The penrice experience 14
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This document discusses setting up a quiz bowl tournament for students involving quick questions and answers. It suggests varying the level of difficulty of questions, rules of play, scoring methods, and incentives to add interest to the tournament. The tournament aims to engage as many students as possible through a game of questions and answers.
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1certificateEQS786
Magdalie Grobler has been awarded a Preliminary Certificate of Educational Studies in Teaching English to Speakers of Other Languages, including 20 hours of teaching practice, from the College. The certificate, issued under the College's seal, recognizes Grobler's completion of 100 hours of study in this subject area and was dated July 4, 2016.
The penrice experience 13
Students stage a talk show where one student hosts and interviews other students posing as characters from fiction, history, or other disciplines. The host interviews guest students who take on roles of different characters. This activity allows students to demonstrate their understanding of characters and topics through an engaging question and answer format.
The penrice experience 17
This document describes a game called Twenty Questions where one person thinks of an answer and writes it down. Students then take turns asking yes or no questions to try and guess the answer, with the goal being to guess it in the fewest number of questions. The document provides instructions for playing the game and tracking how many questions it takes for students to correctly guess the answer.
The penrice experience 15
Students are instructed to interview each other about the topic they are studying to determine what they already know about the material. They can generate their own questions or use ones provided by the teacher. Interviewing their partner helps students learn from each other as they move to completing the day's work or are just beginning a new lesson.
The penrice experience 18
Chain Making is an educational game where students take turns naming objects related to a topic that start with each subsequent letter of the alphabet. One student begins with an "A" object, the next says that and adds a "B" object, and the game progresses letter-by-letter until someone can't think of the next item or the alphabet is complete. The document discusses using Chain Making as a teaching strategy.
The penrice experience 11
This document provides strategies for teachers to use objectives in engaging ways with students: word shuffle rearranges an objective's words, word delete removes some words, word excess adds unnecessary words to remove, word focus underlines the most important word for a student sentence, and red herrings provides three objectives but only one is real.
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 19
This document describes using a Bingo game to review vocabulary words. Teachers photocopy a Bingo game board and have students fill in words from a provided list. Students cover the words when the teacher calls out definitions, engaging them in reviewing vocabulary through an interactive game.
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1certificateEQS786
Magdalie Grobler has been awarded a Preliminary Certificate of Educational Studies in Teaching English to Speakers of Other Languages, including 20 hours of teaching practice, from the College. The certificate, issued under the College's seal, recognizes Grobler's completion of 100 hours of study in this subject area and was dated July 4, 2016.
The penrice experience 13
Students stage a talk show where one student hosts and interviews other students posing as characters from fiction, history, or other disciplines. The host interviews guest students who take on roles of different characters. This activity allows students to demonstrate their understanding of characters and topics through an engaging question and answer format.
The penrice experience 17
This document describes a game called Twenty Questions where one person thinks of an answer and writes it down. Students then take turns asking yes or no questions to try and guess the answer, with the goal being to guess it in the fewest number of questions. The document provides instructions for playing the game and tracking how many questions it takes for students to correctly guess the answer.
The penrice experience 15
Students are instructed to interview each other about the topic they are studying to determine what they already know about the material. They can generate their own questions or use ones provided by the teacher. Interviewing their partner helps students learn from each other as they move to completing the day's work or are just beginning a new lesson.
The penrice experience 18
Chain Making is an educational game where students take turns naming objects related to a topic that start with each subsequent letter of the alphabet. One student begins with an "A" object, the next says that and adds a "B" object, and the game progresses letter-by-letter until someone can't think of the next item or the alphabet is complete. The document discusses using Chain Making as a teaching strategy.
The penrice experience 11
This document provides strategies for teachers to use objectives in engaging ways with students: word shuffle rearranges an objective's words, word delete removes some words, word excess adds unnecessary words to remove, word focus underlines the most important word for a student sentence, and red herrings provides three objectives but only one is real.
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 19
This document describes using a Bingo game to review vocabulary words. Teachers photocopy a Bingo game board and have students fill in words from a provided list. Students cover the words when the teacher calls out definitions, engaging them in reviewing vocabulary through an interactive game.
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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.
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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.
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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.
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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 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 3
Students write down what they learned on a post-it note at the end of a lesson. This allows the teacher to quickly assess student understanding and identify misunderstandings. Teachers can use this information to plan future lessons, such as asking more able students questions about commonly misunderstood topics at the start of the next class. Exit assessments provide differentiated challenges by asking varying levels of questions so students can answer up to their ability.
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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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 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 3
Students write down what they learned on a post-it note at the end of a lesson. This allows the teacher to quickly assess student understanding and identify misunderstandings. Teachers can use this information to plan future lessons, such as asking more able students questions about commonly misunderstood topics at the start of the next class. Exit assessments provide differentiated challenges by asking varying levels of questions so students can answer up to their ability.
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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The penrice experience 14
- 1. The Penrice Experience Set up a quiz bowl tournament of quick questions and answers involving as many of your students as possible. To add interest, vary the level of difficulty, rules of play, way of scoring, and incentives 26/10/2016 Teaching & Learning strategies: Week 14