January CPD - Supporting Teaching and Learning
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This document summarizes a professional development session for a learning support department. The session aimed to develop the department through thought-provoking activities and for participants to take away three key learnings. Participants discussed how learning support assistants can help teachers in meeting expectations, such as by asking higher order thinking questions to challenge students. They also considered how having some subject knowledge could help assistants better support students and ways to develop that knowledge. The session explored how assistants can help students become more independent and resilient learners. It emphasized the importance of clear routines and celebrating student achievements. Participants completed reflections on the key takeaways from the session.
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An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
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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 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.
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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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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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January CPD - Supporting Teaching and Learning
- 1. CPD for the Learning Support Department 3rd January 2017
- 2. Aims • To develop the professional development of the Learning Support department through thought provoking activities. • 3 Golden Nuggets – three things you are going to take away from today’s session.
- 3. Meeting Expectations On your tables you have the details of an area that teachers are judged against. Highlight – what things can the LSA support the teacher with.
- 4. Assessment - Proactive Support You have some post-it notes on your desk. On each post it write a different question you could ask about rivers. Now, there are some cards on your desk that represent Blooms questioning hierarchy. Take a look at the questions you have written. Put them where you think they would go the hierarchy. Discuss with your group – how could you improve the questions to challenge students further? A lot of your work is 1 to 1 support. How could this help you to develop the students you work with?
- 6. Knowledge – What is…? Comprehension – Explain / Identify… Application – Can you…? How have you…? Analysis – Why? How? Synthesis – How would you improve…? Evaluation – What is your opinion…? How effective…?
- 7. Assessment - What makes a good response? Take a look at the responses on your tables. Rank them in order of best to worse. What is good about the better ones? https://www.youtube.com/watch?v=hqh1MRWZjms
- 8. A good response… • Improves their work and understanding – progress is shown and made. • Shows the teacher they have understood their improvement comment and have started to/have begun to improve in that area. • In silence • In green pen • 10 mins • Not ‘I’ll do that next time’ or ‘Thanks Miss’
- 9. Subject Knowledge Please take a look at the list of questions on your table. Can you answer any of them? Does it matter if you can or you can’t? Does having some subject knowledge help you to support students? If so, how could you develop your subject knowledge in an easy and straightforward way?
- 10. Learning and Progress - Resilience Read the list of scenarios on your desk. Discuss what you would do. Now take a look at the triangle help sheet. Could you improve your response to make students more independent and resilient?
- 11. Attitudes • What do you see as a clear routine? • What part can you play in that? • How do you celebrate the achievements of your students? https://www.youtube.com/watch?v=hTghEXKNj7g&t=218s
- 12. Golden Nuggets Please complete your golden nuggets – three things you have taken away from today’s session. What you are going to try or something that has changed your thinking or made you think about something. Please also complete the feed back sheet. Thank you
Editor's Notes
- Need tea and biscuits
- Golden nugget sheets
- 5-10 mins Need matrix highlighters
- 15 mins Need cards cut up. Post it notes Pens Some being asked to do starters etc – think about this before you begin. Explain task do for stretch and challenge with teachers.
- 10 mins Need responses in colour
- 5 mins Need list of questions
- 10 mins Need scenarios
- 10 mins