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190500RGS TEACHER’S TOOLKITA series of examples of lesson activities that are currently used in the school, at all levels, and that could be used in other lessons.Try some of these with your own classesRCMLSeptember 2012LIST OF ACTIVITIES IN THE TOOLKIT TOC \o "1-1" \h \z \u GROUP MARKING PAGEREF _Toc334255052 \h 6DEBATING. PAGEREF _Toc334255053 \h 7DRAGONS DEN PAGEREF _Toc334255054 \h 8POLITICS ROLE PLAY PAGEREF _Toc334255055 \h 9BOOK REVIEWS. PAGEREF _Toc334255056 \h 10CONSTRUCT THE PERFECT ANSWER PAGEREF _Toc334255057 \h 11MAXIMISING VIDEO MATERIAL PAGEREF _Toc334255058 \h 12TOP TRUMPS PAGEREF _Toc334255059 \h 13ALPHABET QUIZ PAGEREF _Toc334255060 \h 14ARTICULATE PAGEREF _Toc334255061 \h 15MATCHING CARDS PAGEREF _Toc334255062 \h 16RANDOM NUMBER GENERATOR PAGEREF _Toc334255063 \h 17ARE YOU THINKING AT THE RIGHT LEVEL? PAGEREF _Toc334255064 \h 18MATHEMATICAL MILLIONAIRE PAGEREF _Toc334255065 \h 20BINGO PAGEREF _Toc334255066 \h 21COLLABORATIVE PROBLEM SOLVING ON THE MOVE PAGEREF _Toc334255067 \h 22MAKING THE MOST OF INDIVIDUAL STUDENTS SKILLS AND KNOWLEDGE PAGEREF _Toc334255068 \h 23STUDENTS AS TEACHERS PAGEREF _Toc334255069 \h 24IMPROVING EXAM SKILLS. PAGEREF _Toc334255070 \h 25SPOT THE MISTAKE PAGEREF _Toc334255071 \h 26THINKING SKILLS – INFORMATION RECALL PAGEREF _Toc334255072 \h 27SYSTEM FOR RECORDING OBSERVATIONS OF PRACTICAL DEMONSTRATIONS/EXPERIMENTS/VIDEOS PAGEREF _Toc334255073 \h 28MODERN LANGUAGES ACTIVITIES PAGEREF _Toc334255074 \h 29TRANSLATION/COMPREHENSION RACE GAME PAGEREF _Toc334255075 \h 34PLAYDOUGH-ICTIONARY PAGEREF _Toc334255076 \h 35ME AND MY GODS PAGEREF _Toc334255077 \h 36GROUP MARKING PAGEREF _Toc334255078 \h 37HAIKU TWITTER PAGEREF _Toc334255079 \h 38BIOLOGICAL THINKING AND LEARNING ACTIVITIES PAGEREF _Toc334255080 \h 39BIOLOGICAL THINKING AND LEARNING – 2 PAGEREF _Toc334255081 \h 40PACKAGE DESIGN, CREATING A POINT OF DISPLAY STAND PAGEREF _Toc334255082 \h 41INDEX OF SKILLS PAGEREF _Toc334255083 \h 42Bloom’s taxonomy XE "Bloom’s taxonomy" Useful VerbsSample Question StemsPotential activities and productsknowledgetelllistdescriberelatelocatewritefindstatenameWhat happened after...?How many...?Who was it that...?Can you name the...?Describe what happened at...?Who spoke to...?Can you tell why...?Find the meaning of...?What is...?Which is true or false...?Make a list of the main events..Make a timeline of events.Make a facts chart.Write a list of any pieces of information you can remember.?List all the .... in the story.Make a chart showing...Make an acrostic.Recite a prehensionexplaininterpretoutlinediscussdistinguishpredictrestatetranslatecomparedescribeCan you write in your own words...?Can you write a brief outline...?What do you think could of happened next...?Who do you think...?What was the main idea...?Who was the key character...?Can you distinguish between...?What differences exist between...?Can you provide an example of what you mean...?Can you provide a definition for...?Cut out or draw pictures to show a particular event.Illustrate what you think the main idea was.Make a cartoon strip showing the sequence of events.Write and perform a play based on the story.Retell the story in your words.Paint a picture of some aspect you like.Write a summary report of an event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book.ApplicationsolveshowuseillustrateconstructcompleteexamineclassifyDo you know another instance where...?Could this have happened in...?Can you group by characteristics such as...?What factors would you change if...?Can you apply the method used to some experience of your own...?What questions would you ask of...?From the information given, can you develop a set of instructions about...?Would this information be useful if you had a ...?Construct a model to demonstrate how it will work.Make a diorama to illustrate an important event.Make a scrapbook about the areas of study.Make a mind-map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point.Make up a puzzle game suing the ideas from the study area.Make a clay model of an item in the material.Design a market strategy for your product using a known strategy as a model.Dress a doll in national costume.Paint a mural using the same materials.Write a textbook about... for others.AnalysisanalysedistinguishexaminecomparecontrastinvestigatecategoriseidentifyexplainseparateadvertiseWhich events could have happened...?I ... happened, what might the ending have been?How was this similar to...?What was the underlying theme of...?What do you see as other possible outcomes?Why did ... changes occur?Can you compare your ... with that presented in...?Can you explain what must have happened when...?How is ... similar to ...?What are some of the problems of...?Can you distinguish between...?What were some of the motives behind...?What was the turning point in the game?What was the problem with...?Design a questionnaire to gather information.Write a commercial to sell a new product.Conduct an investigation to produce information to support a view.Make a flow chart to show the critical stages.Construct a graph to illustrate selected information.Make a jigsaw puzzle.Make a family tree showing relationships.Put on a play about the study area.Write a biography of the study person.Prepare a report about the area of study.Arrange a party. Make all the arrangements and record the steps needed.Review a work of art in terms of form, colour and texture.SynthesiscreateinventcomposepredictplanconstructdesignimagineproposedeviseformulateCan you design a ... to ...?Why not compose a song about...?Can you see a possible solution to...?If you had access to all resources how would you deal with...?Why don't you devise your own way to deal with...?What would happen if...?How many ways can you...?Can you create new and unusual uses for...?Can you write a new recipe for a tasty dish?can you develop a proposal which would...Invent a machine to do a specific task.Design a building to house your study.Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show, play, puppet show, role play, song or pantomime about...?Design a record, book, or magazine cover for...?Make up a new language code and write material suing it.Sell an idea.Devise a way to...Compose a rhythm or put new words to a known melody.Evaluationjudgeselectchoosedecidejustifydebate XE "debate" verifyarguerecommendassessdiscussrateprioritisedetermineIs there a better solution to...Judge the value of...Can you defend your position about...?Do you think ... is a good or a bad thing?How would you have handled...?What changes to ... would you recommend?Do you believe?Are you a ... person?How would you feel if...?How effective are...?What do you think about...?Prepare a list of criteria to judge a ... show. Indicate priority and ratings.Conduct a debate XE "debate" about an issue of special interest.Make a booklet about 5 rules you see as important. Convince others.Form a panel to discuss views, eg "Learning at School."Write a letter to ... advising on changes needed at...Write a half yearly report.Prepare a case to present your view about...GROUP MARKINGBRIEF SUMMARY:Students mark multiple choice tests in groupsDETAILS OF THE ACTIVITY:Following a multiple choice test, I put the students into groups of 4. Each group contains one top end student, one student who is struggling and 2 students who are more middle of the range. The idea is that they go through each of the questions and agree their answers to create a group answer to each question. If there is disagreement about an answer then they must discuss why they have suggested the answers they have. They need to explain why they think it is the answer they have picked and try to persuade others. They must agree to one answer per question. The intention is that they will actively discuss the answers, using their own language to explain to each other why the answer is what they think it is.GENERIC SKILLS:In addition to the Economics understanding that they develop this exercise also works well in building their collaborative XE "collaborative" working, their communication XE "communication" skills, their ability to explain complex ideas clearly to others.APPLICABLE TO:Any subject with multiple choice-type questions.GROUPS USED WITH:I have successfully used this with Y10, Y11 and L6thTEACHER(S):RCMLDebating.BRIEF SUMMARY: Students debate XE "debate" topical issues.DETAILS OF THE ACTIVITY: In Politics and Economics, I often get students to debate XE "debate" topical issues of the day (such as the case for House of Lords reform). In advance of covering the topic in class, I will nominate 4 students to debate the issue (all students will get a turn at debating an issue over the year). There will be 2 teams, one arguing the case for the proposition and one arguing against. I often pair top end students with weaker members of the group. The students get one week to prepare for the debate in which they are expected to undertake extensive independent research XE "independent research" . The normal rules of debating apply (I will gladly explain them to anyone interested) and participants are expected to ask for points of information. At the end of the debate, I open up the debate to the rest of the class. They are able to offer opinions on the topic of the debate and also question the teams about the points they have made. In the evening, I will place two polls on the Politics Facebook site. One will ask the students for their views on the issue being debated (i.e. do they support Lords reform) – they are expected to justify the way they cast their vote. The second one will ask for their views on which team they think won the debate. The winning team will get an exemption from the following week’s homework. GENERIC SKILLS: This activity develops a wide range of skills. Students’ understanding of topical issues is enhanced. Students learn how to conduct independent research XE "independent research" , work collaboratively XE "collaboratively" \t "See collaborative" , communicate XE "communicate" \t "See communication" effectively and defend a sometimes unpopular policy decision. APPLICABLE TO: Any subject which can provoke controversy.GROUPS USED WITH: Used this year with upper sixth. But could be used in an amended format with all year groups.TEACHER(S): JDNDragons DenBRIEF SUMMARY: Students ‘pitch’ ideas to improve public policy.DETAILS OF THE ACTIVITY: I have used this activity in both Economics and Politics. The students are put into groups of 4. Groups are of mixed ability. The students are presented with a specific policy dilemma and are then invited to formulate ways of resolving the problem. For example, the question, how should the government try to stimulate economic recovery may be set. Each group has to research the various policy options, identify their preferred solution and then put together a PowerPoint presentation XE "presentation" justifying their decision. They then have to ‘pitch’ their idea to a panel of ‘dragons’ (made up of other students from the group) who have to say whether they approve of the idea or are ‘out’. The ‘dragons’ (like on the television programme) are expected to ask relevant questions and really ‘drill down’ into the details of what is being presented. GENERIC SKILLS: In addition to the Economics and Politics understanding that they develop, this exercise also works well in building their collaborative XE "collaborative" working, their ICT skills, their communication XE "communication" skills and their ability to explain complex ideas clearly to others.APPLICABLE TO: Any subject where there is debate XE "debate" about public policy.GROUPS USED WITH: I have successfully used this with Lower and upper sixthTEACHER(S): JDNPolitics role playBRIEF SUMMARY: Students assume the role of a famous political philosopher.DETAILS OF THE ACTIVITY: At A2 level, students need to know the background and theories of a wide range of political philosophers. The students sit in a circle arrangement with one student in the middle. The student is told which role he is assuming in the previous lesson. He/she has the evening to go away and research that theorist. The rest of the class have to ask questions in order to try to identify which political philosopher the student is assuming. For example, which century were you writing in? Are you from the left or the right of the political spectrum? Another way of doing it is for the student in the middle of the circle to have the name of a political theorist written on a piece of paper attached to their forehead. They then have to try to work out who they are by asking the other members of the group questions. A quick, fun activity which nicely breaks up a lesson.GENERIC SKILLS: A deeper understanding of political philosophy. A brief, fun activity which students appear to enjoy immensely.APPLICABLE TO: All year groupsGROUPS USED WITH: Upper sixth politicsTEACHER(S): JDNBook reviews.BRIEF SUMMARY: Students producing reviews of books that they have read outside the classroom.DETAILS OF THE ACTIVITY: Increasingly in both Economics and Politics, I have come to the conclusion that the students who really flourish are those who read most widely around the subject, and extend themselves beyond the confines of the syllabus. Frustratingly, however, very few students seem inclined to do this. I have found, however, that if one student says that a book has been useful and has proved an enjoyable read then others are more likely to pick it up. I have thus encouraged the students, on completion of a book, to post a review of it on the department Facebook site. This involves presenting a short summary of what the book is about, its strengths and weaknesses and also giving it a grade out of 5. This has proved a success in increasing the number of books being read and also assisted with university applications.GENERIC SKILLS: A deeper understanding of the subject, beyond the confines of the syllabus. Communication XE "Communication" skills and ability to explain complex issues in a concise way.APPLICABLE TO: All year groupsGROUPS USED WITH: Upper SixthTEACHER(S): JDNConstruct the perfect answerBRIEF SUMMARY: students work in pairs to answer an exam essay question perfectlyDETAILS OF THE ACTIVITY: Essentially a card sorting XE "card sorting" activity – all key points, examples and, to make it more difficult, some plausible red herrings cut up into phrases. Put a full essay, in pieces and mixed up, into an envelope and decide before the lesson whom you will pair together and address the envelope accordingly. One of the points of the exercise is to get students to share good and alternative practice so it is good to pair them carefully.Put the exam question on the board so they can all see it throughout the exercise and begin the lesson by a brief discussion of how you might go about answering it.As they piece the phrases together they should be discussing order of points and argument, relevance of material and an introduction and conclusion. Differences in approach to essay writing and style can also be useful.They then use the homework to write the perfect answer.Following on you can give them your thoughts on the best order of phrases.GENERIC SKILLS: In addition to the subject specific material students are also developing discursive XE "discursive" and written skills XE "written skills" .APPLICABLE TO: essay subjectsGROUPS USED WITH: Lower sixthTEACHER(S):SBMaximising video material BRIEF SUMMARY: GCSE Students investigating Sustainable Design issues: overhead projector presentation XE "presentation" .DETAILS OF THE ACTIVITY: In preparing for Sustainable Design public examination in summer term, DVDs help develop an understanding of the ‘green issues’ impacting on modern product design. Students often have difficulty drawing together several key points into a coherent structure for discussion – style questions.The idea is to use a list of questions organised into bite-size chunks in the same chronological order as the presentation XE "presentation" : many educational videos have such support material included on the disc. If students watch a programme ‘cold’ then respond to questions, they easily get lost off and, in answering, attention is drawn away from the very material intended to provide a good understanding. A high proportion of the content is missed, leading to a fragmented knowledge and disjointed appreciation.If students are given 5 minutes at the start to pre-read the questions they are better prepared. A quick reminder on how to make brief notes is given – use bullet points, flow-chart, etc. The video will be shown twice. During the first screening, students make no notes but concentrate entirely on the presentation XE "presentation" . The programme is halted 5 minutes from the end to keep back some ‘fresh’ material. On the second full showing, they make notes and complete all questions. Many programmes have a script in the resources section. This is particularly useful for supporting weaker students or as a strategy to cover for student absence: scripts help reduce lesson time loss where no re-show is possible. Colleagues should check out all supporting materials – they are easily overlooked but can be most useful: always check out the menu list on any DVD.This strategy worked well for a weak Year 10 set and maintained a high level of interest throughout the 75min. It needs to be done in a single sitting - splitting over two sessions loses impact and student co-operation. Whilst undoubtedly a ‘belt, braces and safety pin’ approach, it is effective in extracting maximum ‘carry-over’ value from videos.GENERIC SKILLS: The ability to identify quickly key points from complex issues and to condense information into coherent notes / diagrams for further use / revision notes. This will be an important skill in coping with university lectures.APPLICABLE TO: GCSE groups where there are a number of complex inter-related issuesGROUPS USED WITH: 10TEACHER(S): IGTop TrumpsBRIEF SUMMARY:Use of laminated Top Trump cards to investigate patterns / orderingDETAILS OF THE ACTIVITY:Issue full set of Top Trump cards and non-permanent marker pen to each group. Place information cards around the room. Get the groups to circulate, transferring information to the Top Trump cards. Then get the students to play Top Trumps for a while. Then ask groups to order the cards, or let them investigate different possible orderings. Question the class to establish any patterns. 20 min task.GENERIC SKILLS:Peer-peer communication XE "communication" , data analysis (sorting)APPLICABLE TO:A topic which needs students to recognise patterns in dataGROUPS USED WITH:7-11TEACHER(S):Drew Smith (physics PGCSE student)EXAMPLE;Planets; 8 cardsTop Trump card (front and back)68406918391206583338084Information cardAlphabet QuizBRIEF SUMMARY: Quiz with alphabetical sequenceDETAILS OF THE ACTIVITY: ask students to name something to do with the subject in hand following an alphabetical sequence. E.g. Aggression ... Bandura model ... Copycat ... Deindividuation Variation: quiz on a topic with answers following letters of alphabet E.g. who studied conformity in the 1950’s? Asch What colour were Moscovici’s slides? BlueGENERIC SKILLS:Engages the class who share the RGS competitive XE "competitive" genes. Good overview of topic.APPLICABLE TO:AnyoneGROUPS USED WITH:L6 and U6 Psychology setsTEACHER(S): DJMArticulateBRIEF SUMMARY:Use of cards in a game describing something without naming itDETAILS OF THE ACTIVITY:Play in pairs for one minute each, the winner being the person who gets the most right. Repeat or swap groups. Alternatively play as a class, split into two teams, each member of the team taking turns to Articulate to the opposition.GENERIC SKILLS:Tests understanding and recall XE "recall" , develops descriptive skillsAPPLICABLE TO:Revision, recall XE "recall" GROUPS USED WITH:7-11TEACHER(S):Ali Deacon (physics PGCSE student)EXAMPLE;Yr 8 physics revisionMatching CardsBRIEF SUMMARY:Match cards, pairs or more.DETAILS OF THE ACTIVITY:Works best with little introduction and as an opener to a new topic. In groups of four match laminated cards using prior knowledge, elimination and a bit of luck! Tour each group’s cards as a class and discuss what their outcomes were.GENERIC SKILLS:Communication XE "Communication" , logical elimination, general knowledge, research XE "research" \t "See independent research" (if phones, tablets allowed)APPLICABLE TO:Introductory activityGROUPS USED WITH:7-9TEACHER(S):ETREXAMPLE;Yr 8 SpeedObjectDescriptionSpeedDiving falconGlacier flowingContinents driftingJet flyingSprinter runningCar on a motorwaySpacecraftChild growingCheetah runningEarth moving through space250km/h3m/day50mm/year600km/h100km/h30km/s11m/s30m/s30,000km/h10cm/year-4064062230-4064048260-40640172085Random Number GeneratorBRIEF SUMMARY: A quick way to do a plenary XE "plenary" that involves most of the classDETAILS OF THE ACTIVITY: Best done at the end of the lesson after tidying away. Students sit in their usual places in silence. Choose a student from the register (supposedly at random but not necessarily; I ask the nearest student for a number between 1 and 24 and pretend to use that) and ask them a question on the topic of the lesson. Best to use an easy one first. If the student answers correctly tell them to pick a number between one and ten and count along using that number to pick the next student for questioning. If the student does not know the answer invite hands up and pick someone who then gets to choose the random number (if they get it right). The fun in the activity comes in the method of counting on to the next student. The students soon try to drop their mates in it by carefully selecting a number but the teacher can surprise them by counting in the opposite direction, switching direction in the middle of counting or even jumping across onto another bench. This allows the teacher to select who will answer whilst the students think they are doing so. It helps to set a target as well (“the class can’t go until you get 10 right”) GENERIC SKILLS: Communication XE "Communication" skills, thinking under pressure, recall XE "recall" of information.APPLICABLE TO: AnythingGROUPS USED WITH: Any year group. Works best with 9 upwards unless you are very clear about calling out etc as it overexcites Years 7 and 8.TEACHER(S): PJHAre you thinking at the right level?A level biology questions often seem hard because:4109085148590“You never taught us about that, Sir!”“I haven’t a clue what they want here!”These tricky questions are questions ofunderstanding applicationanalysis evaluation.You have to use your skill as a biologist (not as a memory machine) to answer them.Using the questions/ activities implied by ‘Bloom’s taxonomy XE "Bloom’s taxonomy" ’ allows you to practise looking at and thinking critically about scientific information.Activity.Read the scientific publication provided. Use the ‘question stems’ derived from Bloom’s taxonomy XE "Bloom’s taxonomy" to write two questions from each of Bloom’s categories in the table below and over the page. Use the space in the second column to answer the questions briefly (be sure that the answers are at the appropriate level).(You could work in pairs and write questions for each other.)knowledgeComprehensionApplicationAnalysisSynthesisEvaluationMATHEMATICAL MILLIONAIRE BRIEF SUMMARY: Multiple choice questions answered as ‘game show’DETAILS OF THE ACTIVITY: Students have coloured cards: A, B, C, D and a printed set of ‘alternatives’ for the 15 questions. The teacher reads out each question and the students respond by raising one of their cards. For each question the teacher notes who was wrong on a class list so that at the end those who made no mistakes are Mathematical millionaires.An alternative is to have the class in groups so that each group discusses the possibilities and then the group leader raises the card on which they have agreed. The job of team leader rotates around the group.GENERIC SKILLS: Collaboration XE "Collaboration" \t "See collaborative" , decision making in a limited time, leadership skills.APPLICABLE TO: Any groupGROUPS USED WITH: Years 7, 8TEACHER(S): DAJBINGOBRIEF SUMMARY: Selecting correct answers from alternatives when questions read out.DETAILS OF THE ACTIVITY: The teacher has a list of questions with answers which are 1, 2, 3, 4…..upto 100, say. The students draw their own grid (say 3 by 5) with numbers chosen by them, so that in the first column the numbers would be between 1 and 20 for example. The teacher reads out questions in random order and the students cross out the answer if it appears on their grid etc.GENERIC SKILLS: Concentration! Not easy to see how this transfers to subjects where numerical answers are not appropriate.APPLICABLE TO: Any, but particularly younger students.GROUPS USED WITH: Years 7, 8.TEACHER(S): DAJCOLLABORATIVE PROBLEM SOLVING ON THE MOVEBRIEF SUMMARY: Responding to posters and comparing answersDETAILS OF THE ACTIVITY: I used 10 sheets of A3 paper and wrote a Maths question at the top of each (in large writing but leaving most of the paper blank). In the blank space on each sheet I stuck a few post-it notes (blank at this stage). These A3 sheets were blu-tacked to the walls of the classroom, spread out around the room. When the class arrived, they were invited to walk around the posters and then attempt to solve a problem (by returning to their seats and writing down their working). They then returned to the poster and wrote down their final answer on the back of the post-it note, with their initials written on the (visible) front of the post-it. Others who later on tried the same question would compare answers already written with theirs and go and discuss any discrepancies with the students who had written the answers earlier.GENERIC SKILLS: Intelligent choice of challenge, learning from peer group, ability to work in busy environment.APPLICABLE TO: Smaller groups, any year group in a subject where (short) answers to questions can be calculated/worked out.GROUPS USED WITH: Lower Sixth Further Maths (14 students)TEACHER(S): ETMaking the most of individual students skills and knowledgeBRIEF SUMMARY: Building team work XE "team work" into lessons which are structured around students working independently from each other. DETAILS OF THE ACTIVITY: During practical sessions students advance at different rates depending on their practical skills and their understanding of the tasks. In order to enable those students who advance more quickly to proceed further, verbal instructions are combined with diagrammatic instructions on the whiteboard to reinforce techniques, tools and order of manufacture. Those more capable can work independently with relative ease up to the point where they need more formal teacher input or supervision i.e. on machines, learning new techniques. At this point they are asked to assist students who may be having difficulty, so that the progress of the group as a whole does not become disjointed. It is made clear that assisting does not mean doing someone else's work for them.As the "assisters" have already completed all of the tasks, they are not only benefitting their peers by sharing their experience but are also reinforcing their own knowledge and techniques by repeating the operations. I noted that in the majority of lessons, the students instinctively helped each other, once they were confident that this was an acceptable and valued practice.GENERIC SKILLS: Promotes team work XE "team work" and sharing of skills/ understanding. Communication XE "Communication" both in technical terms and on a more social level is positively developed, with the improvement of an ability to explain and instruct in a clear and understandable way being invaluable in a range of situations.APPLICABLE TO: Practical tasks where it is identified that a student can provide positive support and encouragement to a fellow student. Team tasks, where the members of the team can be mixed and moved from group to group to make best use of their particular strengths.GROUPS USED WITH: 7's & 8's mixed abilityTEACHER(S): CAPSTUDENTS AS TEACHERSBRIEF SUMMARY: Topic taught to small group of students then each of them teaches a small groupDETAILS OF THE ACTIVITY: Choose a topic which can easily be broken down into accessible steps. Students are in groups of 4 or 5. One of the students from each group goes forward and the teacher quickly explains the first point of the topic to them. These students then return to their groups and they explain the first point, asking the group members to discuss a few short questions on the sheet in front of them, in order to check understanding. The process is repeated through the lesson.GENERIC SKILLS: Taking responsibility as teachers or learners. Communication XE "Communication" skills as listeners or presenters.APPLICABLE TO: Any year group.GROUPS USED WITH: Year 10 by TEKTEACHER(S): TEK (written by ET)Improving exam skills.BRIEF SUMMARY: Identifying exam skills for improvement though self marking XE "self marking" . Focus is on why students have lost marks, rather than the facts they did not recall XE "recall" .DETAILS OF THE ACTIVITY: Students have a test returned which has been marked but no feedback given. We discuss the reasons people do not always achieve their best, getting class to highlight the different skills needed within the test. For example, lack of recall XE "recall" /knowledge, exam technique, such as not reading question properly or providing insufficient detail, application to unfamiliar problems etc. Reasons can be tailored to test and individual class performance. The reasons are written on the board and designated a letter and colour. Students are then asked to go through their paper and identify the reason they have not achieved full marks on various questions, putting the letter in colour next to the question. They are asked to reflect on their strengths and weaknesses. I have previously photocopied the test, constructed model answers using the mark scheme and annotated the skills used in the question. Each question is stuck somewhere around the room, and students are now asked to circulate and ensure they have the correct answer written down, and know where they have lost marks. This is the time they may ask for clarification.GENERIC SKILLS: Identifying the skills needed beyond simple factual recall XE "recall" , improving exam technique, familiarizing with exam mark schemes, personalized learning, self assessment XE "self assessment" , critical thinking. APPLICABLE TO: All topics, all students. Particularly helpful when familiarizing Year 9 students with application based questions. GROUPS USED WITH: Have been used successfully with all year groups.TEACHER(S): NB, RWW, JHSpot the mistakeBRIEF SUMMARY: Get pupils to predict trends in the subject, hand out 4 different predictions, one each to four different groups and get them to discuss in their groups then explain the trends based on their subject knowledge.DETAILS OF THE ACTIVITY: Do not let on at the start of the exercise that only one of the solutions is the correct one and keep the groups far enough apart so that they do not catch on. You may be surprised at how quickly they realise that they going to struggle to explain an incorrect solution, but also how determined they can be to twist an argument so that it fits the facts in front of them! Make sure that the incorrect solutions you give are not too far out otherwise they are too easy to spot. Get the groups to stand at the front and put the case for their solution and let the audience shoot it down if they can.Make sure that at the end of the exercise, everyone gets a copy of the correct solution and shreds the incorrect ones!GENERIC SKILLS: pattern recognition, logic, debating XE "debating" \t "See debate" , application of knowledge, problem solving XE "problem solving" APPLICABLE TO: anyone, but I use it with sixth form and trends in the periodic tableGROUPS USED WITH: L6TEACHER(S): AJPThinking Skills – Information RecallBRIEF SUMMARY: Students work in small groups to reproduce a diagram using various recall XE "recall" and information gathering strategies.DETAILS OF THE ACTIVITY:Students are split into small groups (4 or 5 works best for me)A covered diagram is placed on the front bench.One student from each group comes to the front and has 10secs to look at the diagram before going back to the group to discuss what they have seen, and the best way to gather the information to reproduce the diagram.Another student from each group then comes to the front and is shown the diagram for 20secs then returns to their group to try and recall XE "recall" the information they have remembered. The idea being that the groups will soon realise that they have to put a strategy in place to recall the information; breaking the diagram into sections that each student is responsible for recalling is a popular technique.The process continues for as long as you think is necessary for the students to be able to reproduce a good representation of the information at the front of the room.GENERIC SKILLS:The activity is designed to develop good thinking skills XE "thinking skills" and encourages students to investigate various information recall XE "recall" techniques. Students are also required to articulate the ideas and information they have seen to other members of their group.APPLICABLE TO:All.GROUPS USED WITH:All.TEACHER(S):TKSystem for recording observations of practical demonstrations/experiments/videosBRIEF SUMMARY:Students work at computers and record their observations of a practical demonstration that they have seen previously in the workshop or on the big screen. Through the use of group work, in increasing sizes of groups, students are able to remember and record thoroughly. Use of technical language is stimulated in conversation with group members. The correct spelling of technical language is addressed when recording the details.DETAILS OF THE ACTIVITY:Following a demonstration of a manufacturing process, I ask students to record ten observations independently. When they begin to struggle I get them to buddy-up, into pairs, to share their record and increase the total. I then ask the groups what their running totals are. Next groups join into large groups of 4 students, strategically matched to ensure weaker student pairs are supported by more able pairs. Finally I involve the whole group to generate a definitive record of observations by taking at least one observation from each student. I may need to add to this with anything the whole group has missed, but it is very rarely necessary; indeed, most groups return more observations than I have made. Spelling and use of technical terms is checked during this whole group feedback session. Students type up responses as they listen to each other.GENERIC SKILLS:This exercise builds collaborative XE "collaborative" learning skills, verbal communication XE "communication" skills and IT skills. APPLICABLE TO:Any subject where details of experiments/demonstrations/films need to be recorded and remembered.GROUPS USED WITH:Year 7, 8, 9, 10,11.TEACHER(S):PMWMODERN LANGUAGES ACTIVITIESName of activityInstructionsAdvertising pitchStudents study a particular topic (this could be housing, accommodation, gadgets etc.), and in groups they create their own advertisement or sales pitch which they perform in pairs or in groups. Their aim is to use persuasive language strategies to secure a sale of an ítem – they need to describe the benefits of the product, make use of imperative forms or modal constructions, and use an appropriate range of adjectives, for example. The adverts can be performed/ recorded and peer-marked according to an agreed set of criteria. This task gets students thinking creatively XE "thinking creatively" , manipulating language for real purposes and performing. They lose their inhibitions and feel that they have ownership of the work. Artwork or image responseUse an image or an artwork to engender a reaction in students. The image could be something that is controversial, shocking or thought-provoking, or it could even be only part of an image, thus telling only part of a much bigger narrative. Encourage the students to start by describing what they see only (using appropriate language to describe the individuals pictured, the scene or landscape or event, the colours, the atmosphere). Then ask them to analyse the interplay or interaction between the people or objects, the significance of the forms or colours, whether there is a message, and what that could be, what purpose it might have, and who the author of the image/picture is/was. In the case of an artwork, use the same principles. Both types of image can be used to engender a personal evaluation, a response that leads to the expression of opinions and justifications/substantiation. Both should get students to examine any pre-conceived ideas they may have had, too. It is also possible to link this task with De Bono’s Hats XE "De Bono’s Hats" , for example, and oblige individual students or groups of them to only express themselves from a particular standpoint (that of a negative, positive, rival, creative etc, individual/group). This adds another level to the task, and gets students thinking inventively XE "thinking inventively" and creatively, sometimes even more honestly, because they don’t feel that they are really having to be themselves, but rather a character.Film clip re-castTry and avoid the passive watching of a whole film. Try to make the relevant film an integral part of teaching and learning, perhaps by showing the students only one key scene, such as, the murder of a character by the key protagonist. Students provide their reaction to this scene. Ask them to then work in groups to produce their own script for the next scene, which they will then enact to the rest of thr group. Or. Ask the students to produce a plot line for the rest of the film. The watching of a shorter clip can also be used with more conventional activities, such as, thumbnail sketches of characters or the completion of comprehension exercises. T can, of course, also be used to examine key issues, such as, ethical dilemmas, which could lead to the students putting themselves in the shoes of a character and deciding how they would react to the situation in which he/she finds him/herself.Mind moviesPerson X narrates/describes an incident or an experience or an artwork or a period of history, for example, and person Y draws what person X is narrating or describing. Person Y then feeds back in his/her own words, using the drawings made to structure his/her summary of what he/she has understood from person X. Person X assists with information gaps or faulty comprehension, meaning that the pair work collaboratively XE "collaboratively" \t "See collaborative" and synthesise material jointly.Oral dominoesOn each card domino there is an answer and a question / English word and word in TL / two synonyms etc. For example, a student says his/her word in English then the word in TL. However, the dominoes can be shared around the room in both the TL and in English. One student starts in the TL, and the student with the definition gives it, followed by the next TL phrase, and so on. This activity can be adapted for use with older students with more difficult definition or concepts work, or grammar points or aspects of society (facts on the cultures). It encourages students to make connections XE "make connections" and respond quickly, as a time limit can be imposed that gets all students in the group racing against the clock.Pop IdolYes, time to get those Simon Cowell belly-hugging trousers on – students will have been working on the topic of music (genres) in advance of this ‘extravaganza’, and will have received a tool-kit of music terms, adjectives and reasons as pegs from which to hang their own ideas. Students watch selected Youtube videos (or listen to selected tracks) in the target language and have their opportunity to rate what they have heard or seen and debate XE "debate" with a partner or other members of the group before a final score / comment is given by each pair / group, and this must include a convincing justification. Students then take one of the videos/tracks and write up a review in the language, and this will require some further individual research of their own on the artist / track chosen. More lyrical / musical students may write their own songs or raps and perform them in class, perhaps based on a particular topical or grammatical element covered in class recently. They can then perform it to their peers or a video can be made that is then judged by the rest of the group according to the same criteria used with the original tracks.Round-robin debate XE "debate" Students study a topic or a theme in detail and once secure in the vocabulary XE "vocabulary" and key ideas, they are given the opportunity to prepare (a) standpoint(s) on an issue. They have ? minutes to debate XE "debate" with a partner, before they are made to switch to another partner. Teachers can either impose the standpoint or pairings or allow free rein. Be prepared for movement, chaos, noise and banging on tables. A prop or object could provide the cue / stimulus for the debate (e.g. housework – represented by a mop – is tedious). This kind of debate activity can be as simplistic or as complex as you want it to be, and older, more able students will even manage to debate difficult topic areas on the rights and wrongs of stem-cell research, using the very same technique.Role on the wallThe outline of a body (human or animal) is drawn on a large sheet of paper, which is later stuck onto the wall or board.? Students are divided into small groups. Words or phrases describing the individual are then written directly onto the inside of the outline or stuck on with post-its.? They can include known facts, such as, physical appearance, age, gender, origins, location and occupation, as well as any speculative and/ or subjective ideas such as likes/dislikes, attitudes, motivations, secrets etc.. Outside the outline, the forces at work on the individual are added. This activity can be used to examine the life or role of a key historical figure or a protagonist in a play/novel, and is often used when examining controversial issues, for example, how individuals respond to those who are different from themselves (those of the opposite sex, homosexuals, those of another creed or race) or how individuals respond to perceived danger (the construction of a nuclear plant in their area, for example). The follow-up activity is a discussion or a debate XE "debate" between two individuals with very differing points of view and/or experiences, and the material written on the ‘role on the wall’ sheet is used to inform this exchange. Both activities encourage students to think beyond themselves, empathise with others’ experience or plight, generating ideas which can be used in discussion and in written work (extended written pieces or essays.)Running dictationThis can be sections of text or just key phrases. Students work in groups and one person from each group takes it in turns to memorise a phrase or section of text before returning to the group, and getting the rest of their group to write down or produce pictures that summarise the key ideas expressed in the written source. Extension activity - they then must sequence the statements and write out their own re-cast version of the original. It does not have to be word for word, but it needs to communicate the key ideas of the original effectively and accurately.Simon Says "Total Physical Response" Whole class standing. Teacher selects 7 body-parts. Teacher points to and says the body-part in language. Class copies and chorus response, all standing. Teacher does this for about 2 minutes. Teacher then says the word - class point. Teacher points - class says the body-part. Teacher explains to class: Teacher points and says a body-part but the class only copies if teacher if right. Class must be silent if teacher is wrong. Those who say the word when it does not correspond to body-part have to sit down. Again can play "Beat the Teacher" first to 5. Activity can be adapted for directions, routine activities, free-time activities, for example.TabooThe idea is that a student has to get the rest of his/her team to guess a word / phrase on a card, but he/she has certain words he/she can’t say, and this means that he/she has to find synonyms or paraphrase in order to get the message across. The students guessing the word / phrase need to do so within a specified time period or after so many attempts. The winner is the student who has managed to smuggle as many words / phrases past their team-mates as possible, after having, of course, made serious attempts to communicate the concept.Taste TongueA large picture of a tongue is used showing where the taste receptors are for sweet, bitter, savoury, salty and sour (all in the target language). Students in groups have a set of colourful images of foods / drinks, and they must place them by the correct part of the tongue. The groups then watch a simple Powerpoint of the food items in the correct categories (accompanied by sound), repeat the word and check that they have the cards in the correct category. Students are then asked to match the picture cards with words to produce vocab resource (for reference). This activity can be developed to look at healthy / unhealthy foods and explore ideas why foods are healthy or not (bringing in opinions / justifications). The activity can also be linked in with food tastings, using specialities from the country / culture of study.What’s the question?Lesson starter XE "starter" activity – put up some answers from topic being worked on. Students have to work out what the question that has prompted this answer or comment would be. They may then also go on to extend the answer or comment given, checking whether they can extend or extrapolate the idea with their own knowledge of the topic.Who’s the Daddy?Vocabulary repetition. For this game, brainstorm 5 sentences on the board or provide a Powerpoint slide. Choose a volunteer to leave the room.Whilst the volunteer is outside, choose the Daddy. (This person has to do a secret sign to the rest of the class e.g. scratch his/her head. This is a signal for the rest of the class to change sentences).When the volunteer returns, the class repeats the first of your five sentences (over and over again), until Daddy does his/her sign and then the class must repeat the second sentence on the board (over and over again) and so on.Allow the volunteer to have 2 guesses to see if he/she can work out which member of the class is the Daddy'. It's great for getting students to repeat language or ideas, embed them, and in a way that they enjoy. TRANSLATION/COMPREHENSION RACE GAMEBRIEF SUMMARY: Students translate long Latin/Greek stories quickly in pairsDETAILS OF THE ACTIVITY: Either type out a translation of the story with gaps, so the students have to find the key word in a sentence that is left untranslated and translate it (good for focusing on new tenses/cases etc), or type up some comprehension questions for specific sections of the Latin/Greek text. The questions/gap-fill sheets need to be guillotined and put in piles ready on the teacher’s desk. Pupils work in pairs to answer the questions/complete the gap-fill. Each pair has a ‘runner’ who collects the next section of gap-fill/set of questions – they can only collect when they have completed the current task. Work can be marked by the teacher as it is completed but this can become quite hectic (and stressful for the teacher!) so with a larger class it is better to mark as a whole class, with students marking their own work, once the first 2 or 3 pairs declare that they have finished. Winners’ answers should be checked at the end. The pair with the highest mark out of the top 2 or 3 is the overall winner. GENERIC SKILLS: In addition to the language understanding that they develop, this exercise also works well in building their collaborative XE "collaborative" working, honing an eye for detail, and peer marking.APPLICABLE TO: any story in Latin and Greek; maybe MFL and English?GROUPS USED WITH: I have used this with Y7-9, using the stories in the Cambridge Latin Course and Taylor’s Greek to GCSE, but it could also be used with Y10 and 11.TEACHER(S): VCCPlaydough-ictionaryBRIEF SUMMARY: Using playdough to test students’ knowledge of vocab or grammatical constructionsDETAILS OF THE ACTIVITY: Students are put into groups of 4. Each group nominates their starting person who comes up to the front to receive the first word/phrase in English. The student must then return to his/her group and model the word/phrase for the rest of the group to guess. They must then try and remember what the word would be in Latin, or create the phrase (works particularly well with ablative absolutes!) and take the answer up to the front where they’re given the next one. It continues until the race has been won – prizes can be awarded to add to that competitive XE "competitive" element!!GENERIC SKILLS: Tests vocabulary XE "vocabulary" /grammatical knowledge and allows for team work XE "team work" .APPLICABLE TO: All years, especially the younger years who love playdough!GROUPS USED WITH: I’ve used it with year 7, but particularly successfully with year 10.TEACHER(S): PLWME AND MY GODS????????? BRIEF SUMMARY:?A discussion of the identity and attributes of the Roman gods??????????????????????????????????????????????????????????????? (A 15 minute consolidation exercise)DETAILS OF THE ACTIVITY:????? Each student in the set is given a “scenario”(attached) – eg they are a Greek merchant, a subsistence farmer in Transpadane Gaul, a wheelwright in the Roman subura, the young daughter of a Pompeian business-man – with a unique set of circumstances. They need to consider which of the deities are of particular importance to their specific lives. Students will prepare an answer individually, and then convene with others who have the same persona; they discuss their views with each other and then in a brief plenary XE "plenary" , one member of the sub-group “role-plays” the individual to the whole set.GENERIC SKILLS:? In addition to the classical knowledge consolidated herein, this exercise develops empathetic skills, sharing ideas in discussion, presentation XE "presentation" /performance skills etc.APPLICABLE TO:???? Any number of subject areas where an empathetic approach is appropriate!GROUPS USED WITH:?? With Y10/11 GCSE Classical Civilisation setTEACHER(S):? TCCGROUP MARKINGBRIEF SUMMARY:Students mark GCSE Style comprehension questions in groupsDETAILS OF THE ACTIVITY:Following a test on Latin/Greek comprehension questions, students into groups of roughly 4. Each group contains one top end student, one student who is struggling and 2 students who are more middle of the range. The idea is that they go through each of the questions and agree their answers to create a group answer to each question. If there is disagreement about an answer then they must discuss why they have suggested the answers they have. They need to explain why they think it is the answer they have picked and try to persuade others. They must agree to one answer per question. The intention is that they will actively discuss the answers, using their own language to explain to each other why the answer is what they think it is. They should then feed this back to the class. The answers can then be checked against a mark scheme to reinforce exam technique.GENERIC SKILLS:In addition to the language understanding that they develop this exercise also works well in building their collaborative XE "collaborative" working, their communication XE "communication" skills, their ability to explain complex ideas clearly to others.APPLICABLE TO:Language/Source/Text comprehension in a range of subjects including Classics, MFL, English and potentially any humanities subjectGROUPS USED WITH:I have successfully used this with Y10 and Y11 (could be adapted to Y7-9 as well if appropriate standard of questions used).TEACHER(S):VCC/SPB/PRC/SR/TCC/PLWHaiku TwitterBRIEF SUMMARY: Writing Haikus and publishing them instantaneously on TwitterDETAILS OF THE ACTIVITY: A painting, photograph, object, or other stimulus is used as the basis for writing a haiku: a three-line, 17-syllable (5-7-5) poem. The haiku can then be published, along with an image of the subject and a by-line of the author. There is usually ample room in a Tweet for all of this. I publish mine on the Twittersite @RGSHaiku – please take a look for examples. GENERIC SKILLS: Concise use of descriptive language XE "descriptive language" ; linking language to images; creative writing XE "creative writing" for publication.APPLICABLE TO: English GROUPS USED WITH: Y7-9 in the classroom, but I’ve also used it very successfully for L6 Enrichment at the Laing Art Gallery. TEACHER(S): CGBIOLOGICAL THINKING AND LEARNING ACTIVITIESWhen studying biology at every level one of the major problems for some students is remembering the correct definitions and using words correctly. If students think about the words and use them in different situations they find it easier to apply in exam situations.These are some classroom techniques for remembering words, based loosely on some common board games. They can be used at any level, but often seem to work best with year 13 pupils, who get very competitive XE "competitive" !Biological Taboo – a set of cards needs to be designed (either by the students or the teacher). Each card has one important word and then a list of four or five terms which may not be said. A student has 60 seconds to convey the word to a partner, without using any of the ‘taboo’ words. No miming allowed – only talking! An example card may be:WORD: RETINATABOO : EYE LIGHT VISION SEE Biological Cranium – Have four lollipop sticks coloured red, blue, green, yellow on one end. Hide the colours – students choose a stick then have to convey a word or term to the rest of the class/small group:If they choose a red stick they model it using plasticeneIf they choose a blue stick they have to act it out – like charadesIf they choose a green stick they have to draw it on the board – like PictionaryIf they choose a yellow stick they can use any one of the above.Biological pass the parcelPrepare a parcel with as many layers as you can – each layer needs to have a sweet and a word card. Pass round to music. When the music stops, the person defines the term – if correct they may eat the sweet.Biology Dingbats – it’s very easy to find images on the internet to make up biological words – the cheesier the better! A good lesson starter XE "starter" when students are arriving is to have a sheet of dingbats for them to try to solve e.g.962025143510-393704445 Z 1 (Crow – Mo - z – one!) BIOLOGICAL THINKING AND LEARNING – 2Use of group activities based on TV programmes e.g The Apprentice/ Dragons den.Students work in small groups and are given a task to do, and are told that they must give a presentation XE "presentation" to an ‘expert’ based on their findings.Example: Students given one week to make a profit by growing cress seeds. They are given a budget and can buy materials – e.g cress seeds and materials to provide optimum conditions in a ‘mini greenhouse’ (drinking straws, foil, cling film, cotton wool etc.) Cress is harvested at the end of the week and bought at the market price per gram. They have to balance the money spent on the money earned and then justify their decisions to the ‘expert’This technique could be used for different practical tasks in science – e.g how much salt can be extracted from rock salt?It allows students to work independently in small groups and develops leadership skills, presentation XE "presentation" skills and makes them think!Package Design, creating a point of display stand BRIEF SUMMARY: Rather than getting the students to create a series of 2D designs and then start modelling the designs, students explore the building material first, finding out its potential and its limitations. (Lebbeus Woods: experimental architecture). There are no limitations on size or amount of materials used. They then deconstruct the prototype model to find the net shape (3D to 2D). They measure then take the measurements into a CAD package (2D Design). Finally they add graphics and essential information to the packaging before making the final product.DETAILS OF THE ACTIVITY: Show existing contemporary point of display products made from card; explore strengths and weaknesses from design, assembling, aesthetics, trends and fashion.Show the product that will be displayed e.g. a Cadburys crème egg. The students then measure the product using vernier callipers (this enables the advanced students to work with scale and proportions from the start). Discuss the importance of prototype modelling; Quick, cheap, easy to test, make alterations and modifications. Show tools for cutting, scoring and joining (Pritt Stick and multipurpose adhesives)Start making the point of display prototype with thin paper. Pushing the material to its limits where students react to the material, modify, change, add and subtract as the product develops.When finished they share their idea with the group, explain how it works then the group offers suggestions for improvements. At this point they need to understand why packaging made from card is made from net shapes. Discuss waste material, the perfect net with no waste (the Tetra Pac carton). Discuss assembly costs for components.Students then make modification to their prototype they open it up to discover the net shape as they make modification, reviewing, modifying and refining their idea.The next stage is to accurately measure their prototype on a sketch then transfer their net shape with its measurements onto a CAD package (2D Design). Discuss mass production. When complete print off onto thin paper and assemble. Make modifications for the final design, adding tabs and changing measurements if needed.When happy with the final prototype model the students export their 2D design to a graphics package (photoshop) learning to add colour, images, text, effects and rotation of faces. Discuss target market, colour choice, font style, shape pattern and the use of images.Print off final design onto thicker paper and construct. Test their point of display stand with the productGENERIC SKILLS: learning to manipulate paper and card, scoring and cutting with craft knives and scissors. Assembling parts and components with glue and tape then deconstructing the prototype to find the net shape (going from 3D into 2D). Accurately measuring the net of the model then taking the measurements into a CAD package (2D Design). Printing from 2D design to make Prototype 2. Evaluating and refining idea, making changes where necessary. Understanding target market, choice of colour and information needed for the final design.APPLICABLE TO: Y7, Y8, Y9, Y10GROUPS USED WITH: Year 8TEACHER(S): P. EdwardsINDEX OF SKILLS INDEX \c "2" \z "2057" Bloom’s taxonomy, 3, 18card sorting, 11Collaboration. See collaborativecollaborative, 6, 8, 28, 34, 37collaboratively. See collaborative communicate. See communicationcommunication, 6, 8, 13, 28, 37Communication, 10, 16, 17, 23, 24competitive, 14, 35, 39creative writing, 38De Bono’s Hats, 29debate, 4, 7, 8, 30, 31debating. See debatedescriptive language, 38discursive, 11independent research, 7make connections, 30plenary, 17, 36presentation, 8, 12, 36, 40problem solving, 26recall, 15, 17, 25, 27research. See independent researchself assessment, 25self marking, 25starter, 33, 39team work, 23, 35thinking creatively, 29thinking inventively, 29thinking skills, 27vocabulary, 31, 35written skills, 11 ................
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