This document outlines Rosenshine's principles of daily review for lessons. It provides general principles for daily reviews such as being short (5-8 minutes), involving everyone, and ensuring self-assessment is accurate. Benefits include checking prior learning, addressing misconceptions, and strengthening memory. Several example techniques for daily reviews are then presented, such as quick fire quizzes, paired quizzing, storytelling with keywords, and brain dumps. Sample "DO NOW" review questions are also included covering various subjects like geology, climate change, and earthquakes.
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GEOG102 Week 9 1
Lab week 9: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Week 9 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
requi ...
GEOG102 Lab #7 1 Lab #7 A Pacific Northwest Geolog.docxhanneloremccaffery
GEOG102 Lab #7 1
Lab #7: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Lab #7 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
required ...
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c.
A powerpoint made from Jane Evans and Margaret Leamy's social sciences newsletter find it at http://secondarysocialscience.wikispaces.com/Geography huge thansk to them for all the great resources !
GEOG102 Week 9 1
Lab week 9: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Week 9 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
requi ...
GEOG102 Lab #7 1 Lab #7 A Pacific Northwest Geolog.docxhanneloremccaffery
GEOG102 Lab #7 1
Lab #7: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Lab #7 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
required ...
Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g., respond to the question being asked; go beyond what is required [i.e., incorporates additional readings outside of the assigned Learning Resources, and/or shares relevant professional experiences]; are substantive, reflective, and refers to Learning Resources demonstrating that the student has considered the information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the Discussion instructions. Posts respond to the question being asked in a substantive, reflective way and refer to Learning Resources demonstrating that the student has read, viewed, and considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the Discussion instructions. Posts are not substantive and rely more on anecdotal evidence (i.e., largely comprised of student opinion); and/or does not adequately demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion instructions; miss the point of the question by providing responses that are not substantive and/or solely anecdotal (i.e., comprised of only student opinion); and do not demonstrate that the student has read, viewed, and considered Learning Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND synthesize concepts and issues presented in the weekly Learning Objectives. Student has integrated and mastered the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience; insights demonstrate significant changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR synthesize concepts and issues presented in the weekly Learning Objectives. The student has integrated many of the general principles, ideas, and skills presented. Reflections include clear and direct correlation to authentic examples or are drawn from professional experience, share insights that demonstrate a change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or synthesize concepts and issues presented in the weekly Learning Objectives. The student has not fully integrated the general principles, ideas, and skills presented. There are little to no salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or synthesize c.
A powerpoint made from Jane Evans and Margaret Leamy's social sciences newsletter find it at http://secondarysocialscience.wikispaces.com/Geography huge thansk to them for all the great resources !
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
5. General Principles of Daily Review
Short, 5-8 minutes at the start of a
lesson.
Everyone needs to be involved.
Make self-assessment checking
accurate and easy for them.
It has to be individual and generative –
it is NOT a recap (looking back at work
work they have done).
Obtain a high success rate. (Approx.
80%)
6. Benefits of Daily Review
Checking starting points/arrival of
previous learning
Allows for repairing misconceptions
Strengthen connections/links between
learning – building schemata.
Fights the forgetting curve – every
time you do it, the memory gets
stronger
Helps build student confidence
Good, calm starting routine (especially
when monitoring corridors)
7. DO NOW:
Write the key word:
a) A resistant rock formed by magma/lava cooling down
b) A less-resistant rock formed by layers of sediment
increasing pressure
c) When glaciers freeze to ice and pull the rock away
d) The valley formed by glaciers
e) Farming with animals
f) The landform created by freeze-thaw weathering
g) A coastline with the geology parallel to the coast
h) An area of more resistant geology left sticking out into the
sea
i) The landform remaining when an arch collapses
j) The area of erosion at the base of a cliff between high and
low tide
8. DO NOW (back of books):
a) Name these natural causes of climate change
b)Explain how 2 change our climate.
9. DO NOW (back
of books):
Match up the letters to
the most likely rock type:
Sedimentary
Igneous
Metamorphic
a
b
c
d
e
f
10. DO NOW:
Explain the mistake in the answer to this question:
Explain how glaciation has changed the landscape in
the UK (2)
Freeze-thaw is one type of glaciation. This is when
water freezes in cracks and expands, breaking apart
rocks. This has caused scree slopes when the broken
pieces of rock fall down afterwards.
11. DO NOW:
• In the BACK OF YOUR BOOKS:
Draw a diagram to show the CORRECT
location of your (3!) earthquake KEY
WORDS! Then define them!
Focus, Epicentre, Seismic Waves
NO CHEATING!
15. Quick Fire Quiz
● Really simple - 5 quick quiz questions on the board, kids do
them silently, feedback. Takes a few mins max. Kids don’t
actually seem to get bored of this.
● Include an answers slide for quick checking. If you’ve got the
time and energy, signposting common misconceptions in the
answers is useful, and helps limit the slight ego-knock when a
kid gets one wrong.
16. Paired Quiz
● Needs some advanced prep, but once you’ve got the resources
they’re always there.
● Make sets of flash cards with questions on one side and
answers on the other. Hand them out to pairs. Partner A starts
with the cards and quizzes Partner B. Then swap round.
● Easy way to get room full of students checking knowledge and
correcting each other.
17. Tell the story
● Provide a list of keywords, with a question to answer or
a process to explain (Geog example opposite)
● Students have to ‘tell the story’ of a concept (say, the
Marshall Plan) either to a partner who has success
criteria to verify with, or in their books, using the
keywords.
● Book takes longer but makes sure nobody can coast
through, partner is quick but means half the class hear
their partner’s attempt first.
18. Brain Dump
● Give students a topic.They have to create a mind map or list of
bullet points with everything they can remember about the
topic.
● Green pen the gaps together.
● Could provide some hints for things to think about, but be
careful not to scaffold it too much, or it’s review rather than
retrieval.
19. For and Against Summary
● Useful for more general, less tightly focused retrieval.
● Give students a statement - “The Soviet Union were the
aggressors in the Cold War”.
● Strengths/weaknesses, benefits/drawbacks,
advantages/disadvantges etc.
● Students create two columns - facts in support, and facts
against. Green pen.
20. List
● Useful for more general, less tightly focused retrieval.
● List 5 ways/factors/examples etc.
● Students create one column
21. True or False
● Useful for more general, less tightly focused retrieval.
● Can use more complex statements/language
● Students could then use the true statements to develop an
explanation.
22. Odd One Out
● Useful for remembering links between factors.
● Can lead to complex discourse
● Explaining links.
23. Cloze
● Use to measure comprehension, in which a student is called
upon to supply elements that have been systematically deleted
from a text.
● Retrieving key terms.
● Adjust difficulty by providing terms in advance.
24. Find the mistake/mistakes
● Engaging for less able learners and extremely time efficient.
● Can be used to model answers
● Can lead to discussions about best practice in exams etc.
25. DO NOW:
Write the key word:
a) A resistant rock formed by magma/lava cooling down
b) A less-resistant rock formed by layers of sediment
increasing pressure
c) When glaciers freeze to ice and pull the rock away
d) The valley formed by glaciers
e) Farming with animals
f) The landform created by freeze-thaw weathering
g) A coastline with the geology parallel to the coast
h) An area of more resistant geology left sticking out into the
sea
i) The landform remaining when an arch collapses
j) The area of erosion at the base of a cliff between high and
low tide
26. DO NOW (back of books):
a) Name these natural causes of climate change
b)Explain how 2 change our climate.
27. DO NOW (back
of books):
Match up the letters to
the most likely rock type:
Sedimentary
Igneous
Metamorphic
a
b
c
d
e
f
28. DO NOW:
Explain the mistake in the answer to this question:
Explain how glaciation has changed the landscape in
the UK (2)
Freeze-thaw is one type of glaciation. This is when
water freezes in cracks and expands, breaking apart
rocks. This has caused scree slopes when the broken
pieces of rock fall down afterwards.
29. DO NOW:
• In the BACK OF YOUR BOOKS:
Draw a diagram to show the CORRECT
location of your (3!) earthquake KEY
WORDS! Then define them!
Focus, Epicentre, Seismic Waves
NO CHEATING!
