2. Agenda
• Participants will explore differentiation and practical activities
for varied learners
• Participants will share and discuss tips for examination success
• Kinaesthetic revision activities will be examined for use in the
classroom
• Participants will use a tool to classify their students learning
styles
• ICT resources for use in Biology revision class will be accessed
7. “When a teacher tries to teach
something to the entire class
at the same time, chances are
one-third of the kids already
know it; one-third will get it;
and the remaining third won’t.
So two-thirds of the children
are wasting their time.”
Lillian Katz
8. These are many influences on
student learning
Feedback
Teacher-Student Relationships
Mastery Learning
Challenge of Goals
Peer Tutoring
Expectations
Homework
Aims & Policies of the School
Ability Grouping
Effect Size
John Hattie Visible Learning
9. Activity -Think – Pair – Share
1. Think about how students in your class differ
2. Discuss these thoughts with your neighbour
3. Share these examples with the full group
10. Our students differ based on…
• Ability
• Learning Style
• Multiple Intelligence
• Motivation
• Interest in Subject
• Time of Day
• Culture
• Background
• Parental Support
• Literacy and Numeracy
• Study Skills and habits
• Self-esteem
• Physical state
• Learning experiences/ successes
to date
11. Diamond Nine Activity-Rank student difference according to
how much you think it impacts learning
1
2 3
54 6
7 8
9
15. Dale’s Cone of Experience
How can we do more when revising Biology?
16. We have a terminal summative examination in
Biology which all students must sit…
Section A
6 questions= with 2 question each from
Unit 1/Unit 2/Unit 3 and answer 5
Section B
3 questions= based on prescribed
practical activities and answer 2
Section C
6 questions= 1 from unit 1- 2 from unit 2-
3 from unit 3 –Answer 4.
All words that put spell fear /
disaster for students (and for
17. Marks Distribution- Total 400 marks
Section A Section B Section C
5x 20marks=
100 marks
2x30 marks=
60 marks
4 x 60 marks =
240
18. Throughout teaching and before the exam
1.Ensure students are familiar
with the paper structure
2.Practice questions using examination papers
3.Know the marking structure and
use marking schemes
19. Learning for Recall
Techniques for remembering and recall are useful for Biology
Students should try to:
• Connect what they are learning to prior knowledge
• Learn in small manageable chunks
• Transfer knowledge from short term to long term memory by
repeating or reviewing 5 times over a period
20. So we differentiate by identifying what students MUST-
SHOULD-COULD know or do for Biology exams
Must Should Could
• Practice previous questions and know the syllabus content
• Know biology is usually marked in 3 marks per point
• Know that points are as good as sentences unless
otherwise stated
• Definitions can require precise wording
• In section A questions a wrong answer cancels a correct
answer (This can also apply to Section C)
• Read exam paper slowly and carefully and begin with a
familiar topic question
• Ensure to answer every part of long questions
• Read back over your answers
21. Why use the MUST-SHOULD-COULD?
• There are multiple intelligences and varying learning styles in
your classroom
• Different students learn differently
• By varying activities within your lesson you provide a better
opportunity to ensure the ‘must’ is a given for all, the ‘should’
for some and the ‘could’ for a few.
• It raises expectations as learners can see a trajectory of where
their learning could go
22. However…remember
Students cannot do well in the examination unless they have
learned and understood the information required of them and
the research tells us…
23. These are many influences on
student learning
Feedback
Teacher-Student Relationships
Mastery Learning
Challenge of Goals
Peer Tutoring
Expectations
Homework
Aims & Policies of the School
Ability Grouping
Effect Size
John Hattie Visible Learning
24. So students learn from each other…and need
regular feedback
• Differentiated revision in biology can cater for all learners
through activities that challenge and get them talking, giving
feedback and assessing each other
25.
26. Back to the MUST- SHOULD- COULD
We should try to get the students revising together in the
classroom more of the time rather than whole class or
independent revision. HOW?
28. Station 1
• In pairs arrange the short questions answers with their
questions (2 sets)
• You do not need to do them in order
• A goes first and places the answer of one question beside
where it goes
• B agrees or disagrees and then goes next- Give feedback!
• Complete the activity together in 5 minutes
• Place the activity back as you found it for next group
29. Station 2
• Gather round the main projector screen. Click this link to go on
http://freerice.com/#/english-vocabulary/1550 and click
change subjects. Select sciences/human anatomy. In turns
answer a questions to earn some rice for the third world
30. Station 3
• Go to the activity 3 station laptop 1 and 2
• Explore the study stack biology revision resource.
• Answer the questions alternately giving feedback before
deciding correct or incorrect
• Try out the other games
• Ask for help if you need it
31. Station 4
This is the COULD station as it is really fun
kinaesthetic activities used during revision or during
a topic.
33. Skills for the
most able
students
Extension
exercises for the
self directed
learners
What most
students should
know
The Core:
What every
student must
know
35. • Visual Learners – prefer to see
information
• Auditory Learners – prefer to hear
information
• Kinaesthetic Learners – learn best by
doing, touching or making
38. Other ways to Differentiate in Biology by
outcome
• Diagrams in Experiments
• Mind maps to revise
• Presentation of work
• Models of cells/plants
• Projects as extension work
• Writing good notes
• Teaching work back to a partner
