This document discusses various questioning strategies and techniques for the classroom. It provides tips on using questions to engage students, check learning, scaffold understanding, and promote a culture of learning. Some highlighted strategies include targeted questioning, hands up vs no hands up approaches, building on peers' responses, student-generated questions, learning objectives as questions, Socratic questioning techniques, and using questions to structure class discussions and written feedback. The document emphasizes using questions to challenge students' thinking and promote higher-order analysis.
Here are the key success criteria for responding to this text:
- Analyse how specific language techniques are used to influence the reader's feelings and reactions
- Support your analysis with well-chosen evidence from the text
- Comment on how the writer sets the scene, describes the creature, and shows Frankenstein's reactions
- Explain clearly how the language choices create effects such as mood, tension, horror
- Structure your response with clear paragraphs addressing each success criteria
- Use appropriate subject terminology when discussing language techniques
The model answer demonstrates meeting these success criteria through its close analysis, use of evidence, explanation of effects, and clear structure. A successful response would aim to similarly unpack the text through a focused exploration of the
This document discusses making student learning more visible through formative assessment. It recommends having students engage in research, collaborative work, assessment for learning (AFL), critique, and redrafting. Examples are given of using technology like the internet, prepared resources, pictures, videos, and writing to demonstrate and share learning. Peer and self-assessment should also be used to provide feedback and opportunities for students to improve. The goal is to elicit evidence of learning that teachers and students can use to guide future instruction.
The document discusses strategies for teaching students to analyze representations in TV drama through extended responses. It encourages using speaking and listening to develop writing skills. Students should make connections between different pieces of knowledge to demonstrate a holistic understanding. Learning objectives include analyzing how social class is constructed through micro-elements in TV extracts, using terminology to discuss representations, and comparing producers' intentions.
This document discusses various questioning strategies and techniques for the classroom. It provides tips on using questions to engage students, check learning, scaffold understanding, and promote a culture of learning. Some highlighted strategies include targeted questioning, hands up vs no hands up approaches, building on peers' responses, student-generated questions, learning objectives as questions, Socratic questioning techniques, and using questions to structure class discussions and written feedback. The document emphasizes using questions to challenge students' thinking and promote higher-order analysis.
Here are the key success criteria for responding to this text:
- Analyse how specific language techniques are used to influence the reader's feelings and reactions
- Support your analysis with well-chosen evidence from the text
- Comment on how the writer sets the scene, describes the creature, and shows Frankenstein's reactions
- Explain clearly how the language choices create effects such as mood, tension, horror
- Structure your response with clear paragraphs addressing each success criteria
- Use appropriate subject terminology when discussing language techniques
The model answer demonstrates meeting these success criteria through its close analysis, use of evidence, explanation of effects, and clear structure. A successful response would aim to similarly unpack the text through a focused exploration of the
This document discusses making student learning more visible through formative assessment. It recommends having students engage in research, collaborative work, assessment for learning (AFL), critique, and redrafting. Examples are given of using technology like the internet, prepared resources, pictures, videos, and writing to demonstrate and share learning. Peer and self-assessment should also be used to provide feedback and opportunities for students to improve. The goal is to elicit evidence of learning that teachers and students can use to guide future instruction.
The document discusses strategies for teaching students to analyze representations in TV drama through extended responses. It encourages using speaking and listening to develop writing skills. Students should make connections between different pieces of knowledge to demonstrate a holistic understanding. Learning objectives include analyzing how social class is constructed through micro-elements in TV extracts, using terminology to discuss representations, and comparing producers' intentions.
Pan's Labyrinth is a dark fantasy film directed by Guillermo del Toro that blends elements of fairy tales and historical fiction set in fascist Spain. It follows a young girl who escapes the cruelty of real world by exploring an fantastical labyrinth. The film features stunning visuals and performances that bring to life both the magical and horrific worlds. While containing disturbing images of violence and brutality, it balances this with scenes of beauty and innocence. The film is a complex work that addresses themes of fascism, war, and childhood through its hybrid genre style.
This document provides guidance for students analyzing poems from other cultures. It outlines a progression of poem analysis skills from basic description to deeper exploration of poetic form, language, imagery, rhyme, rhythm, and tone. Students will prepare a reading of a poem and present their analysis to the class. The presentation will be evaluated based on speaking/listening skills and the clarity and quality of the reading and analysis.
This document discusses debating the impacts of the Internet. It provides guidance on how to structure a debate, including developing ideas and asking relevant questions. The learning objectives are to generate new ideas and discuss issues raised. The outcome is that participants can have an interesting and challenging discussion to share ideas, discussion, and terminology.
Visible Learning summarizes over 800 meta-analyses relating to influences on student achievement. It found that the top influences are feedback, teacher-student relationships, mastery learning, setting challenging goals, peer tutoring, and expectations. However, ability grouping and homework have smaller effects. Expert teachers are distinguished by how they challenge students, use representations, and monitor and provide feedback. Transition between teachers is a key issue if expectations and tasks are not continuous. Overall, learning depends on the teacher's response after instruction to support each student's interpretation and application.
The document discusses the portrayal of women in advertising and whether it encapsulates a confident, post-feminist image or relies on the sexual exploitation of women. While some argue ads show empowered women enjoying their sexuality, others believe they threaten women by reducing them to their breasts and treating them as objects for the male gaze. The interpretation depends on the context in which the ad is seen.
John Berger argues that society views men as active and women as passive. Berger claims that men look at women and women watch themselves being looked at, influencing gender relations and how women view themselves. Berger outlines traditional stereotypes that cast men as rational and dominant versus women as emotional and submissive. While an overgeneralization, these stereotypes formed a template for mainstream media to represent gender in advertising and other forms, reinforcing patriarchal views.
This document provides resources on effective teaching strategies based on evidence from learning science research. It lists reports, principles of instruction, and strategies that have been shown to strengthen student learning, such as the 10 principles of instruction from Rosenshine that outline what teaching methods work best and what doesn't work as well based on scientific evidence. The document also references understanding working memory and strategies for effective learning from The Learning Scientists.
This document discusses issues with how Specialist Leaders of Education (SLEs) are currently recruited, trained, and deployed. It notes that the training provided focuses too much on business leadership models rather than education, and does not adequately cover topics like system leadership and distributed leadership. There is also a lack of strategic deployment of SLEs to work in teams on developing resources. This has led to short-term exploitation of SLEs as consultants for hire by individual schools rather than deeper collaboration across networks. The document calls for a reconsideration of the SLE role and a more ambitious strategic vision for how SLEs can contribute to a self-improving school system.
Beats is a headphone product line endorsed by celebrities like Dr. Dre to deliver high quality sound that allows listeners to hear music as artists intended. Reviews of Beats headphones are mixed, with some praising their style and sound quality while others criticize them as overpriced.
This document lists past exam questions for a media studies course from 2009 to 2014. The questions generally ask students to discuss the effects of increased hardware/content in media industries on institutions and audiences in the area they have studied, with one question from May 2014 provided as an example.
This document appears to list past exam questions for a course on representation in TV drama from 2009-2014. The questions focused on analyzing how representations of class and status were constructed through technical elements like camera work, editing, sound, and mise-en-scene in an extract from Downton Abbey. Multiple past questions from 2009-2014 are listed with no other context provided.
The document summarizes the results of two longitudinal studies that tracked the literacy development of children taught systematic synthetic phonics (SSP) from reception through secondary school. The studies found:
- Children made strong progress in reading, writing, and spelling from an early age and were well equipped for secondary school literacy demands.
- Low-income and struggling learners overcame difficulties to achieve average literacy levels for their age.
- Early SSP instruction had long-lasting, effective impact on literacy achievement without being expensive.
The document discusses opening sequences in films and the concept of genre. It provides examples of opening sequences from films like Se7en and Donnie Brasco to illustrate techniques. Genre is described as a "regulated variety" that develops conventions to satisfy audience expectations. While genres allow audiences to understand new works, they also prescribe social values and may oversimplify the diversity of artistic works. The document examines how genres represent the anxieties and interests of their time periods but also serve commercial and ideological interests.
iPads can be useful tools in the media classroom for several reasons. They allow for quick research in the classroom through internet searches and accessing prepared resources. Students can screengrab, annotate, and comment on videos and articles. This aids formative assessment as evidence of student understanding is captured. iPads also save time by providing instant access to resources and allowing quick uploading of student work to sites like YouTube. Examples showed how iPads can support collaborative work, critique and redrafting through apps like Explain Everything and iMovie. This makes the learning process visible and supports literacy development.
Teachers will lead collaborative enquiries to develop aspects of their pedagogy. They will focus on a specific cohort, gather evidence of their practice's impact on student learning, and engage in collaborative planning, observing, recording, reflecting and tweaking. The goal is to embed effective practices and share results. Teachers will use regular CPD sessions and mentor support for planning and discussion. The process involves identifying an inquiry question, designing an evaluation, investigating issues, planning interventions, reviewing with experts, refining approaches, and evaluating impact.
Stopping people doing good things discusses effective teacher development. It argues that replacing teachers is less effective than helping existing teachers improve, as expertise develops gradually over many years of deliberate practice. The document advocates a strengths-based approach to teacher learning, focusing on developing teachers' existing strengths through small, incremental changes while maintaining flexibility. Teachers are encouraged to make public commitments to specific improvement goals to increase accountability and motivation to change. Overall, the document promotes long-term, personalized development of teacher expertise through formative assessment practices.
This document discusses principles of curriculum and assessment design for schools. It outlines seven principles for curriculum design: balanced, rigorous, coherent, vertically integrated, appropriate, focused, and relevant. It argues the most important principle is appropriate, as curriculum should match students' developmental levels. The least important is focused/parsimonious, as not overloading students is less critical than other principles. The document also discusses different functions of assessment, including evaluating institutions, describing individuals, and supporting learning.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Opening credits and themes in television shows serve several important functions: they establish the setting, mood, subgenre, and overarching themes and ideologies of the show. Specifically, the opening scenes and credits of The Wire introduce its gritty portrayal of the law and police work in Baltimore through realistic scenes of officers dealing with crime, while A Touch of Frost presents a more traditional representation of a detective and his work in a small English town.
The document discusses creativity in TV crime drama genre. It explores how genres evolve through new variations that audiences find popular, such as CSI's forensic science focus. Innovation comes from creative producers and writers expressing the "zeitgeist" or spirit of the times in their shows. Examples given are Prime Suspect addressing women's issues and The Wire portraying the political dimensions of crime. The most innovative programs come from non-mainstream networks with creative freedom, like HBO, which produce challenging shows like The Wire and The Shield with morally ambiguous characters. Genres remain creative by tapping cultural trends and hybridizing with other genres, such as Hill Street Blues combining crime and soap opera elements.
The document discusses various technical codes used in music videos, including camerawork, editing, and the use of color. It notes that camera angles, shots, and movement can impact meaning. Fast cutting is common to ensure multiple viewings. Editing may also incorporate digital effects. Color is sometimes used deliberately, such as the transition from black and white to color propelling the narrative. Iconography of the artist, genre, or director helps with audience recognition. Music videos are important for constructing and maintaining an artist's image over time through reinforcing or changing their persona. Managing an artist's image transition may require exposure through a new video and other means.
This document provides an introduction to exploring the genre and narrative of Pan's Labyrinth. It discusses starting to explore conventions of a hybrid genre and character types like the heroine to understand how they affect the narrative. It aims to predict how the narrative might develop based on these conventions and character types.
This document outlines a progression of levels for analyzing how representations are constructed in a TV drama extract through the use of micro-elements. It describes four levels of increasing sophistication in explanation, examples from the text, and use of terminology. Level 1 demonstrates minimal understanding and examples. Level 2 shows basic understanding with some examples and terminology. Level 3 displays proficient understanding, mostly linked examples, and accurate terminology. Level 4 exhibits excellent understanding, clear links to text, full relevant examples, and accurate terminology.
This lesson plan is for a GCSE media studies class analyzing representations of social class in TV drama. Students will analyze how representations of the working class are constructed through micro-elements like camerawork, editing, and mise-en-scene in a TV drama extract. By the end of the lesson, students should be able to articulate points about representations of the working class with examples from micro-elements and analyze the effects created. Differentiation is provided through grouping students by ability and allowing peer support. Resources include pictures, music videos, a TV drama extract, and analysis materials.
The document discusses representations in TV drama and how social class is constructed through micro-elements in shows. It uses the TV series Shameless as a case study, providing a brief overview of the show's plot and critical acclaim as a portrayal of working class culture in Manchester, England. Learning objectives are outlined to analyze representations of social class by deconstructing TV extracts using terminology and linking examples to analyze the effects created.
This lesson plan summarizes a lesson on analyzing representations of social class in TV drama for a class of 6 students. The lesson aims to build on skills from previous lessons in deconstructing media texts using terminology and analyzing representations and their effects through examples. Students will analyze excerpts from a TV drama and be differentiated by ability level, with some expected to discuss representations in more depth and make sophisticated connections. Resources like pictures, videos, and excerpts will be used to engage students and support learning.