Mrs Humanities

Because I'm married to the job.


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Guest Post from @TeachYesterday – Breaking down exam skills with ‘source windows’

Breaking down exam skills with ‘source windows’

Inference can be a tough skill to teach, particularly at KS3. The nuance and context that surrounds a source can be incredibly complex, but, like any other skill, improving a students’ inference can be achieved by the consistent repetition of good practice (easily said, I know).

During my training year, my SENCO emailed me a template of a ‘source viewer’ he had seen on Mrs. Humanities (a website which then became my professional life-raft), I decided to adapt the source viewer to make it suitable for my lower attainers (Figure 1).

Originally, I was trying to create a resource that would help them with the basic provenance of Time, Audience, Author and Place.

Figure 1


The students enjoyed using the laminated source viewers and asked to use them again. So following this mini success, I decided to adapt another version of the viewer (Figure 2) or ‘source window’, as the students had named it.

Figure 2

This one focused on the exam specific interpretation and source skills needed for the AQA GCSE History papers. This viewer had three sides which were colour coded; the purple panel included generic versions of all the source and interpretation questions found in the AQA papers. The orange and green panels featured questions that broke the required skills down, making the students’ answers more of a step by step process. The challenge for each student is then to attempt one question from the colour above at some point during the lesson.

Feeding Back

The students are directed to the colour panel of questions that is appropriate to them on feedback sheets I use to mark their books. I assess their source analysis using the AO skills sheets (Figure 3) and assign them one of the three colours.

I was then able to say to a class “Everyone answer questions 1-4 on the source window for Sources A, B and C” and the class would then be answering three versions of a GCSE question differentiated based on their level without me having to micro-manage three tasks to one group.

Figure 3

This was a big hit with that same SENCO as I was then able to differentiate by task on all my source work without any extra resources and at any point during the lesson.

Feeding Forward

After source analysis tasks students then consult their AO skills sheets (Figure 3) and assess their own answers and identify one skill from the next level of difficulty that they will work on in the future. I even make them write it in the ‘progress focus’ box to ensure each student is aware of their target. I then encourage them to refer back to this the next time we are doing source work.

Figure 4

I then stared to create other resources (Figure 4) that all use generic versions of KS4 questions which also break the required skills down into the same three levels. These resources allowed me to create ‘circuits of progress’ in students’ books that make the students’ progress clearer to the student themselves. This enables them to move up through the tiers refining their skills as they go, outlining a pathway so the students know exactly what they need to do to improve. I have shared my adapted source viewer on Twitter and other people, (some from around the world) have made their own versions adapting the questions to their own exam papers. Create your own and share it!

Thank you to @MrsHumanities for the inspiration

Mark Grantham – DCCA
Follow Mark on twitter @TeachYesterday

Newly created blog: http://mryesterday.com/

Download a copy here.


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Mrs Humanities shares… 5 takeaways from this academic year

mrs humanities shares

As I come to the end of my 6th year in teaching, I wanted to reflect on what I’ve learnt this year. I feel like this year, my practice has developed, I’ve managed to balance work and life effectively and I’ve learnt more and more about pedagogy and education politics.

This academic year has seen lots of involvement in conferences and events as well as supporting the work of the Education Support Partnership. It’s been a good year, so here’s a reflection on 5 things I’ve taken away from it.

Note: This is the second (and not as good) version of the post I originally wrote but unfortunately technology did not wish to work and it didn’t save.

1 // If it doesn’t benefit my students, why am I doing it?

I’ve learnt to question everything I do, to consider the benefits it has for my students and thus whether or not to do it. Obviously, I still have to do the things required of me by the school like writing reports and that, but I do question what I’m doing and why in order to make it have the greatest impact possible. When it comes to my own classroom practice, I think I’ve been teaching long enough that I have go-to strategies that I know work and whilst I try the odd new activity or approach I try to keep consistency for my students (and myself) and no longer try too many new things like I probably did in the first few years in order to find what worked and that my students ‘enjoyed’.

Before implementing anything, first consider the impact on students. How will it benefit them?

2 // Differentiation is misunderstood

This one has worried me at times, how differentiation seems to be so misunderstood by many. I’ve had many NQTs and trainees say they’ve been told to show differentiation in lesson observations; things like individual worksheets for each student with their target at the top and work to help them meet that target (crazy I know), having students do different tasks based on their prior attainment, grouping students into high, middle and low and giving them work based on their ability… the list goes on. Not only does it create excessive levels of work for teachers, it limits a student’s progress.

Overtime my understanding of differentiation has developed with research, action and curiosity. I will admit I was guilty of using the ‘spice challenge’ for differentiation in the past, but I never limited which one students could do, so long as it challenged them. It was always their choice. But there have always been the little things too like word lists, scaffold sheets etc. and plenty of choice. Additionally I like to give students independence and responsibility for their learning by making differentiated resources available to all so students can opt to make use if they wish to do so.

We need to remember that differentiation is more than just the task we give students or small adjustments and provisions we make such as coloured overlays or paper, it’s a teacher’s response to learner’s needs and therefore can be planned or unplanned, long term or short term, explicit or subtle.

notice-blog

These days I’ve learnt to teach to the top and differentiation down through the use of scaffolds, feedback and in-class intervention strategies. Appears to be working.

I’m no expert on the matter, but here’s a free CPD resource on it.

3 // Saying no is hard to do, but has to be done

As much as you might not want to say no, learning to say it is vital for your own sanity, health and wellbeing. Teachers (generally speaking) want to do well for their kids, they also want to be good at what they do and that also means we sometimes take on far more than we should. Before my breakdown, I struggled with saying no. Partly due to my desire to succeed, but also partly due to the performance management process.

The performance management process, which for many involves book scrutinises, observations, crazy targets etc. etc. has had a hugely determinantal impact on our ability to say no, both to requests from others and to ourselves.

It’s important that we do though.

In my last school, books had to be marked every 4 lessons. For me that meant marking every night which would take 3-4 hours to do a set. I had between 12-16 classes each year over a two week timetable across the humanities (Geography, History and Opening Minds) as well as ICT. I didn’t want to ‘fail’ book checks so made sure I kept up to date. I even had a marking timetable to keep track. That was unhealthy I realise. I’d stay up to around 9 every school day, just marking books as there was no time in the school day. So that meant my day consisted of wake up, go to work, teach, admin and phone calls, go home, eat, mark, sleep and repeat each day. Where was the life?

marking timetable

Now I’ve learnt to be strict on myself when it comes to a work-life balance. I don’t have kids, so I can stay in school until 5-6pm get all my work done then take nothing or very little home. Usually if I take anything home it’s the last few essays I haven’t finished marking and want to finish, but that’s because I want to not because I feel I must. I’ve never had students complain when their work wasn’t marked for the next lesson, that’s who we do it for so why worry about book checks?

It’s important to be able to set yourself limits and stick to them, but know you can alter them if you need to. Don’t take on too much, if you can’t fit it into your directed time and the hours you opt to work just say sorry, I can’t.

4 // Plan for progress by planning backwards

Planning backwards is a skill I’ve developed over time and involves carefully planning learning not lessons . Ever since I set up the humanities department singlehandedly from scratch at my last school, it’s become one of my most honed skills I reckon. It takes time to be able to look at the bigger picture and work backwards; you need to consider the content, the skills and the development process of both. By doing so, I can plan assessments and feedback throughout the course, year and term. I can see how everything fits and works to develop the best possible learner I can create in a year, over the course and within the 5 or 7 year geographical experience within my department.

It was hard work to begin with, but the one thing it has done is made me a more effective teacher. I’m constantly thinking about the big details and how they relate to the minute day-to-day teaching.

By planning for progress, it has also meant I’ve reduced my workload. With my team, we planned out assessment, feedback and feedforward across each year group across the year to identify the work that will be formatively assessed, the work that will receive feedback and who the feedback will come from.

Assessment outline

Feedback as a result isn’t just the responsibility of the teacher; I train the students from day one to be able to give their own feedback to their peers and to themselves. In the end this helps them to self-regulate and progress effectively.

5 // Being organised is essential

Probably the most under-rated skill in a teacher’s repertoire. Seriously, I’ve become a master organiser since becoming a teacher – possibly to medically diagnostic levels but still it’s a vital skill to have to help limit the stress, particularly of deadlines.

Know the school calendar or at least regularly check it. Take note of upcoming deadlines and organise your time to be able to complete them in time. It reduces stress and anxiety, I promise. It can also help Heads of Departments and your Line Manager, if they don’t have to chased you; making them happier too.

Print resources at the beginning/end of the week ahead. Stops you just ‘adjusting’ lessons in your PPAs so you actually spend time doing things you actually need to do.

Plan your PPAs. Have a definitive, yet realistic list of what you want to complete and aim to do it.

Avoid distraction, when I was stressed I’d always go and do what I didn’t need to do usually lesson planning as it was the one thing I enjoyed. This only made things worse as I’d still have to face the task at some point. Delaying it just it more stressful.

Keep your resources organised. I have folders for each year group on a desk at the front of my room. I keep resources in there when we’ve used them. This means students can always catch up and I have the resources ready for next year. Admittingly I need to organise them as at the moment they are just shoved in there, but I’m waiting for a filing cabinet to become available.

What have your takeaways from the year been? Feel free to share them in the comments.

Mrs Humanities


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Mrs Humanities shares… 5 strategies for developing independent learners

mrs humanities shares

Are we doing too much for our learners? This question has plagued me a lot recently.

I’ve seen hundreds of fabulous resources that take the hard work out of learning for our students. That remove the responsibility from students to teacher. That take the independence from the learning process. That make them dependent on us, their teachers.

Now I’m sure many people will argue with me that it’s a result of increased scrutiny; the unrealistic performance management targets; the use of target grades etc. Which are all completely valid arguments and I agree, but it still scares me that so many teachers are doing so much for their students. Things that take away their students responsibility and independence in the learning process.

Things like case study guides with all of the content students need, completed knowledge organisers, again with all of the content students need. Completed exam questions, so students can learn to replicate. Revision booklets again with all of the content. It all worries me.

I’ve never hidden the fact that I facilitate learning, that my aim as a teacher is to make my students as independent as possible in my classroom and in their learning. That I want my students to leave school being able to learn for themselves; to be able to critically analyse and evaluate; to design and create; to research effectively; to be responsible for their own learning; to want to continue learning after compulsory education.

I’ve created numerous posts on developing independent learners such as these

Developing Independent Learners – Help Yourself Display and Resource Station

Developing Independent Learners – Seating Plans

Developing Independent Learners – Attempts at Flipped Learning

Developing Independent Learners

Developing Independent Learners – Independent Learning Projects

Developing Independence in the Humanities Classroom

Although my practices have evolved and changed over the last 4-5 years, developing independent learners is still at the core of my teaching.

Some ways I approach ‘developing independence’ are as follows

1 // ‘Help Yourself’ stations

I’m a big believer that students should learn to take responsibility for their progress and learning. That we should facilitate them in any way we can to help and support them but at the end of the day, we don’t sit their exams. That’s down to them.

Here’s some further reading from Tom Rogers if you’re interested

Anyway, whilst I do differentiate for students individual needs I also believe that students need to be able to identify when they need support and should develop the ability to be able to work out for themselves what that support looks like.

Therefore in my classrooms for the last 4 years, there have been a ‘help yourself’ areas or stations. This is an area where students can find resources that can support them in a variety of ways. For instance students can find sentence starter mats to help get them started with a variety of extended writing tasks, topic platemats/knowledge organisers that provide the key content of topics (see below for more details), blank maps, atlases, peer and self assessment sheets, note taking templates, timeline sheets and the list goes on. All of which students can help themselves to in order to help them with the tasks they are undertaking.

Initially I will direct students to particular support and overtime encourage them to help themselves to the resource they feel appropriate. Usually as students start to recognise their areas of ‘weakness’ they can independently select the appropriate support strategy.

Read more on ‘Help Yourself’ stations in my original post here.

2 // Project Breakdown

I start year 7 with a homework project that is broken up into smaller chunks, each with their own deadline. We cover map and atlas skills to ensure all students embark on the rest of their geographical learning with the basic skills required.

Student’s therefore complete a project as homework over the course of the first term on a European country of their choice. Each chunk of the project fits with the work covered in class allowing the students to demonstrate the skills and knowledge they developed in the lesson.

The breaking down of the project into chunks develops students time management skills and teaches them to break down a project over time to ensure they do not complete other projects just before the deadline.

Over time these breakdowns are removed so students can independently carry out projects without the haste of

3 // Blank or Basic Knowledge Organisers (AKA Placemats, Knowledge Mats etc.)

I’ve seen knowledge organisers with the entire topic on one sheet. All the content a student needs to know. It makes me question why the student needs to listen, to participate in the lesson, to do the tasks set by their teacher. If they have everything they need to know in front of them, surely it encourages students to ‘switch off’. Some may argue that students have KOs in order to then apply the knowledge, but I fear this reduces their ability to retrieve information.

I prefer to use KOs or placemats as they were originally intruduced to me to provide a basic outline of the content students generally struggle with.

For Geography for instance I often find students confuse the 3 tectonic plate boundaries and find it hard to visualise convection currents.

placemat.png

In History it tended to be the sequence of events, names and places.

placemat History.png

Therefore I created a basic visual summary for my students to collect if they so desired. These mats would consist again of the very basics to support my learners.

I also encourage students to create their own KOs at KS5 and hope to implement this into KS4 in due course. In order for my KS5 students to do this I’ve created KO sheets with blank boxes, except for a question or statement in which they respond to in order to collate the knowledge they need to demonstrate thus retrieving and revising the content for use later on.

KO ks5

KO ks5 2

4 // Revision

I refuse to give students the content they need to know in the form of a booklet or similar in order to revise from. Sorry, but they should get that from lessons, why else bother going to lessons if it’s not to learn the content?!

Instead for I provide a variety of resources to support my students.

To start with for each topic students receive an AfL grids with an outline of the topic content. At the start of the topic students self-assess their prior knowledge and then at the end their understanding of the topic in order to highlight the areas for future revision.

Then in regards to revision of the content I’ve created how to revise guides to help students to develop an ongoing approach to revision as well as teaching retrieval strategies and exam technique in class.

In addition I’ve created case study templates for students to complete to summarise the case studies and examples explored. To support revision these have been combined into a case study and exam question booklet so students can also apply the content to exam style questions.

gcse revision

All these strategies require my students to do the work and be responsible for their own learning and progress. I’ve provided the resources, taught the content and given them the support they need to succeed but it’s up to them to actually learn what they need to know for the exam.

5 // Inquiry/Enquiry based learning

At my school we have a real ethos for developing inquirers. I love that we do loads of inquiry based learning across the school. Students get to question, research and develop their curiosity throughout.

In KS3, at the start of each unit, my students write down questions. These questions influence my planning, the resources I use and the lesson objectives over the course of the topic. Students are the driving force of the lesson content. I teach the same year group the same topic to reach the same outcomes but the approach varies dependent on the class questions.

Now that I’m settled in my ‘new’ school for a full year, I’ve seen the progression students make through this approach. Enquiry truly develops their curiosity and interest; they constantly challenge me to further my subject knowledge and keep it up to date as their questions get us exploring aspects I’ve missed in the past or thought not relevant when planning schemes of work.

Through their questioning comes exploration, analysis and evaluation; deepening their understanding and I love it.

How do you develop independence in your learners? Feel free to leave a comment or get in touch.

Mrs Humanities


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Resource – Differentiation Strategies CPD

differentationDifferentiation. I’ve only recently began to recognise how misconstrued my understanding of differentiation was in my first few years of teaching.

I guess my original understanding was that it meant providing different work for students based on their needs and abilities. At times, as a result I would find myself planning lessons in such a way that I’d essentially be teaching multiple lessons in the same lesson in order to cater for the ‘All, Most, Some’ learning objectives my first school required. No wonder I found it such hard work. Then when I started teaching mixed ability groups, it got even worse but I got really good at differentiation by task. However that’s not how differentiation works I’ve come to realise. There’s far more to it than that.

In my formative years of teaching, I went by the rule ‘differentiation by outcome is not acceptable’, I can’t remember if it was my first school that had this rule or whether I’d learnt it on my PGCE course. Either way, actually it is okay, especially now that in Geography and History at GCSE all students undertake the same questions, there is no differentiation between those doing higher tier and foundation. They all do the same, yet their outcomes will be different!!!! It’s now all about scaffolding students to achieve.

But differentiation goes beyond that.

When I was training to teacher I learnt that differentiation was ‘the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning’ as described by the Training and Development Agency for Schools and that differentiation could be by task, support and outcome.

  • differentiation by task involved setting different tasks for students of different abilities
  • differentiation by support meant giving more help to certain students
  • differentiation by outcome meant setting everyone the same task and allowing student response at different levels

But I’ve learnt that differentiation is far more than this, it’s a teacher’s response to learner’s needs and therefore can be planned or unplanned, long term or short term, explicit or subtle.

It is impossible to differentiate for every student and every need all of the time but being able to adapt and respond in the moment is just as important as planning support in advance.

In fact you may differentiate in any number of ways

– Task
– Instruction
– Resources
– Process
– Outcome
– Seating plan
– Groups
– Feedback
– Subject Content
– Questioning
– Assessment
– Dialogue
– Environment
– Rules and Routines
– Interests
– Approaches to learning
– Pastoral Support

As I put together resources for a CPD session this week, it go me thinking.
– Is it possible to evidence all of this?
– Should we be asked to provide evidence of differentiation in books?
– How is differentiation observed and recognised in lesson observations?
– Is differentiation often to focused on being able to see it through different tasks/support materials?

In particular I started thinking about the fact that if all students sit the same exam at GCSE the key focus should be on scaffolding to succeed rather than capping students with different tasks that suit their ‘ability’.

If I’m honest I would say my differentiation technique now which has been developed over the last 5 years is to teach to the top and differentiate down through scaffolding to support all students to achieve the highest possible grade/level/mark.

Anyway I’m starting to digress. I’m sure your here for the resources.

The CPD session gave an introduction to differentiation for NQTs and ITT students with practical ideas to take away.

 

Now if you’d like a copy of the PowerPoint click here. 

I hope you find the resource of use.

Feel free to share your thoughts on differentiation.

Mrs Humanities

 

 

 


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Mrs Humanities shares… 5 Differentiation Strategies for SpLD

mrs humanities shares

Now I’m no expert in SEN or SpLD for that matter, but these are 5 strategies that I have found that work for my students over the past 5 years. These strategies have come from research or CPD I have undertaken.

1 // Pastel Colours for Powerpoints
Since I can remember I’ve been using pastel colours for PowerPoints and other digital documents. I read somewhere during my NQT year that pastel colours are preferable for students with dyslexia but are also beneficial for all students as white backgrounds can cause eye strain. Ever since then I’ve been using pastel colours for displaying information on the whiteboard. Yellow for task instructions, blue for information and green for assessment for learning. In addition the background is a light grey to reduce glare and sensitivity to bright lights.

Further reading on role and value of colour 

2 // Structure Scaffolds
To support students to develop their extended writing I’ve used a variety of scaffolding strategies over the years in order to enable students to break down the task and focus on demonstrating their knowledge as opposed to structure (initially). Some approaches include sentence_starters_mat, structure sheets/strips and tasks broken down into sections which come together as one piece in the end.

atstructure stips differentiatedtask break down

3 // Note Taking Supports
Students with dyslexia regularly struggle to take notes, the challenge of listening and writing at the same time is clear. In order to develop note taking skills, I’ve provided what many people these days call ‘Knowledge Organisers’ as a reference point and note taking supports to support laying out and recording information.

independent learners topic placematsindependent learners note taking

4 // Differentiated feedback
This really applies to all students, however there are things I focus more or less on with students with SpLD than others. For instance focusing on subject knowledge as opposed to spelling, punctuation and grammar, making students respond to questions as opposed to making improvements to a previous piece of work and editing as opposed to full re-writes.

5 // Words to use in a lesson
Really simple but effective way to develop subject specific terminology in SpLD students and their practice of spelling such terms has been the list of key terms to use during lessons. These appear as a list at the bottom of PowerPoint slides and students are given the key word list at the start of the topic. They’ve then been able to highlight the words for the lesson that they need to focus on using. These are the only spellings I have focused my attention on in the marking of their work and these are the only spellings I have had them correct. I found this worked particularly well with boys, particularly one higher ability boy in year 8 that particularly worried about the structure of his written work and SpAG, he’d focus too much on these rather than showing his understanding in written work. When we started to focus on the spelling of key terminology instead he wrote more about what he knew and understood. independent learners key word lists

I hope this post is of some use to you.

Share your approaches in the comments.

Mrs Humanities


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Guest Post from @Jennnnnn_x – Stretch & Challenge. A few ideas….

guest postStretch & Challenge. A few ideas….

How can we ensure all students are challenged every lesson? Here are a few ideas I have used to encourage challenge in my Geography lessons recently.

What can you find out?

“Learning happens when people have to think hard” Prof. Robert Coe – Durham University. How often do we make students think hard – looking back I know that I don’t do it as often as I probably should…

So here is one idea I have used at the start of my lessons:

This example was for a Year 10 introductory lesson to Urban Issues.

1.png

I left my students with this image on the board/a copy each and then left them to think for 15 minutes (which felt like eternity) I then gave them some discussion time. Amazingly they came up with most of the ideas off the specification – they annotated their image to show their thoughts and added to them through discussion. I repeated this with my year 9’s and while there was more moaning, once they realised I wouldn’t help them they tried a bit harder and I had similar outcomes – they had summarised our whole topic in about 25 words and from one photograph.  Have a go – you might be surprised what they come up with!

Hexagons

An old one, but a good one. I remember seeing hexagons everywhere a few years ago but I had forgotten about them until I came across an old example when tidying my classroom. So I started using them again and I remembered why I like them so much! There is no right answer – which means there is lots of room for discussion and often the students come up with links that you might not have thought of.

I used this idea to support an exam question in a year 13 lesson looking at LDC countries. I put images onto the hexagons and the students cut them out, stuck them next to others and then annotated the links between them. They then used this to plan their essay. It worked well due to two reasons – it supported lower ability students as the photographs helped as a prompt to start different sections but it also challenged the higher ability students because the ‘link’ is usually where this class fall down – they forget to link their ideas to both the question but also other topics.

Here is an example:

2.png

IDEAL analysis

Command words – are the one thing every time I mark mock exams I wish my students understood. Despite doing a range of activities linked to command words and having them stuck around my room and on the table in front of them, I till find students explain when the question asks them to describe and vice-versa.

With the new examination changes and the increasing level of literacy needed to interpret some of the questions the focus on command words is more important than ever!

I went to a PIXL conference back in November and saw Rebecca Chew (@MissChewBeka) present her ideas on stretch and challenge… I have used every single one of them in various lessons since but my favourite is most definitely the IDEAL analysis.

It is based around a need for students to understand the different command words, but also that as we move through the word IDEAL the difficulty increases.

3.png

I – identify – what is it that you can you see?
D – describe – what does it look like, where are different objects/landforms?
E – explain – why is it like that, what are the reasons for what you can see?
A – apply – where else might this happen, how might it be similar/different?
L – link – how does this link to wider geography, other topics, other places?

Students seem to like it and more importantly find it useful. I recently marked a year 10 mock which asked students to use a figure (a photograph of the devastation caused by an earthquake) to support their answer and saw many of them plan their answer using IDEAL.

Below is also an example of a differentiated worksheet given to support some of the students in my class.

45

There are some more examples on my twitter if you want to take a look (@jennnnnn_x)

Hope some of these ideas are useful,

Jen (@jennnnnn_x)


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Guest post from @ploguey – Differentiation ideas that work every time

guest post

I’m really excited to share with you the second in the series of guest posts on the site. I love how everyday differentiation has continued to change and develop since I wrote my last post on it some years ago.

If you have an idea or something to share, get in touch.

Hope you enjoy this one from Paul, @ploguey.

differentiation

It’s a feeling we all have very often. Your class is exiting the classroom door and you have that sinking feeling, and the thoughts begin to cross your mind:

  • I didn’t do enough differentiation in that lesson.
  • I didn’t do any differentiation in that lesson.
  • Students could have made more progress.
  • I was sure that they all would have got that done with no problems.

Scenarios like these really stress me out. It also means that I tend to try and overcompensate the next time I see that class, forcing hours of extra planning upon myself. Once, for a lesson observation, I differentiated for every single student in the class. Yes, you read that right. The lesson was a huge success; however, the main piece of feedback was that I need to focus on improving my work-life balance.

The best aspect of EduTwitter is the virtually unlimited access to teaching and learning styles from teachers all over the world and from other subjects. It’s been my absolute joy to try and test out strategies and make them work for my classes.

These are my favourite methods to use, as they are easy to plan, not time consuming, students enjoy using them and they are designed to support students to produce high-quality work. I have shared these ideas at our differentiation CPD recently.

Read, Edit, Improve

An idea I magpied from @JamieClarke85. This method is designed to support students in answering exam questions and builds upon the WABOLL method (What a Bad One Looks Like). Students are given a poor question response and annotate the mistakes and problems with the response. They then feedback and offer ways to improve the answer in the ‘edit’ section. Finally, they improve the exam question. It’s been highly successful in assisting lower ability students.  It’s one of my favourite methods because students end up practicing exam skills and doing exam questions without even realising it!read edit improve

@jennnnnn_x and @geographyhanna have done wonderful adaptions of this.

read edit improve 1read edit improve 2

Structure Strips

One of my newest methods and I love it how easy it is for students. We are following the new AQA 9-1 Spec and 9-mark questions are very tricky for students to manage.structure-strips.jpg

The structure strip breaks down the question into manageable paragraphs and supports students with the knowledge and skills necessary needed to be successful. Again, it’s been great in supporting my lower ability students in Year 10, but it’s also allowing my higher ability students to reach the top end of expected responses while they adapt to the new accepted writing style. Over time, I tend to take away the targeted questioning for the higher ability students to ensure they are being challenge.

Originally inspired from @_Jopayne and @MrsSpalding.

 

IDEAL analysis

My students love this one, particularly my Year 11s. A simple restructuring of a stimulus question by focusing on the five main geographical skills of interpretation: Identify, Describe, Explain, Analyse and Link. This allows students to build up their answers through probing.  I’ve seen Year 11 students writing this on their mock papers and using it to answers 6- and 8-mark questions.

IDEAL Analysis 1ideal-analysis-2.png

Chilli Challenges

Inspired from the easily recognised Nando’s menu, it offers students a choice of task that suits their understanding and ability. I have found that the ‘Red Hot’ challenge is by far the most popular one, so careful consideration is needed to be given to ensure that students are not pushing themselves too far and struggle as a result. Adaptions included differentiating by target grade, flight path etc.

Chilli Challenges

Thanks for reading.

Paul (@ploguey)


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Resource – ACE questioning display posters

resourceA few months a go I shared a strategy I’ve been using for a while called ACE questioning 

ACE questioning differentiation

It’s working exceptionally well in my new school, however we have two week timetables and therefore some classes I only see every other week. To help students remember, I’ve created these simple posters as a reminder.

ACE questions.png

I’m going to be placing them in some old frames I have from Ikea and will hang next to my board.

Feel free to download the word or PDF versions and adjust to suit your needs.

Enjoy!

Mrs Humanities

 


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ACE Questioning

Looking for a way to differentiate and challenge without any significant need for resources?

Try out ACE questioning. A simple idea which can  have big results.

I use it several ways dependent on the class and learners ability range.

Basic concept

A = accept
C = challenge
E = extend

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Approach 1

The teacher asks a student if they would like to accept, challenge or extend the answer of another student. The student decides and does one of the above, ensuring that if they accept they explain why.

Approach 2

The teacher asks selected students certain questions related to A, C or E.

e.g. do you accept what child A said, why/why not?

Approach 3

During peer assessment students state whether they accept the work as it is and explain why, challenge the answers given by asking them a question such as why do you think… or I actually think this… can you explain why   you’re right? Or they ask a question to extend the answer given.

Try it out and let me know how it goes.


4 Comments

Getting GCSE ready

Personally I believe and teach in a way that key stage 3 is simply setting the foundations for key stage 4. You could essentially say I’ve planned a 5 year scheme of learning, where students revisit knowledge and skills via a variety of topics, believe it’s linked to spiraling (I’ve not researched it but someone mentioned it recently).

After looking at recent assessments and discussions with students I’ve completely scrapped the scheme of work I had in place for year 9 for term 5 and 6. Instead I’ve set about creating a scheme of work that gap fills to ensure all of my year 9’s are prepared for the next stage of their learning.

The scheme of work will revisit a lot of what we’ve covered in year 7 and 8 as well as what we’ve covered in year 9 so far.

Students will be issued with a learning ladder that clearly outlines what they need to be able to do for the different bands; Bronze, Silver and Gold. Students will have to demonstrate their understanding and mastery of the bronze before moving onto silver and/or gold.

Students will be guided as to which band they are aiming to master based upon targets, however as always I will encourage them all to aim for gold.

The learning ladder will look something like this….

learning ladder

The ladder starts with essential map and atlas skills which takes in some aspects of physical geography followed by essential human geography linked to skills such as description and explanation. The final part of the learning ladder focuses on the recall of key terminology; this section has been based upon my gap analysis of the work undertaken over time and is essentially the areas where misconceptions have arisen, challenges have been faced or just general forgetfulness has taken place over time.

I want to ensure that their prior learning is recapped and embedded before the summer holidays (and the 6-week brain drain takes place) to make it that little bit easier in September when they start the GCSE course.

It gives me the opportunity to fill any gaps in student knowledge, particularly as a number of new students have joined throughout the year and allows me to ensure students have a secure understanding of what I believe are the foundations needed for GCSE Geography.

My plan is to make it as independent as possible with the resources available for students to work through at their own pace, completing and revisiting as they feel fit.

I’d like to put all the resources such as helpful PowerPoints onto a website for students to access in class and at home but not entirely sure where to start seeing as WordPress is blocked on the school network. So any recommendations are greatly welcomed.

So there it is, my little gap filling idea.

Now onto the lesson planning….

If you do anything similar I’d love to hear about it.