Teacher Standard 5 - Adapting teaching for all learners

Adapting teaching
@davidErogers
davidrogers.org.uk
drogersmm@me.com

What is weather and how does it affect people?
Do now:
Using the shapes below, create a sketch map
of the UK. You may have to rotate them and
resize.
Mark on the location of: London, Cardiff,
Edinburgh, Belfast
@davidErogers

What is the climate like on the African continent?
Starter challenges:
1. Approximately, how many times can you fit
the UK into the African continent?
UK Land area: 83,698 sq mi
African continent land area: 11.7 million sq mi
2. How many miles, north to south, is the
African continent?
@davidErogers

Photo Credit via Flickr@davidErogers

Teaching Standard 4:
‘To promote intellectual curiosity and a love of learning’
@davidErogers

Teaching standard 5:
Knowing what your students need to know
Knowing where each student is
Using this knowledge to get them to where they should be
@davidErogers

Photo Credit used through Creative Commons
‘…there was a clear tendency amongst best teachers to see
the power of the humdrum, the everyday.’
Practice Perfect, Lemov, D; Woolway E; Yezzi, K p5-6

@davidErogers
Scheme of work
Assessing where
students are
Supporting literacy
and numeracy

@davidErogers
A high-quality geography education
should inspire in pupils a curiosity
and fascination about the world and
its people that will remain with them
for the rest of their lives.

Thanks to Patcham High
School Art Department and Jo
Debens
High quality
teaching from
lesson one of
Year 7
@davidErogers

Schemes of work and the big plan
@davidErogers

Schemes of work and the big plan
@davidErogers
Look at the specifications and Schemes of Work.
What challenges are there in adapting these?
Which groups of students need greater help?

How can we assess
where students are?
What a
top event!
Really?
@davidErogers

Loads of written
comments
Student doesn’t
engage with
marking
Appropriate
Feedback, variety
and timing
Student work is
rubbish
Student work is
better
What is feedback?
@davidErogers

Don’t tell me that it’s impossible
Create a 6 word memoir
@davidErogers

Thanks to NoTosh
Share your memoir with someone. Get feedback and adjust.
@davidErogers

Do we encourage young people to make mistakes? How could we be better?
@davidErogers

Do we give too
much feedback to
students?
Is it the right type?
Is it useful?
@davidErogers

Type Frequency What does it look like?
Light touch
Once every 4 lessons to show that work
has been seen and to identify obvious
communication errors. Check the quality of
presentation.
Green Pen:
Pick up obvious errors; check presentation; level of work.
 S (x3 or 5): you have spelt the word wrong and need to re-write 3 time (if it is an
unfamiliar word) or 5 times (if it is a familiar word).
 P: you have missed out or used a punctuation mark incorrectly.
 G: your sentence does not make sense / it has not been written correctly.
Feedback
Sheet
Once per progress check. This is a
chance for students to reflect on their
progress since the last Progress Check.
Either: Feedback Sheets stuck inside the front cover of the exercise book filled out.
or:
Feedback Stamp used
FFT (Feed
forward time)
After an assessment, at least once per
progress check. This allows students time
to engage with your feedback.
Students will have responded to comments or made corrections / redrafted. Identify
these by using Progress Purple pens / highlighter / stickers.
Verbal
marking
On-going. This form of feedback should be
a feature of every lesson.
An abbreviation to show that assessment took place or feedback was given during the
lesson. Student marking in Red pen.
• VF: verbal feedback - green stamp
• PA: peer assessment
• SA: self- assessment
• LM: ‘live’ whole class marking
• TA: target achieved
• I: independent work
Learning Goal sheets accessible to
students – front cover of exercise
book.
All feedback by teachers in green.
All feedback by students in red.
Progress Purple identifies Feed
Forward Time
Feedback effect size = 0.73
Making feedback visible @ Patcham High School
@davidErogers

Feedforward Time4 January 2016
1. Check your book for purple dots.
2. Correct / complete / redo work.
3. Stick in any sheets
4. Choose a target to write in your WID:
a) I will ensure that I avoid Banned Words, using
geographical terms
b) I will expand on answers using connectives
c) I need to consistently use data to support my
answers
d) I need to give balanced answers, for example
writing about winter and summer.
e) I need to write about the effects on groups of
people
f) I need to revise the sequence of a depression
@davidErogers

Feedforward
Question Score Topic to revise
1 a (i) /1 Completion of graph
1 a (ii) / 2 Reading a climate graph
2 a /1 Identifying depressions and
anticyclones
2 b /4 Weather in a depression
2 c /4 Weather in an anticyclone and
how affects people
3 /4 LADO – effects on climate
Total /16
1. Fill out this grid based
on your test:
2. Fill out your Grade
Tracker
What went well?
EBI: To reach the next Grade on Thursday, what do you have to revise?
WID: How will tyou do this? E.g. mind map LADO. Use SAM Learning/ revision guide / BBC Bitesize tests
3. Fill this out:
@davidErogers

EBI:
• Read the question, e.g. TWO reasons for the differences; refer to FIGURES in
your answer.
• Mixed up anticyclones and depressions.
• Remember to write PEE
• Be more specific – so what? Name groups of people, link to the question.
• Didn’t know LADO
• Didn’t know sequence of depression
A – 15
B – 13
C - 11
D – 8
E – 6
F – 4
G - 2
@davidErogers

It’s not about pens, but about the process
@davidErogers

How do we engage
young people with
the emotion of
place?
@davidErogers

The ashpocalypse?
@davidErogers

Imagine you are a journalist sent to
report on the eruption:
1. How do you pronounce
Eyjafjallajökull?
2. What does it mean in English?@davidErogers

Question Grid
?
Is?
Present
Did?
Past
Can?
Possibility
Would/could
?
Probability
Will?
Prediction
Might?
Imagination
What?
Event
Where?
Place
When?
Time
Which?
Choice
Who?
Person
Why?
Reason
How?
Meaning
Deeper Thinking 2nd
1st
Write at least three geographical questions about the image.
Banned Words
• People
•Things
•It / It’s
•A lot
•Pollution
•Stuff
•Up, Down, Left, Right
•Bottom, top
@davidErogers
Plan questions and use your
knowledge of where they are
to target students.
Write different questions in
exercise books and get to
respond.

What can I hear?
What can I see?
How do I feel?
@davidErogers

What senses do you have?
Hearing
Sight
Touch
Smell
Taste
Image copyright of
Pshychogeographer
@davidErogers

What is the mouth of the
Amazon like?
@davidErogers

Starter: Spot the Border. How do you know? 3
reasons.
@davidErogers

4 January, 2016 What are the USA’s borders like?
USA / Canada Border
Scary 1 5 10 Safe
Protected 1 5 10 Unprotected
Cold 1 5 10 Hot
Rural 1 5 10 Urban
Rich 1 5 10 Poor
Full 1 5 10 Empty
Attractive 1 5 10 Ugly
Interesting 1 5 10 Boring
Add any other words to the circle:
USA / Mexico Border
Scary 1 5 10 Safe
Cold 1 5 10 Hot
Rural 1 5 10 Urban
Rich 1 5 10 Poor
Full 1 5 10 Empty
In your exercise book. Use these adjectives to write a 50 word description of each
border
@davidErogers

Geography in the news: What questions do you have about this image?
Can you guess what’s going on?
What?
When?
Who?
Where?
Why?
Where on earth is Rochina and what is it like to live there?
Monday, 04 January 2016
@davidErogers

Learning objectives
• Interpret geographical information in order to describe
Rochina in detail, using geographical words and data.
• Make a conclusion based on information.
• Write about different points of view.
• Make links to other geographical topics.
@davidErogers

Describing Rochina
Location
Sights
(most
important
first)
Physical
features
Human
features
Sounds /
smells
Feeling
@davidErogers

Where is Rochina?
N
England’s Training
Base
1
Write a description on the
sheet:
• Continent
• Country
• Cardinal
• City
@davidErogers

What is Rochina Like?
Scary 1 5 10 Safe
Flat 1 5 10 Steep
Rural 1 5 10 Urban
Rich 1 5 10 Poor
Full 1 5 10 Empty
@davidErogers

Stick in both images and annotate them, writing about both positive and
negative aspects of Rochina’s quality of life
Monday, 04 January
2016
@davidErogers

Using the Atlas, create a ‘Brazil Basics’ summary that compares the Brazil
to the UK
1. Use the Atlas to find out the development indicators (or use your
phone to find out more up-to-date data)
2. Fill in the table.
3. Write a comparison
Monday, 04 January 2016
@davidErogers

favela Rochina
environment urban
population LEDC
steep North, South,
infrastructure communications
sprawling crime
pride
in addition to likewise
on the other hand unlike
whereas contrasting to
however despite
because so as to
therefore
Rochina is located in…
The favela is most famous for….
Its main sights are……
The area is surrounded by the following physical features…
When in the favela, a person would be surrounded by…
The landscape of Rochina is very…..
There are mixed feelings about Rochina……
Officially, the favela has a population of 70,000, but in
reality…
Evidence to support me includes…
The decision of the Army to take over the area is…
Some may disagree / agree because…
Stuff
Things
It
People
Q: What is Rochina like and what is it like to live there?
ocabulary onnectives
peners anned
@davidErogers

What’s the mystery topic?
Astounding new figures show record numbers of migrants are
crossing the world in search of better lifestyles.
Should they be welcomed?
Are they parasites?
Or should they all go back to where they came from?
@davidErogers

5% asylum seekers
Driving the budget
surplus

How can you prove what a place is like if you have never been
there?
@davidErogers

Does Iceland
Exist?
@davidErogers

How could we use
this map to develop
an enquiry?
@davidErogers

Imagine this is your
house. Describe how
you would be feeling.
Imagine this was your
house. Describe how you
would be feeling..
@davidErogers

Do now: In your books, draw what you think is in the rest of this picture…
@davidErogers

5 mins, group voice, EXPLAIN what you think is happening here…
One volunteer who had been helping with flood defence on the Elbe in Magdeburg
stopped for a bit of a rest.@davidErogers

Teachers as experts
@davidErogers

“Your are not here merely to make a living. You are here to enable the world to live more
amply, with greater vision, and with a finer spirit of hope and achievement. You are here
to enrich the world, and you impoverish yourself if you forget this errand.”
Woodrow Wilson.
@davidErogers

“Every decision you make, from what you eat to
what you do with your time tonight, turns you into
who you are tomorrow, and the day after that.
Look at who you want to be, and start sculpting
yourself into that person. You may not get exactly
where you thought you'd be, but you will be doing
things that suit you in a profession you believe in.
Don't let life randomly kick you into the adult
you don't want to become.”
Commander Chris Hadfield
@davidErogers

Image Source via Flickr and Creative Commons
‘The videos you see are delightful, but they’re nothing like the
reality of being weightless.’
Chris Hadfield, quoted here.
@davidErogers

Great geography teachers change the world
@davidErogers
davidrogers.org.uk
drogersmm@me.com

http://daviderogers.blogspot.com
www.flickr.com Great for Creative Commons images
www.slideshare.net youtube for PPT files good for peer assessment
www.wordle.net Word clouds
www.surveymonkey.com Get pupil voice
GE-Graph
www.sln.org.uk/geography
http://olliebray.com
Change is inevitable - except from a
vending machine. ~Robert C. Gallagher

Teacher Standard 5 - Adapting teaching for all learners

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