Revision strategies include visual aids like diagrams and posters, mnemonics developed with partners to remember key information, and loci where landmarks are associated with content to improve recall. Teachers can implement these in class through activities such as creating visuals, developing mnemonics in pairs, writing practice mark schemes, or generating questions for peers to answer.
Revision strategies 3
The document provides a revision strategy called "revision stories" to help students remember course material. It suggests having students create short stories using their imagination to incorporate key concepts from a lesson. As an example, the document outlines four printing processes - screen, flexography, lithography, and gravure - and includes a sample revision story written by a student to illustrate how this technique can be used. The story portrays the four printing processes as princesses with different personalities and lives that represent their real-world uses and qualities.
Revision strategies 2
Revision foldables provide a concise way for students to review key information from a unit by testing their understanding through interactive exercises. Students create foldables with definitions, diagrams, labels, or tasks hidden underneath folds of paper to quiz themselves or peers on important concepts. These revision tools can be completed in class to build a study aid bank or focused weekly on different topics as a summary exercise at the end of each unit.
Revision strategies 1
The document discusses effective revision strategies for students as compiled by cognitive scientists. It outlines six strategies supported by research: interleaving, elaboration, spaced practice, retrieval practice, using concrete examples, and dual coding. These strategies include switching between topics, explaining ideas in detail, spacing out study over time, using flashcards, relating concepts to experiences, and combining words and visuals. Videos and posters from the researchers are provided as additional resources for teachers and students.
Assessment 6
This document discusses using "zonal marking," also known as "yellow box marking," as a way to provide feedback to students on their work. Teachers can vary the size of the yellow box depending on the expected length of the student's response. They can also vary the improvement instructions, such as asking students to complete or improve the original task, answer a challenge question, or apply a target to another situation. Teachers are also encouraged to have students use the yellow box to indicate which part of an extended answer they want the teacher to focus on providing detailed feedback for.
Assessment 5
Use a question matrix to encourage students to ask different types of questions about topics they have studied. Students can create questions at different levels to self-test or quiz each other. A template in their books allows students to plan progressively deeper thinking questions as they move through a unit of work or project.
Assessment 4
This document discusses five ways to give effective feedback to students as actions: 1) have students re-draft or re-do an assignment, 2) rehearse or repeat an activity through practice, 3) revisit and respond to feedback, 4) re-learn and re-test an area, and 5) research and record information to address feedback. The goal is for feedback to lead to specific, concrete improvements in a student's learning. These five approaches are presented as ways to structure feedback so students know exactly how to apply it.
Assessment 3
Quizzing students regularly is an effective formative assessment technique that allows teachers to evaluate student understanding and adjust lessons accordingly. Short quizzes at the beginning of each lesson, based on homework readings, or at the end of units can help teachers identify material students have mastered or still need more support on. Formative quizzes should be low-stakes to encourage students to take risks and learn from any mistakes without stress. Teachers are encouraged to use tools like Show My Homework or Quizlet to conveniently create and assign review quizzes.
Assessment 2
The document shares research on principles of effective instruction and recommendations for applying them in the classroom. It discusses an article that focuses on instructional practices informed by research on how the brain learns, practices of top-performing teachers, and studies teaching learning strategies to students. It then lists ways to apply these principles, such as beginning lessons with reviews, presenting new material in small steps with practice, checking all students' understanding through questions, providing models and scaffolds for difficult tasks, and requiring independent practice with reviews.
Assessment 1
Improvements on student work should inform students of gaps and assist them to improve for future assessments. Teachers should provide constructive yet concise feedback through one key development point and clearly set expectations for student responses, such as requesting one sentence or further elaboration. Improvements work best when phrased as a question for students to address, and teachers should follow up to check if expectations were met and readiness for new challenges.
Differentiation 5
Differentiation strategies for exam preparation include providing model exam responses at different mark levels and having students analyze and order them, as well as giving a model response above a student's target grade for them to identify strengths and apply those to improving their own answers.
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CPD Planning and Teaching
- 2. What is the most engaging lesson you have taught?
- 3. ENSURING EVERYONE CONTRIBUTES Method: 1. A piece of paper is divided into different sections and allocated to each group member. 2. Each students fills in their section with as many ideas as possible. 3. The best 3-5 are put in the middle circle – Ready to share. 1. 2. 3. Best ideas here Question: What is the most engaging lesson you have taught?
- 4. PRESENTATION – 60 SECONDS Method: After group work, getting students to feedback the information in a meaningful and engaging way. • Each group has two spokespeople and comment and questions cards. • They will then go around the other groups and try and get rid of their cards. • Your group will have two spokespeople who will go to other groups with tickets (comments and questions). Challenge: to differentiate for different abilities, teachers can decide how many/which comment and question cards to give out.
- 5. 3 B4 ME Method: Have 3 options for students before they ask you a question. 1. Read the board 2. Ask a friend 3. Look at a resource on the resource table/ wall displays. This encourages students to be more independent.
- 6. COLD CALLING/NOMINATE • 5 questions • General knowledge questions • E.g. give a tech question – nominate Questions: 1. The river Jordan flows out into _________. 2. What is the language feature where the weather reflects the mood of a story/character? 3. Which composer’s world premier ‘the rite of spring’ caused a riot in Paris? 4. Who invented the light bulb? 5. What is the largest prime number less than 20? 6. The last book of the New Testament of the Bible, written about 100 years after the birth of Christ, is sometimes called The Apocalypse. What's the name of this book? Encourages students to contribute when they can answer a question on something they are good at.
- 7. BALLOON KEY WORDS/REVISION Method: Each group is given a separate topic/key word/exam question. People will have to link balloons by adding more detail to the broad topic/key word. Another person has to use that idea and write something more in depth on another balloon until a deeper understanding occurs.
Editor's Notes
- 3-5 mins
- 8-10 mins to add ideas
- 8-10 mins
- Examples of Stuart’s resources to be added – pictures 5 mins
- More questions to be added for the examples + method 8-10mins Dead sea Pathetic fallacy Stravinsky Thomas Edison (Hiram maxim and Joseph swan) 19 6. Book of revelations
- Engagement Differentiation Assessment Timing: 15-17mins