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Effective Learning Strategies A range of my tried and tested ideas – all in one place and just for you!. Assessment for Learning is… Students knowing what they are learning, how they are learning, how they will be assessed, why they are at X level and how to get to the next level.
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Effective Learning Strategies A range of my tried and tested ideas – all in one place and just for you! Assessment for Learning is… Students knowing what they are learning, how they are learning, how they will be assessed, why they are at X level and how to get to the next level. Teachers informing students of objectives, using different teaching and assessment methods, making success criteria clear, showing how to achieve the success criteria and giving clear advice on how to make progress. • Learning Objectives • clear, shared and explained to the students • used within the plenary to check understanding • levelled • challenging • Marking and Feedback • use S and T on students work (research shows that comment marking is effective). • use of RAG on students work. • clear targets for improvement • opportunity to improve work • verbal and written feedback • Planning and Progression • Use knowledge to inform future teaching • plan questions into your lessons • use levelled tasks and ladders • “student speak” success criteria • appropriate task setting • self and peer assessment There are lots of strategies to support AfL and I have tried to give as many examples of possible on the next few pages.
Literacy Strategies Text Features Explain the different parts of text book eg headings, pictures and important points. SQ3R Survey the text before reading it. Predict the contents. Questions – ask students to come up with the questions. Talk about the relevance of the questions. Read to answer the questions. Recite the answers to questions out loud. Retell – re read sections of text. Bundling Good at the start of a topic. Write down facts on paper and then get into groups to classify them. Students use text books to support their work. Visualisation Read the text (you could do this the first time) and get students to draw what they see. Could be useful for work on cycles or experimental methods. Summarising Focuses on the key ideas. Allows a deeper knowledge of what has been read. Useful for revision. See starter templates. Research Use an organiser to plan. Teach students to skim read, use contents and index and relevant questions. What do I know? What are my questions? Where can I find my answers? Modelling reading Explain thought processes as you read through the text. Power Talk and Writing Encourage the use of proper sentences and correct vocabulary when talking and writing about science. VCOP Placemats See example in the pack. Summary Pyramids See example in the pack. • The List of 11 • Levelled learning objectives • Literacy objectives • Literacy techniques • Formative questioning by the teacher • Questioning by pupils • Independent learning • Paired and group work • Differentiation • Use of data to inform learning • Progress • Formative feedback Other important strategies to support your teaching – all in one place to make it easier for you! • Climate for Learning • colourful clear displays showing keywords, students work, exemplar work and assessment criteria. • Use of rewards • Constructive feedback in the assessment of work • constructive use of data • high expectations of work and behaviour Questioning ABCD cards, No hands up, Wait Watchers, Basketball, Class Vote, Mini white boards, Phone a Friend
Hinge questions – these are the important questions that must be understood in order to move the learning on Diagnostic questions – what do the students know Discussion questions • Ideas • No hands up • Wait watchers • Open v Closed • Students write questions • Basketball • True/False • Mini white boards • Class vote • Phone a friend Questioning Techniques and Independent Learning • Good activities to get students asking the questions are… • Noughts and crosses • Blockbusters – excellent for power talk during a starter • I challenge you – students challenge each other to answer the questions. This is also a group independent learning technique. Independent Learning Getting the students to work without the intervention of the teacher. Could be individual, paired or group tasks. Remember to use the 4 B’s approach!
What we will mark... Teachers will mark work regularly during every teaching sequence in Key Stage 3. To ensure that marking is carried out in line with the school policy, I have set some compulsory tasks that all students must complete. The assessment of some tasks will be moderated and other marking will be scrutinised during book monitoring. It will be essential for the teacher to forward plan and ensure that marking is distributed over the teaching sequence. For example do not set a homework deadline in the same week as a test. Teachers can choose to assess other work at any time and are encouraged to do so. It is also essential to use peer and self assessment regularly as this will benefit students and their ability to access the success criteria. Teachers will mark the following pieces of work… Compulsory homework task Other homework tasks selected by the student Level Assessed Tasks and Tests (a minimum of two per teaching sequence) Extended writing task Group work task Teachers may choose to mark class work, especially tasks that require independent work. When we will mark... • Marking and feedback are essential! Use the marking policy that we have in place, including… • Success and Target • RAG • MADIC and RADIC
An outstanding lesson would contain… Exemplary subject knowledge and teaching style. Learners engrossed in their work. Students with exceptionally good attitudes towards their work. Teaching styles matched to the learners needs. Exemplary behaviour from students as a result of their engagement and enjoyment with the work. Work is tailored to the capability of the students. Resources are directed and managed highly effectively so that learners make exceptional progress. Assessment methods allow students to improve. There are a range of assessment methods including effective peer assessment. Use the list of 11 to make sure that all of these points are covered.
Be an independent learner – use the 4 B’s! Brain Think about the question again Book Try to find the answer in a book Buddy Ask the person next to you Then you can ask me – the Boss! R.A.D.I.C Read and discussed in class M.A.D.I.C Marked and discussed in class Assessment in Science
Use the VCOP grid to help you write the answer to your work.What happens in this experiment and why? Name: What went well… Even better if…
Crack the Code Put your keywords here: change to “windings” text
Anagrams Put the keywords here and make sure they are scrambled up. Extension – ask students to make a sentence with the words in it.
Turn over for extension Title In pairs, decide who is “noughts” and who is “crosses”. If you answer the question correctly, you win the square. If you both don’t know the answer, look it up in the revision guide. You have 5 minutes to play the game.
This is on $Drive – called wipeout Limestone and clay are heated to make cement Limestone is also called calcium carbonate When limestone is heated, calcium hydroxide is made. Endothermic reactions take in energy. ü ü û ü Cement is mixed with sand and water to make mortar. Limestone neutralises alkaline soil. Quarrying damages the environment by making lots of dust and noise. Calcium Oxide has the chemical formula CaO. ü û ü ü Limestone is heated with sand and sodium carbonate to make glass. No energy is needed to produce cement and quicklime. Waste materials produce unsightly tips. Slaked lime is an acid. ü û ü û Slaked lime is also known as calcium hydroxide. Limestone can be crushed and used for road surfaces. Limestone is made from plants. When calcium carbonate breaks down, carbon dioxide is made. û ü û ü
Classroomtools.net • Use this website to make your own quizzes. • I write the questions in word and copy them in.
An alloy containing tin and lead How copper can be purified The alloy used in dentistry Called “catchphrase” – on the $Drive The alloy which contains iron The electrode which copper ions are attracted to Gold is found… Brass is used for… The melting points of alloys are ----- compared to metals Nitinol is an example of a… Two advantages of building cars with aluminium bodies Alloy containing copper and tin. Two useful properties of copper
Hangman Back To Starters You know what it is!
A - Z Back To Starters Can also do it verbally. Ask students/groups to shout out when you give them a letter. e.g. Write down a key/related word for our topic area for as many letters of the alphabet as you can. Arms Bay Conflict Darfur Earth Freedom Guantanamo Harm
Taboo Back To Starters Students have to describe a key word without using that word (it is taboo!). (could do it in teams, pairs, whole-class)
Compare and Contrast Back To Starters (Zimbabwe, Oct 2007) What differences and similarities do you notice?
4 W’s and an H • What? • Where? • When? • Why? • How?
Acrostic Poem UPD8 Electromancer - Useful additional activities - NE Feb 2010
Bingo Sheets Back To Starters e.g. Pupils get bingo sheets with key words/phrases and you read out definitions...
Mystery Bag Back To Starters ? Take a bag into the classroom that contains an object which has a connection to the lesson. Pass it around and let the students feel the object inside the bag. The first person to guess what it is could be rewarded with a merit.
What do you know? Back To Starters Word or phrase (variation – ideas must be pictures instead of words)
Flow Chart Back To Starters Prime Minister MPs Voters Fill in the gaps!
Lesson Review 3 things I have learnt today are…
Continuum Back To Starters Make a continuum in the room with strongly for and strongly against at either end. As students come in tell them the proposition and that they must justify the position on the continuum they choose. (variation – pupils line up randomly. They discuss with their neighbour only and then move accordingly. Continues until the continuum is fully drawn)
Pass the Parcel Wrap up an object related to the lesson and play pass the parcel. Each layer could include a question related to previous learning or the lesson to come. Back To Starters
Dominoes Gordon Brown Labour Party Harriet Harman Subway Equality Franchise Democracy Voting Back To Starters Develop by making huge dominoes to lay out on the floor
Contents Page Random Words • Give students a list of five random words, • e.g. Box; Cow; Sunshine; Beyond; Fence • And ask them to: • Show how any or all of the words connect to one another. • Explain how they may influence one another. • Suggest how they might link to the learning. • Create a story encompassing all the words. • Mind-map the connotations of each word and then analyse the links between them. www.edwarddebono.com Adapted from an idea by Edward De Bono – a super author for all things thinking.
Contents Page Exam Questions • Ask students to produce exam questions for the topic they are studying. These could be scaffolded by criteria or left open. • Extension: • - Students go on to create model answers to the questions they have set. • Students swap questions with one another and then answer these. • Questions are taken in by the teacher and redistributed at random. After writing answers students meet up with the question author to mark the work.
Contents Page Symbols Ask students to translate something into symbols that could be understood by an outside observer. The something could be a specific piece of content, the whole lesson, their learning etc. Example – People vote in elections and whoever gets the most votes becomes leader. A B C vAvAvAvBvBvCvCvCvC ABC
Contents Page Defend Your Consequence • A great game to use in all manner of subjects. • Students are given a consequence (or cause) for which they must develop a defence. This can be done individually or as a group activity. • Example: • The most important consequence of not listening to your parents is… • You save your ears from being worn out • You miss potentially life-changing information • You fail to get a complete picture of their world • They might not listen to you • If you don’t listen, how can we say that they have really said anything?
Contents Page Accuracy and Precision Precision and accuracy are important skills. Create extension tasks that encourage students to practice them, or reflect on what they already do. An example would be asking students to recreate an image exactly as it is in original, or, take journalist style notes of a partner talking which are then compared to what was actually said (perhaps the partner could write down first and read from the script).
Contents Page Observer Choose a student to sit and observe what is happening in the class (this might work particularly well with debate, discussion or group work). Their role is to assess what is happening and offer suggestions for change, ways to improve, examples of excellent work etc. Extensions: Ask the student to produce a set of criteria they will use for their assessments. Get the student to justify their decisions, including the criteria chosen.
Contents Page Bloom’s Have a list of evaluate and synthesis words to hand for teacher and student to create extension questions off the cuff. Evaluate Appraise Argue Assess Critique Defend Evaluate Examine Grade Inspect Judge Justify Rank Rate Review Value Synthesise Combine Compose Construct Create Devise Design Formulate Hypothesise Integrate Merge Organise Plan Propose Synthesise Unite
Contents Page Specify Ask students to review their work and analyse where they have not been specific. They must explain why they have not been and rewrite their work so it is more specific. In addition, they can compare the meaning of the two pieces of work, drawing out the changes increased specificity brings. Extend by asking students to examine the nature of communication and consider what the problems of ambiguity and vagueness might be.
