Monthly Archives: June 2014

Week 37

L and T Top Tips

Word Bank Workshop (Courtesy of Sarada Sarkar)

To begin a new topic, give out a word bank with definitions at the very start of the lesson.  Then asked students to think about what they could already work out about the topic (a topic that they had never studied before). Students should be able to produce several points independently.  This can prove to be a great resource for stretching students and making them responsible for their own study, and also a good support for EAL students later on in the lesson.
Example resources from the lesson are below
Biofuel presentation
Biofuel Key Words

biofuels

Numbers not comments

MIME, updates,

This week JWC has been nominated for his use of efficient and effective marking. He marked work with a series of numbers Rather than tell students what their errors were, he posed a series of numbered questions that students had to go through and answer. Students were very engaged with their errors and independently came up with several personal targets for improvement.

imageimageimageimage

Think Pink, Green Good

MIME, updates

Whilst the students are busy writing, walk around the room highlighting anything they need to improve with a pink highlighter and ticking any good examples in green. This is a quick, easy and explicit way of checking progress in a lesson. 

The students can then think about how they need to improve the areas highlighted in pink and then improve their work (students showing response to teacher marking).

A winning idea submitted by Mrs A Willoughby-Clarke

Week 35 & 36

L and T Top Tips

Assessment Line (courtesy of Jess Brewer)

Write a statement that students have to judge how far they agree or disagree with for the starter. Mid-way through the lesson the teacher will go back to the slide and ask students if they have changed their opinion and why.

This supports the learning, allows students to probe through thinking/questioning and allows the teacher to correct misconceptions.

If this is too tame, Jess suggests:
“To inject more AFL and questioning into my lesson and make it more interactive, I get students (maybe 6 at a time) to imagine the front of my classroom is the line and they have to stand where they think they are. The students sat down have to question them on their view. “

assessment-line
Assessment Line

Week 34

  1. This is the answer what is the question: The teacher supplies the students with a few answers (about 3 is usually enough) and the students are given a fixed amount of time to decide what the questions should be. This prompts deeper thinking and the teacher can reward students for thinking of tougher, more insightful questions.
  2. Alphabet Key: Individually or as a class, students use each letter of the alphabet to recall their learning. Useful as a starter/plenary or assessment checkpoint in the lesson.
  3. OOO (Odd One Out): Students are shown 3 ideas/concepts/images that relate to a key question or theme. They are expected to identify the odd one out. This works best if the 3 images selected are closely related as it makes the task more challenging and demanding.