This document discusses strategies for improving homework assignments. It suggests that homework should be planned ahead of time and not used as a last-minute activity. Teachers should offer differentiated homework that provides varying levels of challenge and choice. Feedback on homework is important, though it need not always involve extensive marking; brief, targeted comments can also help students improve. When done thoughtfully, homework can add value to the learning process and build students' skills over an extended period.
What is great teaching at chalfonts community college (2)MrsMcGinty
This document discusses great teaching and learning at Chalfonts Community College. It aims to identify key aspects of great teaching and learning that can be used every day and understand college policies that support it. Teachers are asked to organize aspects of teaching and learning in order of priority and discuss readings on the topic. They then identify 5-8 key ideas and review policies like observations, department work scrutiny, and book looks that support great teaching and learning. It also provides information on implementing whole class reading in tutor time with suggested books and guidance.
The document provides information on developing a 15-minute lesson plan to challenge a group of students with varying cycling abilities, from those who have never ridden a bike to those who can ride a few meters. It discusses the importance of providing an appropriate level of challenge for all students to avoid boredom or anxiety. Various challenge cards are proposed that students can use to direct their own learning of French grammar structures at different levels, with examples of tasks for different cards related to topics like using opinions, adverbs, linking words, tenses (past, conditional, future), irregular verbs, and paragraphs.
What is GREAT teaching and learning? By the staff at Chalfonts.MrsMcGinty
Teachers provide summaries of strategies they use to engage students and promote learning:
- Plan lessons carefully with questions to challenge students and check understanding. Establish consistent routines and discipline policies to create a positive learning environment.
- Relate subjects to real-world examples and take risks in teaching methods to give students different experiences. Build relationships with students so they will strive to learn.
- Provide timely feedback on assessments and ensure students believe in themselves as the teacher believes in them. Speak with colleagues daily to share best practices.
- Maintain discipline respectfully with humor and by not holding grudges while also motivating students with recognition displays.
The document provides strategies and information for students to help them prepare for exams over the next 9 weeks. It recommends using time during weekends and holidays efficiently by dedicating 1-8 hours per day to revision. Specific techniques are suggested, such as creating practice tests, using revision guides like organized notebooks, and doing past papers to identify strengths and weaknesses. Less effective methods like highlighting and re-reading are discouraged in favor of active recall techniques involving testing oneself regularly.
The document discusses learning styles theory and its application in classrooms. It provides background on how learning styles theory developed based on brain imaging research. It then gives examples of how one school implemented learning styles approaches to improve student motivation, behavior, and learning by catering lessons to visual, auditory and kinesthetic learners. Resources on learning styles and brain breaks for focus are also listed.
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
Making learning stick staff training 3rd march alison davis
The document discusses strategies for making learning stick, including interleaving topics to promote better retention, using spaced retrieval practice with regular low-stakes testing to reinforce learning, and embedding learning through repetition and ensuring students understand how topics fit into the bigger picture. It also provides ideas for incorporating these strategies into lessons and revision programs to better prepare students for exams.
This document discusses strategies for improving homework assignments. It suggests that homework should be planned ahead of time and not used as a last-minute activity. Teachers should offer differentiated homework that provides varying levels of challenge and choice. Feedback on homework is important, though it need not always involve extensive marking; brief, targeted comments can also help students improve. When done thoughtfully, homework can add value to the learning process and build students' skills over an extended period.
What is great teaching at chalfonts community college (2)MrsMcGinty
This document discusses great teaching and learning at Chalfonts Community College. It aims to identify key aspects of great teaching and learning that can be used every day and understand college policies that support it. Teachers are asked to organize aspects of teaching and learning in order of priority and discuss readings on the topic. They then identify 5-8 key ideas and review policies like observations, department work scrutiny, and book looks that support great teaching and learning. It also provides information on implementing whole class reading in tutor time with suggested books and guidance.
The document provides information on developing a 15-minute lesson plan to challenge a group of students with varying cycling abilities, from those who have never ridden a bike to those who can ride a few meters. It discusses the importance of providing an appropriate level of challenge for all students to avoid boredom or anxiety. Various challenge cards are proposed that students can use to direct their own learning of French grammar structures at different levels, with examples of tasks for different cards related to topics like using opinions, adverbs, linking words, tenses (past, conditional, future), irregular verbs, and paragraphs.
What is GREAT teaching and learning? By the staff at Chalfonts.MrsMcGinty
Teachers provide summaries of strategies they use to engage students and promote learning:
- Plan lessons carefully with questions to challenge students and check understanding. Establish consistent routines and discipline policies to create a positive learning environment.
- Relate subjects to real-world examples and take risks in teaching methods to give students different experiences. Build relationships with students so they will strive to learn.
- Provide timely feedback on assessments and ensure students believe in themselves as the teacher believes in them. Speak with colleagues daily to share best practices.
- Maintain discipline respectfully with humor and by not holding grudges while also motivating students with recognition displays.
The document provides strategies and information for students to help them prepare for exams over the next 9 weeks. It recommends using time during weekends and holidays efficiently by dedicating 1-8 hours per day to revision. Specific techniques are suggested, such as creating practice tests, using revision guides like organized notebooks, and doing past papers to identify strengths and weaknesses. Less effective methods like highlighting and re-reading are discouraged in favor of active recall techniques involving testing oneself regularly.
The document discusses learning styles theory and its application in classrooms. It provides background on how learning styles theory developed based on brain imaging research. It then gives examples of how one school implemented learning styles approaches to improve student motivation, behavior, and learning by catering lessons to visual, auditory and kinesthetic learners. Resources on learning styles and brain breaks for focus are also listed.
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
Making learning stick staff training 3rd march alison davis
The document discusses strategies for making learning stick, including interleaving topics to promote better retention, using spaced retrieval practice with regular low-stakes testing to reinforce learning, and embedding learning through repetition and ensuring students understand how topics fit into the bigger picture. It also provides ideas for incorporating these strategies into lessons and revision programs to better prepare students for exams.
For Summer 2015 Bodwell began a series of orientation workshops for new students to enable them to better adapt to a new work and living culture. This session focused on various strategies that can be used in order to succeed at school and in life. Students were actively engaged in activities that made them critically think about topics such as stress management, time management, types of learners, speaking English, reading for understanding, learning vocabulary, peer-editing, and graphic organizers. If students are able to apply all of these skills, they should be able to be confident learners and active participants
This document provides various revision ideas, tips, and techniques for use in humanities lessons. It suggests using mind mapping to organize information and posting key words and phrases around the school. Other ideas include collecting exemplar student work, peer assessment activities, and games like fill-in-the-blank exercises and quiz competitions to engage students in active revision. The document stresses using a variety of approaches to accommodate different learning styles and building opportunities for success into every lesson.
The document provides information about two classroom techniques: gallery critique and desk graffiti.
Gallery critique involves students anonymously providing feedback on each other's work by leaving post-it notes. This allows students to learn from each other and receive feedback without stigma. Desk graffiti reimagines worksheets and desks as giant whiteboards. Stimuli and instructions are provided, transforming individual work into more interactive group activities like categorizing, discussing, and planning essays. Both techniques encourage peer learning, engagement, and save teachers time.
This document provides several techniques to get students actively engaged in classroom discussions:
Round and Round involves students standing in two circles and asking each other questions to get their partner to swap places if answered correctly. Say Share Tell is done in pairs where students discuss problems, get ideas from others, and report back. Sticky Points splits the class into teams to identify challenges in problems using mini-whiteboards.
Taking effective notes, preparing an optimal study space, and using various study methods are important for academic success. The document provides guidance on three stages of good note-taking: preparing before class, actively taking notes during class, and rewriting notes after class. It also outlines 10 habits of successful students and factors to consider when selecting a study place, such as minimizing distractions. Finally, the document describes various study methods like using acronyms, flashcards, imagery, and study groups. The overall message is that applying structured note-taking practices and choosing the right study techniques and environment can improve learning and performance.
How to improve study skills in middle schoolLuciaApple123
The document discusses study skills necessary for middle school students to succeed. It notes common myths students believe, such as that luck or teacher favoritism determine grades, rather than effort. It recommends getting organized, using a planner, estimating assignment times, and breaking projects into steps. When studying, students should practice active learning techniques like highlighting and not just reread. They should find their productive study times, learn memorization techniques, and manage stress. Developing effective methods like flashcards, quizzing oneself, and summarizing are also suggested. The document stresses the importance of effective time management and targeting areas needing more study.
This document provides information on different learning styles - visual, auditory, read-write, and kinesthetic - and recommends best study practices for each. It suggests that visual learners benefit from using visual aids like flashcards, auditory learners from recording lectures, read-write learners from taking detailed notes, and kinesthetic learners from studying with others. Additional tips include using a planner, finding a dedicated study space, reviewing the syllabus, taking quick notes in class, reading assigned material, giving each class one hour of study per day, and taking breaks to maintain health. It cautions against trying to write down everything said in class or highlighting excessively as these can waste time.
The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.
Taking effective notes, managing study time and environment, and using study methods like acronyms, flashcards, and study groups are key to studying more effectively. The document provides guidance on the three stages of note taking, establishing a dedicated study place, and specific study techniques including using acronymic sentences, pegwords, loci mapping, and the ASPIRE system to optimize learning. Forming an effective study group requires selecting motivated classmates, setting goals and agendas, and ensuring all members contribute while maintaining a positive environment.
This document discusses using higher-order questions in the classroom to challenge students. It defines higher-order questions as those that require students to go beyond simply sharing information by interpreting data, justifying opinions, and providing supporting evidence. Specifically, it discusses divergent questions that have no single correct answer and require students to apply their knowledge to analyze topics or problems. Examples of higher-order divergent question stems are provided. The document also notes that some students, especially those with special needs, require more thinking time to process questions. Tips are given for implementing higher-order questions inclusing calling on other students first and using think-pair-share strategies.
The document discusses study skills and managing exam stress for students. It provides 8 strategies for effective studying: 1) listening in class, 2) taking good notes, 3) scheduling time, 4) studying with concentration, 5) using the SQ3R method, 6) starting revision a week before exams, 7) using good exam-taking strategies, and 8) remaining cool. It also discusses the causes of exam stress in adolescents and provides relaxation techniques and guidelines for parents to help reduce students' stress. The key message is that regular, organized study habits and learning to manage stress are important for school performance.
How to facilitate a session (co create with patty)KimLogan23
The document outlines 10 steps for facilitating a tutoring session: 1) greet the student and set a welcoming tone, 2) identify the focus of the session, 3) break the task into manageable pieces, 4) identify the thought process, 5) set an agenda, 6) work through the tasks with the student doing most of the work, 7) have the student summarize the content, 8) have the student summarize the underlying thought process, 9) provide feedback and confirmation of understanding, and 10) end on a positive note and thank the student. The goal is to help students learn independently by asking questions and allowing them to work through problems with guidance.
Studies gets simpler once you are aware of your method of studying. Understand the type of learner that you are and try and work on your shortcomings.
This includes a brief detail on the categories of learners and the very effective SQ3R study tool.
These study methods have proved to improve concentration, focus ,memory and quality of study.
Efficient and effective learning starts with acquiring good study habits. Once you develop theses good habits, you don’t even have to think about how to study. Learning becomes an easy part of your life! Here are 8 tips to improve your study habits especially for ESL students.
Teaching alliance presentation 2016 marking and feedbackMrsMcGinty
This document discusses strategies for improving marking and feedback practices. It begins by outlining why bad feedback can be damaging, such as leading to teacher burnout. It then shares several strategies implemented by the author's department to make feedback more timely and effective, including acknowledgement marking, dot marking, and using a five minute marking plan. Students are expected to respond to feedback, for example through DIRT (Dedicated Improvement and Reflection Time) sessions. The goal of feedback should be for students to learn from it and apply it to future work. The document concludes by noting the challenge is adopting an approach that considers workload and promotes long-term student progress.
Stretch and challenge the high attaining students v2bdavis2014
The staff meeting agenda focused on stretching and challenging the highest attaining students. Teachers were asked to prepare an idea to share with others on how they provide extension activities in their classrooms. Examples mentioned at the school included teaching to the top ability levels with scaffolding, extension tasks in lessons, promoting higher-level skills in lower year groups, and using higher-attaining students to model work. Feedback was also identified as an area to provide stretch, such as asking higher-order thinking questions. The document outlined specific strategies across subjects like using word mats, meta-cognitive questioning, and formulated response tasks in feedback.
This document provides 20 ideas for teaching activities that stretch and challenge students. Some of the ideas include having students organize a fictional dinner party seating chart based on literary characters, analyze shopping receipts to infer characteristics of people, translate poems by changing a few key words to other languages, research and debate which of the seven deadly sins is most severe, create lesson plans to teach younger students grammar, and participate in writing competitions. Many of the ideas involve creative writing, critical thinking, or making inferences based on provided texts or scenarios.
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
How to study effectively | Studying Tipspanicaway2
How to study effectively? Don't study harder, study SMARTER!
Introducing the speed study system, anyone can use to get better grades in less time and with less effort
This document contains a list of 30 different plenary activity ideas that can be used to review and assess learning, including timelines, games like football and bingo, quizzes, reflection activities, writing exam questions and marking schemes, summarization exercises, and self and peer assessments.
This document outlines literacy questions from Ofsted to evaluate how teachers support students with weaknesses in basic literacy skills across all subjects. The questions address whether teachers clearly define key terms, explore vocabulary, reinforce important reading skills, make expectations clear for writing tasks, emphasize accuracy, identify when standard English is required, and support literacy through marking work and lessons.
For Summer 2015 Bodwell began a series of orientation workshops for new students to enable them to better adapt to a new work and living culture. This session focused on various strategies that can be used in order to succeed at school and in life. Students were actively engaged in activities that made them critically think about topics such as stress management, time management, types of learners, speaking English, reading for understanding, learning vocabulary, peer-editing, and graphic organizers. If students are able to apply all of these skills, they should be able to be confident learners and active participants
This document provides various revision ideas, tips, and techniques for use in humanities lessons. It suggests using mind mapping to organize information and posting key words and phrases around the school. Other ideas include collecting exemplar student work, peer assessment activities, and games like fill-in-the-blank exercises and quiz competitions to engage students in active revision. The document stresses using a variety of approaches to accommodate different learning styles and building opportunities for success into every lesson.
The document provides information about two classroom techniques: gallery critique and desk graffiti.
Gallery critique involves students anonymously providing feedback on each other's work by leaving post-it notes. This allows students to learn from each other and receive feedback without stigma. Desk graffiti reimagines worksheets and desks as giant whiteboards. Stimuli and instructions are provided, transforming individual work into more interactive group activities like categorizing, discussing, and planning essays. Both techniques encourage peer learning, engagement, and save teachers time.
This document provides several techniques to get students actively engaged in classroom discussions:
Round and Round involves students standing in two circles and asking each other questions to get their partner to swap places if answered correctly. Say Share Tell is done in pairs where students discuss problems, get ideas from others, and report back. Sticky Points splits the class into teams to identify challenges in problems using mini-whiteboards.
Taking effective notes, preparing an optimal study space, and using various study methods are important for academic success. The document provides guidance on three stages of good note-taking: preparing before class, actively taking notes during class, and rewriting notes after class. It also outlines 10 habits of successful students and factors to consider when selecting a study place, such as minimizing distractions. Finally, the document describes various study methods like using acronyms, flashcards, imagery, and study groups. The overall message is that applying structured note-taking practices and choosing the right study techniques and environment can improve learning and performance.
How to improve study skills in middle schoolLuciaApple123
The document discusses study skills necessary for middle school students to succeed. It notes common myths students believe, such as that luck or teacher favoritism determine grades, rather than effort. It recommends getting organized, using a planner, estimating assignment times, and breaking projects into steps. When studying, students should practice active learning techniques like highlighting and not just reread. They should find their productive study times, learn memorization techniques, and manage stress. Developing effective methods like flashcards, quizzing oneself, and summarizing are also suggested. The document stresses the importance of effective time management and targeting areas needing more study.
This document provides information on different learning styles - visual, auditory, read-write, and kinesthetic - and recommends best study practices for each. It suggests that visual learners benefit from using visual aids like flashcards, auditory learners from recording lectures, read-write learners from taking detailed notes, and kinesthetic learners from studying with others. Additional tips include using a planner, finding a dedicated study space, reviewing the syllabus, taking quick notes in class, reading assigned material, giving each class one hour of study per day, and taking breaks to maintain health. It cautions against trying to write down everything said in class or highlighting excessively as these can waste time.
The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.
Taking effective notes, managing study time and environment, and using study methods like acronyms, flashcards, and study groups are key to studying more effectively. The document provides guidance on the three stages of note taking, establishing a dedicated study place, and specific study techniques including using acronymic sentences, pegwords, loci mapping, and the ASPIRE system to optimize learning. Forming an effective study group requires selecting motivated classmates, setting goals and agendas, and ensuring all members contribute while maintaining a positive environment.
This document discusses using higher-order questions in the classroom to challenge students. It defines higher-order questions as those that require students to go beyond simply sharing information by interpreting data, justifying opinions, and providing supporting evidence. Specifically, it discusses divergent questions that have no single correct answer and require students to apply their knowledge to analyze topics or problems. Examples of higher-order divergent question stems are provided. The document also notes that some students, especially those with special needs, require more thinking time to process questions. Tips are given for implementing higher-order questions inclusing calling on other students first and using think-pair-share strategies.
The document discusses study skills and managing exam stress for students. It provides 8 strategies for effective studying: 1) listening in class, 2) taking good notes, 3) scheduling time, 4) studying with concentration, 5) using the SQ3R method, 6) starting revision a week before exams, 7) using good exam-taking strategies, and 8) remaining cool. It also discusses the causes of exam stress in adolescents and provides relaxation techniques and guidelines for parents to help reduce students' stress. The key message is that regular, organized study habits and learning to manage stress are important for school performance.
How to facilitate a session (co create with patty)KimLogan23
The document outlines 10 steps for facilitating a tutoring session: 1) greet the student and set a welcoming tone, 2) identify the focus of the session, 3) break the task into manageable pieces, 4) identify the thought process, 5) set an agenda, 6) work through the tasks with the student doing most of the work, 7) have the student summarize the content, 8) have the student summarize the underlying thought process, 9) provide feedback and confirmation of understanding, and 10) end on a positive note and thank the student. The goal is to help students learn independently by asking questions and allowing them to work through problems with guidance.
Studies gets simpler once you are aware of your method of studying. Understand the type of learner that you are and try and work on your shortcomings.
This includes a brief detail on the categories of learners and the very effective SQ3R study tool.
These study methods have proved to improve concentration, focus ,memory and quality of study.
Efficient and effective learning starts with acquiring good study habits. Once you develop theses good habits, you don’t even have to think about how to study. Learning becomes an easy part of your life! Here are 8 tips to improve your study habits especially for ESL students.
Teaching alliance presentation 2016 marking and feedbackMrsMcGinty
This document discusses strategies for improving marking and feedback practices. It begins by outlining why bad feedback can be damaging, such as leading to teacher burnout. It then shares several strategies implemented by the author's department to make feedback more timely and effective, including acknowledgement marking, dot marking, and using a five minute marking plan. Students are expected to respond to feedback, for example through DIRT (Dedicated Improvement and Reflection Time) sessions. The goal of feedback should be for students to learn from it and apply it to future work. The document concludes by noting the challenge is adopting an approach that considers workload and promotes long-term student progress.
Stretch and challenge the high attaining students v2bdavis2014
The staff meeting agenda focused on stretching and challenging the highest attaining students. Teachers were asked to prepare an idea to share with others on how they provide extension activities in their classrooms. Examples mentioned at the school included teaching to the top ability levels with scaffolding, extension tasks in lessons, promoting higher-level skills in lower year groups, and using higher-attaining students to model work. Feedback was also identified as an area to provide stretch, such as asking higher-order thinking questions. The document outlined specific strategies across subjects like using word mats, meta-cognitive questioning, and formulated response tasks in feedback.
This document provides 20 ideas for teaching activities that stretch and challenge students. Some of the ideas include having students organize a fictional dinner party seating chart based on literary characters, analyze shopping receipts to infer characteristics of people, translate poems by changing a few key words to other languages, research and debate which of the seven deadly sins is most severe, create lesson plans to teach younger students grammar, and participate in writing competitions. Many of the ideas involve creative writing, critical thinking, or making inferences based on provided texts or scenarios.
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
How to study effectively | Studying Tipspanicaway2
How to study effectively? Don't study harder, study SMARTER!
Introducing the speed study system, anyone can use to get better grades in less time and with less effort
This document contains a list of 30 different plenary activity ideas that can be used to review and assess learning, including timelines, games like football and bingo, quizzes, reflection activities, writing exam questions and marking schemes, summarization exercises, and self and peer assessments.
This document outlines literacy questions from Ofsted to evaluate how teachers support students with weaknesses in basic literacy skills across all subjects. The questions address whether teachers clearly define key terms, explore vocabulary, reinforce important reading skills, make expectations clear for writing tasks, emphasize accuracy, identify when standard English is required, and support literacy through marking work and lessons.
What does whole school literacy look like atMrsMcGinty
Whole School Literacy at Chalfonts Community College incorporates literacy objectives, strategies and techniques into every lesson to strengthen students' literacy skills. Some examples of literacy focuses include using a literacy mat to support writing development, incorporating structured discussion points to improve students' speaking skills, consistently applying a literacy marking code when providing feedback on assignments, emphasizing sophisticated vocabulary, and taking opportunities to develop independent reading abilities through tasks like guided reading questions.
The document discusses strategies for creating challenging learning experiences that encourage resilience. It advocates for teaching methods that include mistakes as part of learning, apply skills to real-world contexts, and use techniques like struggle time, problem solving, and group work. The goal is to develop students' ability to respond to challenges and failures.
This document provides guidance on effectively using learning support assistants (LSAs) in the classroom. It discusses current LSA staffing, prioritizing student needs when timetabling LSA support, and the roles and responsibilities of teachers and LSAs to ensure students receive targeted assistance. Teachers are advised to communicate expectations to LSAs, differentiate instruction, and allow students to work independently when possible while utilizing LSAs expertise.
The document lists over 50 different lesson activity ideas that teachers can use, including using play dough to create models, card sorting activities, watching video clips, poetry writing, using post-it notes for a flipchart, and games like bingo, dominoes, and pass the parcel. It also includes ideas for class discussions like debates and role playing, as well as thinking activities like rainbow thinking on strategies and relational diagrams.
This weekly report card for a French class lists the student's targets of being responsible, resourceful, reflective, resilient, and rational. It includes spaces to check off if these targets were achieved on different dates and provides an area to review how the week went in French.
Teaching and learning top ten feb march 2015MrsMcGinty
1. Teachers should know their students well, including their abilities and progress. This information should be tracked and used to plan lessons appropriately for different groups.
2. Positive relationships and emotional intelligence when dealing with students should be promoted.
3. Lessons should provide an appropriate level of challenge for students through differentiated tasks.
The document contains a checklist for a student to review if their book is ready for revision. It lists tasks such as having topic overviews, lesson notes, completed worksheets, and a glossary. For each task, it indicates whether the student has completed it or needs to take action. The purpose is to help the student audit their book and identify any outstanding items to finish preparing for an upcoming assessment.
The document lists over 40 revision ideas and activities that can be used to help students review course material. Some of the suggested activities include games like Yes/No, Bingo, and Pictionary. Other ideas involve using flashcards, mind maps, and creating summaries in different formats like tweets or recipes. Many activities encourage collaboration and competition between students to review key terms, concepts, and course content in an engaging way.
1. Establish clear routines and expectations for students. Greet students at the door and check uniforms and equipment.
2. Classrooms should be well-presented with tidy chairs and no rubbish. Displays should enhance learning.
3. Promote positive relationships and use emotional intelligence when dealing with students.
This document discusses ways to improve student attitude and reduce low-level disruption in the classroom. It identifies common issues like lack of focus, talking, and missing equipment. To avoid disruption, the document recommends meeting students at the door, assigned seating, clear rules, routines, engagement, and building relationships. When disruption occurs, teachers should use calm language, remind students of expectations, and pause to allow compliance without unnecessary dialogue. The overall goal is to promote positive behavior through prevention, clear communication, and an engaging classroom environment.
Feedback from the staff meeting diff - challenge - assessmentMrsMcGinty
The document summarizes feedback from a staff meeting about differentiation and challenges. Several strategies were discussed that are working well, such as building routines, using Show My Homework, moderating assessments, and using progress tracker stickers. Accelerated Reader was also noted as having a positive impact. Some concerns were raised, such as making homework more meaningful and identifying focus groups for interventions. Additional support requested included more English teaching staff, a reading program, and time to create resources.
This document lists various activities that can be used as bell work or starters at the beginning of a class, including word searches, crosswords, odd one out activities, multiple choice questions, worksheets involving definitions, sequences, causes and effects, inferences, diagrams, and other tasks to engage students in reviewing and reinforcing key terms and concepts from previous lessons.
This document provides questions about business ethics, pressure groups, and their impacts. It asks about the meaning of ethics in business and benefits of being an ethical cooperative. It also asks about potential disadvantages of being ethical and how pressure groups could affect businesses like Tesco. Further, it asks how businesses can improve ethics, potential benefits, and impacts of pressure group activity. Lastly, it prompts choosing two questions to answer in 10 minutes, including rewriting the question and response.
The document summarizes feedback from a staff meeting about marking practices. It notes several strategies that are working well, such as giving more priority to student responses, implementing self and peer assessment, and using stickers and stamps to provide quick feedback. It also identifies some challenges, like varying quality in student responses and balancing lesson time between teaching new material and providing feedback.
Feedback from the staff meeting progressMrsMcGinty
The staff meeting focused on progress being made by students and strategies that are working well. Teachers noted that relating course content to real life, a focus on subject options, and consistent marking are helping to secure progress, especially for Years 9, 10, and 11. Displaying student progress levels and targets on the walls and using progress tracker stickers are keeping students informed and engaged in their own progress. Additional interventions like one-on-one meetings and extra sessions are also supporting progress outside of classroom time. Peer and self-assessment, ambitious targets, and keeping lessons fresh across departments were further discussed as positive strategies. Questions were raised about how to best support disadvantaged students and show impact at the key stage 3 level.
This document provides a challenge toolkit with 50 ways to intellectually challenge students across the curriculum. It includes ideas like presenting students with insoluble problems, ethical dilemmas, random words to connect, having students analyze poetry or news articles, and tasks involving perspective taking, analogies, ambiguity and more. The goal is to provide engaging extension activities that can be easily integrated into existing lesson plans.
Teaching and learning briefing questioningMrsMcGinty
Questioning is a vital teaching tool that can be used to stretch high-ability students and support lower-ability students. Teachers should plan questions as part of their lesson planning to account for different student abilities. There are different types of questions that target different cognitive levels, from basic knowledge questions to more complex analysis, synthesis, and evaluation questions. Teachers can use techniques like "Pose, Pause, Pounce, Bounce" to engage students in answering and discussing each other's responses to questions. Getting students to generate their own questions is also an effective way to consolidate understanding of a topic.
The document provides tips for effective revision and exam preparation. It discusses organizing notes, creating a revision timetable, using different study techniques like mind maps and flashcards, and preparing a suitable study environment. It also offers advice on maximizing marks in exams by understanding question types, planning answers, and presenting responses clearly.
This document provides information about different learning styles and assessments to determine a learner's preferred style. It includes a 24-item learning style inventory where learners check boxes to indicate if statements apply to them often, sometimes, or seldom. Scoring is used to determine preferences for visual, auditory or tactile learning. Characteristics of each style are described. The document provides hints for visual, auditory and kinesthetic learners on how to best process and retain information according to their style.
This document provides information about different learning styles and assessments to determine a learner's preferred style. It includes a 24-item learning style inventory where learners check boxes to indicate if statements apply to them often, sometimes, or seldom. Scoring is used to determine preferences for visual, auditory or tactile learning. Characteristics of each style are described. The document provides hints for visual, auditory and kinesthetic learners on how to best process and retain information according to their style.
This document provides information about different learning styles and assessments to determine a learner's preferred style. It includes a 24-item learning style inventory where learners check boxes to indicate if statements apply to them often, sometimes, or seldom. Scoring directions are provided to calculate subscores for visual, auditory, and tactile preferences. Characteristics of each learning style (visual, auditory, kinesthetic) are described. Finally, hints and strategies are outlined to help visual, auditory, and tactile/kinesthetic learners optimize their learning based on their preferred style.
The document provides information on effective note-taking strategies for learning. It recommends dividing notes into left and right sections for key points and details (Cornell method). Outlining and summarizing are also described. Visual methods like concept maps and fishbone diagrams can help organize information. Mastering note-taking involves identifying topics, reducing to key ideas, recording from all sources, reviewing notes, and evaluating strategies.
This document provides information about study skills and strategies for academic success. It discusses the importance of being organized with materials like a binder and assignment notebook. It offers tips for taking effective notes, such as writing in outline format and using highlighting. The document also reviews strategies for studying like using flashcards, asking teachers for help, and reading textbooks using techniques like starting with the summary and objectives. Overall, the document aims to equip students with essential study skills and habits to achieve academic success.
The document provides tips for reading effectively and retaining information from texts. It recommends first browsing the text by skimming headings, images, and summaries to get an overview without focusing on details. When reading fully, the document advises underlining important points, taking notes, and stopping periodically to summarize ideas. It also suggests writing questions while reading, taking breaks, and clarifying unclear parts. Post-reading activities include highlighting important parts, differentiating concepts from details, creating study tools like flashcards, practicing recall in groups, and interacting with the material in various ways.
This document discusses learning styles and provides information about visual, auditory, and tactile learning styles. It encourages the reader to take a learning styles inventory quiz to determine their own predominant learning style. It then lists common characteristics and effective learning strategies for each of the three main learning styles - visual, auditory, and tactile.
The document discusses learning styles and provides information about visual, auditory, and tactile learning styles. It encourages the reader to take a learning styles inventory quiz to determine their dominant learning style. It then lists common characteristics and effective learning strategies for each of the three main learning styles: visual, auditory, and tactile.
The document provides guidance on developing effective study skills and unlocking one's memory by understanding different memory systems, cognitive processing types, learning styles, and memory enhancement techniques. It recommends identifying one's dominant brain hemisphere and learning style to optimize the use of mnemonics, mind maps, chunking, rhymes, and other strategies tailored to an individual's needs. Daily review and preparation before, during, and after class are also emphasized.
To write the perfect essay in 9 easy stepsThabo Nkuna
This document provides a 9 step process for writing the perfect essay. It begins with a template that includes selecting a topic, brainstorming ideas, choosing a title, writing an engaging introduction, and supporting the main idea with facts. It then lists additional easy steps which include creating a "picture perfect summary" to organize ideas, drafting the beginning, middle, and end separately, editing the draft, and having others proofread before finalizing. The goal is to engage the reader, support the main point, and tie everything together cohesively.
This document discusses learning styles and how to identify your own learning style. It explains that learning styles are methods of learning that allow individuals to learn best. The main types of learning styles are visual, auditory, and kinesthetic. The document provides descriptions of each style. It then includes a quiz to help the reader identify their own preferred learning style by considering how often descriptions apply to them. Scoring the quiz reveals whether a visual, auditory, or kinesthetic style is strongest for the individual.
The document provides information on strategies and approaches to enhance student learning. It discusses successful test taking strategies for objective and essay tests. It also discusses how teachers can help students manage resources to prepare for tests. The document then describes various study skills and strategies like understanding learning styles, time management, organizing assignments, effective note taking, reviewing material, and assessing progress. Specific tips are provided for visual and linguistic learners. The conclusion emphasizes the importance of developing good study habits through daily review rather than last minute cramming.
The document provides an 8-day plan for teaching students strategies and skills for taking multiple choice tests. It involves modeling test-taking skills and having students practice writing their own test questions. On day 1, students take a practice test and discuss strategies. Later days involve identifying common question stems, writing questions and answer choices, and quizzing each other. The goal is to familiarize students with the format and language of standardized tests.
Originally delivered as a 10 minute assembly. I have removed all images and school-specific advice and would recommend adding your own if you decide to use this presentation.
The document provides tips for helping children with different types of homework. The golden rule is to never work harder than the child. For math homework, ask questions about concepts and have the child show their work. For social studies, use dictionaries and online resources. Make history relevant by discussing current events. For reading, strategies include SQ3R and making predictions, connections, and identifying areas of confusion. Annotating texts helps with comprehension.
The document provides tips for effective study skills, organization, motivation, and note-taking. It recommends organizing one's work space with designated areas for materials. It also suggests setting up systems for keeping work organized using color-coding, planners, and assignment books. The document discusses setting SMART goals that are specific, measurable, attainable, realistic, and trackable. It notes the importance of positive thinking and self-motivation. Tips for effective note-taking, reading, listening, and using one's time are also outlined.
The five stage active reading technique called SQ3R is described. The stages are: Survey, Question, Read, Recall, and Review. Key aspects of each stage are highlighted, including scanning materials for an overview, forming questions, reading sections in detail while taking notes, recalling core facts and processes, and reviewing through re-reading or teaching others. Additional study methods are recommended, such as using association and vivid imagery to remember information, using sticky notes and note cards to quiz yourself, and quizzing with other students.
This document provides tips for effectively reading textbooks and other materials for college courses. It recommends choosing a good environment for reading, not procrastinating, reviewing notes before reading, skimming headings to understand the big picture, reading in chunks, taking notes, looking up unfamiliar words, periodically reviewing what was read, highlighting main ideas, creating questions to find answers to while reading, practicing problems if available, working on reading faster while still comprehending, taking breaks every 20 minutes, and getting distracting thoughts out of your mind. The overall goal is to be an active reader that understands and retains what was read.
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
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 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.
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.
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.
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.
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.
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.
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.
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 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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Pride Month Slides 2024 David Douglas School District
How do I revise sheet
1. How can I revise?
Association: Link new knowledge to existing information and topics and create vivid
personal examples which act as 'mental hooks' or 'cues' for recalling material in the future.
1. Mind maps - good for remembering topics and sub-topics.
Imagine a Mind map is like a giant
Spider’s Web with all the ideas around
it. The spider (or main idea) is in the
middle and everything is around it.
The most important ideas are in the
middle and the sub-topics go out
further and further.
2. Concept maps
Now imagine that Spider’s Web falling
down and turning it into some kind of
weird chain with the words concept
map on it. The spider can go
backwards and forwards and around
so he knows how ideas connect, but
there are no sub-topics.
Mnemonics: Mnemonics help you to
remember by using short words that stand
for something to help you. Here is a
Mnemonic for REVISION.
Rest
Exercise
Variety
Imagination
Structure
Individual
Ongoing
Not too long
Make lists:
1. Bullet point them
Or
2. number them
Or
3. letter them
According to what suits you best. Numbers
will definitely suit those who are more
comfortable using their left/logical, side of
the brain.
Chunking: This breaking up a big piece of information into smaller chunks rather like steps in
a ladder. It can be used for numbers and words. Often students use Bullet points to break up
information.
Try to remember this by breaking it up into chunks:
The average person can take in four numbers or words at a time, can concentrate on
revision for a maximum of 45 minutes at a time and remembers information best
shortly before bedtime.
Chunked:
Remember 4 words/numbers at a time
Revision max 45 minutes.
Remember best before bedtime
Reading Out Loud: Read your revision notes out loud to a particular rhythm – this could be
set by music playing in the background or tapping your foot or by walking calmly and
steadily. This is a sort of walk and talk.
Cards:
Two ways to practice with cards:
1. Put the answers on the back, but you will need to remember more at once before you
check
OR
2. Use a piece of paper and move down to reveal answers as you guess the contents.
These techniques are very useful for checking that you know key facts.
Visuals:
Make good use of drawings /diagrams in your revision.
Use different colours.
Replace key words /ideas /people/places with pictures.
Create and put posters up around your home.
Underlining:
As you read through the work in your exercise book underline key words.
You could come up with a predicted list before you start or you could make a list of the
key words at the end.
You could underline in different colours, patterns or lines like wiggly, thick etc.
Use Colour: Your brain just adores colour and will remember things much more easily if you
use it. For example, put all the important words in red, the important concepts in green,
important dates in purple etc.
2. Magenta Principles: Do something different with your exercise book notes.
Reduce it
Change it
Assemble it
Search for it
Connect it
Arrange it
Enlarge it
Simplify it
Classify it
Compare and contrast it
Deconstruct it
Apply it
Prioritise it
Act it out
By rote: Learning by rote is simply reading
the text over and over until you remember
it. It is the most basic kind of revision, but
without the help of other techniques may
not be very effective and it can be very
boring.
Q & A: Devise questions and answers about
a topic for other people and quiz each other.
Post-its: Write information on post-it notes and place them
on the wall, door, large sheets of paper etc. You can then
rearrange them according to a variety of ideas:
Group various things together
Organise them into what you know and don’t know –
rearrange as you learn more
Follow trends or themes
Record yourself: Make a recording of yourself to revise from using your phone or voice software on your computer.
1. It could be you reading your notes out loud.
2. It could be you singing your notes.
3. It could be you reading and then stopping to summarise what you have read (key words, ideas, phrases, quotations)
Or
4. Asking questions on what you have covered.
5. Listen to the recording as you lie in bed, walk to school, travel on the bus.
Preview – Question – Read – Review your notes and revision book pages
P = Preview
Give your notes / revision book a quick skim (2-3 minutes), trying to get an overview of key
points. Look for section headings, illustrative charts and diagrams, signposts or key words.
Don't start highlighting text at this point.
Q = Question
This is the key to active learning. Look for answers to the basic questions of "Who?",
"What?", "Where?", "Why?" and "When?" Identify the main theme or learning point of the
notes / textbook page.
R = Read
Now read your notes / textbook page carefully, with these questions in mind. Your mind will
be actively looking for answers as you read. Work with a pen and paper, make brief
summary notes, look for 'topic sentences' that summarise the most important point in a
paragraph or section and highlight them, if necessary. Vary your reading speed - move
quickly over lighter, less important material and slow down when you come to a difficult
section.
R = Review
Always check your understanding of the material by reviewing and testing your recall before
putting the text away. Look at the notes you have taken and check that they answer your
initial questions. Summarise your findings from this study session.
Loci: It involves thinking about a journey that you know well and the landmarks along the
way. You then add in images to help you remember information. (They do not have to be
famous, but things that you notice as you go by.)
Example:
When revising you could do the following:
1. Read through your books
2. If you do not understand something ask somebody.
3. Now choose the memory tricks that work best for you
4. Create posters to help you to organise information
5. Create cards with key points and practice
6. Use past papers to practice answering questions
Now let us take a journey from Newport Bridge to Macmillan Academy.
1. On the bridge itself you see a huge book
2. You reach the large roundabout and see your teachers, parents and friends.
3. You see the houses on the left and there is a magician performing magic tricks.
4. On a billboard on the fence of Macmillan you see a huge poster with your
revision on it.
5. As you walk into the gate you see a huge pile of cards.
6. When you arrive into the canteen you see test papers set out for you on all the
tables.
3. Other ideas that you may have come across during your geography lessons that are good activities for
revision too.
QUIZ QUIZ
TRADE
1. Write 10 questions for a topic.
2. Attempt the questions without looking at your notes or doing any revision.
3. Then mark your answers by looking through your notes. Identify how many you got correct and this is your
starting point.
4. Do something with the information learned e.g. Teach your parents, make a crossword, read it aloud, write
an exam answer using the information etc…
5. Re-do the questions again but in a different order. How many did you get correct this time?
What am I?
Design a set of clue cards for different key terms or case studies which you can then get your parents, friends or
family to use to test you. You could have these as simple one sentence clues or graduated into levels e.g. 5
levels, first clue the hardest and the last clue the easiest.
Find someone
who?
If you are struggling with a topic write down the questions you cannot answer and find someone else who is
studying geography who can answer the question, this could even be your teacher.
Splat
Write down a series of key terms or facts onto a sheet of paper. These are the answers, now write down the
questions that match these answers. Then either;
1. Get a parent to say aloud the statement and you have to splat the key term as quick as you can and
someone times you.
2. Play with a friend who is also studying geography and get a parent / family member to say aloud the
statement and then compete against your friend to be the first one to splat the correct answer.
Write the mark
scheme to the
question
1. Look at past papers and apply your knowledge of mark schemes by writing the mark scheme for the
question to work out what detail and information you should include in the exam answer.
2. Check this against the real mark scheme.
3. Then write the exam answer.
Listen, read and
recall task
1. Play this in pairs with someone else who is revising the topic.
2. Read through a specific section of your notes and make a table with the key points from the notes in it.
3. Then recall to a friend as much as you can of what you have read and they tick off the key points that you
tell them. See how many key points you remembered.
4. Swap turns. You now listen to your friend recall what they can remember and you tick off on their table
how much they recall.
5. Swap a further 2 times.
6. Then use the key term table to rewrite in your own words the notes that are in your exercise book on the
topic.
Word cloud Make a word cloud (using www.wordle.co.uk) to summarise the key terms used in a given topic you are revising.
Ready, steady,
teach…
Use materials e.g. play dough, beads, string, pasta etc… to make models of landforms or processes that you are
revising. Then use the model to teach your parents, a family member or friend about the landform or process.
You could record yourself doing this and then play it back to remind yourself of the key points.
Key term cards
1. Make yourself a set of key term cards using index cards.
2. On one side write the key term and on the other write the definition.
3. Play in a pair or group.
4. Place the cards key term side up. Select a card and give the definition of the key term. If it is correct you
turn the card over, if not it stays as it is. The next person than selects a key term and attempts to define it
and so on…
5. Once all the cards have been turned over so they are definition side up, then repeat the process but this
time read the definition and you have to say what the key term is.
Quizlet Use Quizlet on line to test your key term knowledge and understanding.
Make a flipbook Use post it notes and make a flipbook to draw the stages involved in the formation of a landform.
Connect 4
Make yourself a grid with questions in it (have the answers ready too). Play in a pair and the aim is for you to get
4 questions in a row on the grid correct. If you get an answer wrong you lose your turn.
Headlines
Turn your case studies into a series of engaging headlines to remind yourself of the topics and questions the
case studies relate to.
Tweet it Summarise the key points of a topic or case study as a tweet (so as 140 characters) or a series of tweets.
Learning as a
recipe
Write a recipe for the knowledge you have to know for a specific landform or process e.g. coastal spit or bar
formation.
Draw a cartoon
sketch
Draw a cartoon sketch or storyboard of the topic you are learning to consolidate your understanding in a visual
way.
Paper chains
Create a paper chain. Each link must have a key word on it. You then explain to a friend / family member what
each link is and how it relates to the next link in the paper chain.
Come dine with
me
Create a summary for the topic you are studying on a paper plate.
Cheat cards
Pretend that you can cheat by putting the key points of a topic on a small index card. Limited space means you
only write the most important things.
Talk-Listen-
Repeat
Face a partner and talk on a subject for 30 seconds. Now swap. Repeat trying to get more key words into the 30
seconds without looking at your notes.