Teaching and learning

1. Teaching and learning

2. Original idea John Leggott College John Leggott College Starter Main Plenary

3. The 6 part lesson John Leggott College John Leggott College Starter Student centred phase Teacher led intro Teacher led summary Exam Question Target setting

4. Action plans John Leggott College John Leggott College

5. Learning Outcomes • To be able to describe the structure of the heart including the four chambers, vessels and valves.

6. Learning Outcomes • To be able to describe the structure of the heart including the four chambers, vessels and valves. • Make sure that you are confident on these before next lesson. Use two sources of information to help e.g. powerpoints (moodle), revision guide, youtube, internet etc.

7. Student centred learning John Leggott College John Leggott College

8. Working individually John Leggott College John Leggott College • Using a powerpoint / animation to understand a process

9. Working in pairs John Leggott College John Leggott College • Half the class use one resource to answer questions (based on learning outcomes) – the other half use a different resource e.g. internet, powerpoint, textbook. Students then pair up to compare answers.

10. Working in pairs John Leggott College John Leggott College • A3 Paper + Resource and questions. • Convert an exam question into a resource sheet with questions. Students answer on A3 using a pen. Good for generating discussion.

11. Working in pairs John Leggott College John Leggott College Rally Coach • One student has their notes and prompt’s the other one • The other student has to run through a process unaided • Swap roles

12. Working in pairs John Leggott College John Leggott College Taboo • Students write a list of key definitions • They describe the word to a partner without using the word itself • Swap roles

13. Working in three’s John Leggott College John Leggott College

14. Role’s John Leggott College John Leggott College • Artist / Architect • Researcher • Spy • Manager • Designer • Each student takes on a different role to complete a common aim e.g. diagram of a process

15. Delegation John Leggott College John Leggott College • Laptops • Teacher • Hand outs • Textbook • Animation • Student table • Student to complete a question sheet detailing key points by visiting different stations • Followed by discussion in three’s.

16. Working in fours John Leggott College John Leggott College

17. Jigsaw 2 John Leggott College John Leggott College • Four home groups • Send one person to each table • Variations: Students produce revision resource (+conch) / connect together a process containing four parts.

18. Differentiation John Leggott College John Leggott College Should provide extension of learning for high achievers as well as support for others Ideas • Extra slip • Extension question on starter • Laminated exam questions with mark scheme on back • Chance for all learners to hear answer?

19. Checking the learning John Leggott College John Leggott College Can be done by either • Teacher • Walk round and look at students work – are there checkpoints? • Ask students to bring it to you? • Ask for an exit slip • Students Self assessment using mark scheme

20. Questioning John Leggott College John Leggott College Most commonly used questioning in classroom Initiation Response Evaluation by teacher The teacher does most of the hard work!

21. Questioning John Leggott College John Leggott College You should keep the focus on the students and get them to evaluate each others answers. e.g. ‘Do you agree?’ ‘How would you improve that answer?’ ‘Can you summarise what has been said so far?’ ‘How did Josh know the answer to that?’