Post it power
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Students are each given a post-it note to write questions about a new topic, their learning, or areas they want to explore further. These questions are then displayed and can be answered by the teacher or other students to assess understanding. In another activity, students predict learning outcomes by writing what they will be able to do by the end of the lesson on post-its which are then organized from easiest to hardest and reviewed afterwards.
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1. The document discusses cooperative learning, which is a teaching method where students work in small groups to prepare and present topics to the whole class, with an emphasis on student choice, division of labor, and presentation methods.
2. Cooperative learning has six key characteristics: students work in small groups of 2-5 on a learning activity; they must work cooperatively to accomplish tasks; members are interdependent and accountable for their own work; and the teacher introduces the activity and monitors the groups.
3. The document provides five examples of cooperative learning activities and strategies, including interviewing partners, roundtable discussions, assigning group roles, comparing favorite artists, and peer questioning after a lecture.
Three and one marking AfL
The "Three and One" marking method provides students with formative feedback to help them improve their work. Teachers identify three strengths in the student's work and one area for improvement. For the area of improvement, teachers provide a prompt, such as a question or partial sentence, to guide students in closing the gap between their current work and meeting the learning objectives. Students are then given class time to read the feedback and make improvements to their work.
Strategies 1
The document provides descriptions of several strategies and activities that can be used to engage students and promote learning, including the 3-2-1 strategy, Probable Passage, Tea Party, Somebody-Wanted-But-So, Four Corners, List-Group-Label, Jigsaw, marking text strategies, and Save the Last Word for Me. These strategies can be implemented before, during, and after reading and include discussion, group work, and reflective writing.
Planning for small group centers
This document provides guidance on planning small group centers for language instruction. It discusses when to implement centers during a class period, how to group students, potential center activities, and ways to structure accountability and collection of student work. Suggested centers include having students watch videos, listen to podcasts, discuss topics in small groups, play vocabulary games, and meet individually with the teacher. The document emphasizes making centers independent yet differentiated activities that reinforce language goals and can be completed within a set time frame. It also provides tips on directing students, tracking their progress, and managing early finishers.
Post its
This document lists various ways that post-it notes can be used in the classroom to facilitate student engagement, feedback, assessment, and learning. Some examples include: having students write questions, key points, or feedback on post-its to share; using post-its for students to self-assess or peer assess against objectives; and distributing post-its with topics, words, or questions to incorporate into class activities and discussions. The post-it note techniques seem aimed at encouraging interaction, reflection, and demonstration of understanding of the lesson content.
How Do You Effectively Engage Your Students in Learning?
The document discusses various instructional strategies for effectively engaging students in learning, including activating strategies to spark prior knowledge, cognitive strategies that provide structures for learning new concepts, and summarizing strategies to help students retain information. It provides detailed procedures for implementing different engaging activities like carousel brainstorming, think-pair-share, and exit slips. The goal is to actively involve students in higher-level thinking to promote enduring understanding.
I03 - W.docx
This lesson plan outlines activities to teach students about holidays and traditions around the world. It begins with a warm up activity where students brainstorm in groups. Next, students review vocabulary, discuss traditions they know, and listen to conversations describing holidays. They practice grammar around subject relative pronouns. The lesson concludes with students creating new conversations using the vocabulary and grammar covered, and acting them out. The objective is for students to be able to discuss holidays and traditions from different places.
How to Get the Most out of Anthropology
This document provides tips for students on how to get the most out of an anthropology course and other courses. It recommends an active reading process of previewing introductions and conclusions before reading the main text. For articles, it advises reading the abstract, introduction, conclusion, and main points before rereading these sections. The document also suggests asking questions in class, developing a study routine, using study guides for tests, getting a study partner, and seeking help if needed.
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How Do You Effectively Engage Your Students in Learning?
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Tutor program term 2
The document outlines an 8-week tutor programme for using Knowledge Organisers effectively. Each week focuses on a different method, such as self-quizzing, redesigning the layout, creating quizzes, and writing tasks. Students are instructed to select a Knowledge Organiser and apply the weekly method to aid their learning and recall of new information. Teachers are provided instructions and examples for each method to help students make the most of the Knowledge Organisers.
Tutor program term 1
This document outlines a tutor programme to help students become familiar with using Knowledge Organisers. Each week focuses on a section of the Knowledge Organiser and teaches students self-quizzing strategies to aid memorization. Week 5 consolidates what students have learned, and weeks 6-7 focus on subject-specific Knowledge Organisers. The tutor is provided instructions and resources to guide students through the programme.
Creative i media r082 new brief
The document provides a brief for creating a digital graphic advertisement for a local magazine encouraging readers to submit photographs of the local area. It specifies the dimensions for a print advertisement and web version. The task involves investigating digital graphics, planning the advertisement by considering the client, audience and creating a work plan. It also includes generating design ideas, and addressing any legal issues. The next steps are to obtain and prepare assets, use design software to create the graphic, and review the final graphic against the brief.
Creative i media r087
The document provides information about creating an interactive multimedia product to promote an adventure park called DayzOut. It outlines 4 learning outcomes that will be covered: 1) understanding interactive multimedia products, 2) planning interactive multimedia products, 3) creating interactive multimedia products, and 4) reviewing interactive multimedia products. It then describes 4 tasks that will be completed to fulfill the learning outcomes: 1) identifying different interactive multimedia products, 2) planning the product for DayzOut, 3) creating the product using various assets and tools, and 4) reviewing the final product against the original brief. The document provides details about each learning outcome and task to guide the creation and review of the promotional interactive multimedia product for DayzOut.
Creative i media r086
The document provides information about creating a digital animation to promote a new energy drink called Superfizz for 16-25 year olds. It outlines 4 learning outcomes that will be assessed through 4 tasks: 1) exploring animation types and techniques, 2) planning the animation design through storyboarding and identifying assets and legal issues, 3) creating the animation using software and testing, and 4) reviewing the animation against the original brief and identifying areas for improvement.
Creative i media r081
This document outlines the learning outcomes for understanding and creating pre-production documents for creative media projects. It describes the purpose and content of various pre-production documents like mood boards, storyboards, and scripts. It also covers planning pre-production by interpreting client requirements, conducting research, and creating work plans. Additionally, it discusses producing pre-production documents, file formats, and reviewing documents for improvement.
Creative i media r085
This document provides the tasks and learning outcomes for creating a multipage website to promote local attractions to teenagers for a tourist information board client. It outlines 4 tasks: 1) Understanding properties of multipage websites, 2) Planning the website, 3) Creating the website, and 4) Reviewing the website. The goals are to create a 5+ page website with navigation, consistent style, and multimedia promoting local attractions, while following best practices for website design, usability, and meeting client needs.
Creative i media r082
- The client, NuComputerGames, is releasing a new computer game called TIMECHASER and requires advertisements to promote it.
- The student must create two digital graphic advertisements - one for a printed magazine and one optimized for online use.
- The brief provides requirements for the advertisements such as dimensions, target audience, and formats.
- The student will investigate digital graphics, plan their advertisements, create the advertisements using image editing software, and review the final results.
The penrice experience 9
Every teacher should aim to speak individually with each student in every lesson to understand their level of understanding, address any concerns privately, and identify students who need further challenge. Speaking with each student allows the teacher to differentiate instruction based on gaining a real sense of each student's grasp of topics and issues, while also recognizing students who have excelled and require more difficult material.
The penrice experience 8
Help envelopes or cards provide additional information, exemplars, or markschemes for students struggling with a problem. While the help is available if needed, teachers should encourage students to try multiple approaches before using the help to build resilience. The help available can be differentiated based on the level of support. Additionally, more able students could be challenged to create the help resources for other students.
The penrice experience 7
Using playing cards to randomly assign students to groups allows teachers to prevent students from always working with the same partners and promotes varied group dynamics. Teachers can use the cards to differentiate instruction by assigning different tasks to each suit or mixing student abilities within each group. Designating roles like setting higher-order "helper" roles for more able students based on their card provides additional challenge.
The penrice experience 8
Using playing cards to randomly assign students to groups allows teachers to prevent students from always working with the same partners and promotes varied group dynamics. Teachers can use the cards to differentiate instruction by assigning different tasks to each suit or creating mixed-ability groups. Designating roles like setting one card as group helpers allows for challenging extensions and support for all students.
The penrice experience 6
Students complete a self-assessment of their skills based on criteria from GCSE or A-Level qualifications to identify their strengths and weaknesses. They then select a task to develop their weakest skill or focus on improving their weakest skill in their next assessment. This allows each student to personalize their targets. The criteria list can also contain gradated levels so the most able students can target developing top-level skills.
The penrice experience 5
Students are tasked with creating a meme, which is an image accompanied by a brief phrase communicating an idea. Memes are a modern form of political cartoon that must convey a message using few words. This assignment allows students flexibility in choosing their own image and phrase, allowing ideas to be as complex or simple as the student desires. While memes can transmit complicated concepts, images can also be chosen to subtly convey meaning.
The penrice experience 4
Students are shown a simple visual or hear an audio prompt related to a topic like World War 1 trenches or rainfall graphs. They discuss in groups what they think is depicted based on prior knowledge. This allows all students to access the material while more able students can make new links between the prompt and their existing knowledge, challenging them in ways not previously considered. The technique crowdsources discussion to help students expand their individual understanding through sharing ideas.
The penrice experience 2
Students can summarize arguments or explanations as mathematical equations, starting simply and becoming more complex. This allows all students to demonstrate relationships between factors in a concise visual way. More advanced equations provide challenge by expressing subtle or prioritized relationships, helping to stretch the most able students.
The penrice experience 24
Students were asked to create exam questions that could challenge their classmates on topics covered. Generating questions helps students better understand material and identify gaps in knowledge. Peer questions can enhance learning by highlighting areas needing more focus.
The penrice experience 23
Play Hangman is a traditional game where students guess letters to prevent a figure from being hung. Other versions allow students to answer short-answer questions or define terms correctly instead of guessing letters. The document discusses teaching and learning strategies for week 23.
The penrice experience 22
Students were each given a post-it note to write a question on about a new topic they wanted to learn more about, areas where they had misconceptions, or topics they wanted to further explore. These post-it notes with questions were then stuck to the board for the teacher or other students to answer, or collected and handed back at the start of the next lesson.
The penrice experience 20
This document describes a teaching strategy called a fishbowl discussion where a small group of students sit in the center to discuss questions while the rest of the class sits around them. The larger group then asks questions of the inner discussion group, and students rotate in and out of the center group. The strategy allows more students to actively participate in a classroom discussion.
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Post it power
- 2. Back to AFL Tools My Question Post-it Give each student a post-it at any point and then get them to write a question on it about..... – what they would like to know on a new topic – To ask the teacher or other students in order to assess their learning – To demonstrate their learning/misconceptions/areas they would like to further explore The classroom could stick these on the board/swap and answer, as a plenary collect in and hand out at the start of next lesson
- 3. Guess the Outcome • Title of lesson on board (preferably in form of question) • Write OWN ideas for an outcome (by the end of the lesson I’ll be able to..) on post-it • Post on board or share in groups • Put in order from easy to hard • Review at end