50 Templates for Improving Teaching and Learning

50 templates for improving teaching and learningAuthor Author dedication Design and editorial ISBN Nigel Fisher Thanks to Jakki Peter Langley 9780955703003

The publishers grant permission for multiple copies of any material from this book to be made within the place of purchase for use solely within that institution. British Library in Publication Data A catalogue record of this book is available from the British Library. Connect Publications Ltd. Cooksbridge House Cooksbridge Lewes BN8 4SR 01273 401714 www.connectpublications.co.uk

IntroductionMost recent developments in educational theory and recommendations for best practice are based on what is often referred to as a constructivist view of learning: the idea that learners construct meanings by processing information, sorting it and looking for connections. Many teachers would like to incorporate ideas associated with this approach into their lessons, ideas such as brain-compatible learning, accelerated learning, and formative assessment, but where to start? There are lots of good books containing lots of interesting theory, evidence and ideas (and the bibliography refers to many of these), but how do you begin to apply these concepts? Our intention is to bridge the gap between ideas and application. For example, if you want to see how your current work matches up to best practice, use the checklists for reflective teachers. If you want to improve the effectiveness of group work, use the group work resources. And so on. Each resource is preceded by a brief rationale which refers to the relevant theory or concepts on which it is based. This is followed by a simple explanation or suggestion of how to use the resource and, where appropriate, a completed example for illustration. How to use these resources We have created what we hope are accessible, useable, changeable documents: documents which have a clear purpose for teachers and which can be easily adapted to suit individual, subject and institutional contexts. We have tried to make these resources as user-friendly as possible. They have been created using some of the most common fonts in Microsoft Word and formatted in a way that most teachers will find easy to alter. We imagine that in many institutions the digital copy will be loaded onto the staff area of the Virtual Learning Environment or Intranet so that everyone who wants to can access the files. In some institutions the preference will be for photocopying the resources and using them as they are. However you use them, we hope they prove to be effective. Connect Publications 2007

ContentsSection 1: Getting to know students Introduction 1. 2. 3. 4. 5. 6. Ice breaker Interests and experiences Ready to learn? Learning styles Study skills audit Existing knowledge 1-2 3-4 5-6 7-8 9-10 11-12 13-14

Section 2: Setting the scene for learning Introduction 7. 8. 9. 10. 11. 12. The big picture Ground rules Personal learning plan Organising myself Homework record Student/teacher contract

15-16 17-18 19-20 21-22 23-24 25-26 27-28

Section 3: Managing student presentations Introduction 13. 14. 15. 16. Planning a presentation Notes from a presentation Checklist for presentations Assessing a presentation

29-30 31-32 33-34 35-36 37-38

Section 4: Effective group work Introduction 17. 18. 19. 20. 21. 22. 23. Rules for discussion Review of discussion Group task management Allocation of group roles Group work feedback Group work evaluation Snowballing

39-40 41-42 43-44 45-46 47-48 49-50 51-52 53-54

Section 5: Graphic organisers Introduction 24. 25. 26. 27. Spider diagram Venn diagram Bubble quotes Caterpillar diagram Connect Publications 2007

55-56 57-58 59-60 61-62 63-64

28. 29. 30. 31.

Advantages and disadvantages Flow chart Timeline Brain drops

65-66 67-68 69-70 71-72

Section 6: Feedback and self-assessment Introduction 32. 33. 34. 35. 36. Assessment feedback Self-assessment Topic review Exam review Assessment profile

73-74 75-76 77-78 79-80 81-82 83-84

Section 7: Essays and longer pieces of writing Introduction 37. 38. 39. 40. Decoding the question Essay brainstorm Essay planning Writing better paragraphs

85-86 87-88 89-90 91-92 93-94

Section 8: Revision Introduction 41. 42. 43. 44. Revision timetable Effective revision Memory aids Exam checklist

95-96 97-98 99-100 101-102 103-104

Section 9: Checklists for reflective teachers Introduction 45. 46. 47. 48. 49. 50. Am I presenting new material effectively? Am I providing good feedback? Do my questions encourage higher-order thinking? How good are my written resources? Is my classroom a good learning environment? Am I setting effective homework?

105-106 107-108 109-110 111-112 113-114 115-116 117-118

Connect Publications 2007

50 templates for improving teaching and learning

1. Getting to know students

Introduction Getting to know students

All students are different. The best teaching takes account of relevant differences to meet the individual learning needs of students. The aim of this section is to enable teachers to learn more about their students, including their interests, aptitudes, experiences, prior learning, learning preferences, personal circumstances, and levels of motivation.


1



Section 1 Getting to know students

1. 2. 3. 4. 5. 6.

Ice breaker Interests and experiences Ready to learn? Learning styles Study skills audit Existing knowledge

3-4 5-6 7-8 9-10 11-12 13-14


2


Ice breaker: Teachers notes


Rationale

Ice breakers are activities which encourage students to get to know each other and to feel relaxed and confident in the classroom. These can be fun activities designed to mix students up and get them talking. Fogarty (2002) uses what she calls people searches to reinforce the intended learning at the same time as getting students to learn more about each other. This involves asking questions that are relevant to the subject, but not in an obvious way, or in a way which resembles a test or quiz. The teacher could use the categories provided or decide on their own questions. Students are given copies and mix with each other to find the answers. A suitable time limit needs to be set. Students write the names of the relevant people on the sheet. Bear in mind that there may be a question which does not apply to anyone in the class.

How to use

ExampleThis example shows that you can adapt this activity to act as an introduction to a subject or topic. Has a French name Marie Has eaten a baguette Jack Knows about a famous French artist Gareth Can count to ten in French Michael Is wearing an item of clothing made in France Has seen Les Miserables Has been to France Nicky Has been to Eurodisney Knows the name of a French footballer Toby Can say hello and goodbye in French Ellen Knows a famous French cartoon character Likes quiche lorraine

Knows the colours of the French flag Karen Has a French friend or family Rhianna

Likes to eat crepes

Knows what currency is used in France Sajid Knows the capital of France Tom

Can name a country that borders France

Knows the name of a French clothing company

Has eaten a croissant Sally

Has been to a French market Craig


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Ice breaker


Find one or more members of the class for each category in the table. Write their name(s) in the spaces provided. Time limit ......................................... Has lived in another country Hates chocolate Is in a band

Can yodel

Has visited Eurodisney

Likes dancing

Can ride a bike with no hands

Can speak three languages

Plays football for a team

Has a younger sister

Plays the guitar

Is an aunt or uncle

Has a first name with more than eight letters

Is a vegetarian

Has visited Australia

Is interested in politics

Has a teddy bear

Can juggle

Is left handed

Can wiggle their ears

Likes vegetables

Likes Thai food

Has a pet reptile

Can remember a dream

Can swim ten lengths

Has eaten snails

Smiles a lot

Has the letter z in their name

Can touch their nose with their tongue

Has performed in front of a large crowd


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Interests and experiences: Teachers notes


Rationale

Just like teachers, students have a life outside the classroom. Many are engaged in activities and hobbies about which they are passionate and which can take up significant amounts of their time. Similarly, students bring a wide variety of experiences to the classroom, some enriching their education and some not. Teachers need to be aware of their students interests and experiences in order to offer appropriate combinations of support and challenge. Teachers can use the form to capture information about students. The results could be used to inform the choice of topics or contexts for learning, to select students for group work or teams - matching students with similar or complementary interests - or to take advantage of the individual expertise of certain students. There is limited space for students to write so it may be worth adjusting the form to A3 size or to two A4 sides.

How to use


5


Interests and experiences


Name ............................................................................................................................................... Of all the people who have ever lived, who would you most like to meet, and why? If you could do any job in the world, which would you choose? What is your favourite subject in school? Why? What is your least favourite subject in school? Why? In which subject do you work the hardest? Why? What are your favourite sports or games, if any? Are you a member of any clubs, groups or societies? If so, which ones? In a quiz, what would you choose as your specialist subject? How much do you like using a computer for learning? In your opinion, what makes a good teacher? What would you say is your greatest achievement in life so far? If the next lesson could be about any topic you wanted, what topic would you choose? Do you have any career ideas at the moment? If so, what? What is the most interesting place youve ever been to? Why was it so interesting? What do you do in your spare time? What would you say is the most interesting thing about you? Is there anything else about you that you think your teacher should know?


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Ready to learn? Teachers notes


Rationale

Professor Carole Dweck (1999) has developed a highly influential theory of student motivation based on the ideas of attribution theory. She asks how we attribute success or failure. Dweck categorises students into three types: 1. Fixed IQ theorists Just over 40% of students believe that success is determined by ability, which is fixed (and therefore not much can be done about it). 2. Untapped potential theorists A further 40% of students believe that success is due to learning which requires effort and practice. 3. The remaining 20% are undecided. These differences become most pronounced when students are facing a difficulty or challenge, at which point the untapped potential theorists perform much better than the others (Petty, 2006). The aim of this questionnaire is to enable the teacher to find out students state of readiness for learning. It takes account of the individual circumstances of the student, their views about learning and their level of motivation. Questions 11 and 13 are based on Dwecks questionnaire. If these questions are given low scores it is a good indication that the student is a fixed IQ theorist and is therefore likely to consider giving up when significant difficulties or challenges are encountered. Changing their minds about the nature of intelligence and learning may have significant effects on their achievement. Hughes (2001) describes three keys to effective learning: an appropriate physical and emotional state (including self-confidence and self-esteem), appropriate learning styles, and structures (such as lessons) which are suitable for learning.

How to use

The template can be used at the start of a course or programme of study to find out about students readiness for learning, attitudes to study, physical and emotional state and obstacles to study (such as home environment). The teacher could then use the results as a focus for discussion to make some important points (for example, the educational value of drinking fresh water and the benefits of eating breakfast before school or college). The questionnaire may also raise issues which will need to be discussed sensitively such as how to manage homework when there is no suitable space or time at home. In the top half of the table, the lower scores are the ideal. In the bottom half, the higher scores.


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Ready to learn?


Name ............................................................................................................................................... Tick the box that is closest to your view.1 Strongly agree 2 Agree 3 Not sure 4 Disagree 5 Strongly disagree

1. Eating breakfast improves learning 2. Drinking fresh water improves learning 3. I have a good reason for studying this subject 4. I enjoy learning 5. I believe I can succeed if I study 6. All of my teachers are friendly to me 7. I feel relaxed but alert in lessons 8. My family wants me to do well in education 9. I feel safe in school/college 10. I have a suitable space at home for doing homework My score for questions 1-10 ...................... 11. Intelligence is fixed and you cant change it 12. Sometimes I feel I need fresh air during lessons 13. You can learn new things but cant change your ability 14. I feel stressed and nervous in lessons 15. There are some subjects Ill never be good at 16. I dont have time to do homework out of school My score for questions 11-16 .................... Feedback/notes/comments


8


Learning styles: Teachers notes


Rationale

It is now commonplace for students to be told that they have a preference for a particular learning style and should make use of this to maximise their learning. However, recent reviews of the evidence (for example, Coffield et al., 2004) have found little evidence for all but a handful of these theories. This lack of evidence includes perhaps the best-known typology of recent years: the visual, auditory or kinaesthetic learner. However, this does not mean that all such ideas should be rejected. Coffield et al. found that a students learning style is adaptable to context and is partly learned and modifiable. Therefore everyone benefits from using a wide variety of styles (sometimes referred to as whole brain learning) and students should be shown how to use the full range of learning styles so they can become more effective learners. Petty (2006) suggests that there are two well-supported models of learning styles. Herrmanns (1996) whole brain model (left brain/right brain) divides preferred styles of learning into theorist or organiser (both left brain) or innovator or humanitarian (both right brain), with each person preferring two of these but capable of using them all. Allinson and Hayes (1988) intuitive/analytical model holds that each learner has a preference for either intuition (making judgements based on feeling and the global perspective - right brain) or analysis (making judgements based on reasoning and the detailed view - left brain). Teachers need to use a range of activities which suit the different learning styles suggested by these models, and students should be helped to develop their skills in the areas in which they are initially less comfortable. Finding out students preferred approaches to learning remains a valuable exercise.

How to use

Use the questionnaire to find out students preferred approaches to learning. It is based on Herrmanns left brain/right brain model. The outcomes could be used as the basis for a discussion of the benefits of developing a wider range of learning techniques. The results could be used by teachers to assess the balance of their teaching. If the teaching is biased in a particular direction it could explain why some students are not progressing as well as might be expected. Interpreting the sheet Herrmanns model: A: characteristic of theorists (left brain) B: characteristic of innovators (right brain) C: characteristic of organisers (left brain) D: characteristic of humanitarians (right brain) Most people favour A and C (theorist-organisers) or B and D (innovatorhumanitarians). About one third of people favour A and B (theorist-innovators) or C and D (organiser-humanitarians). Few people favour A and D (theoristhumanitarians) or B and C (innovator-organisers).


9


Learning styles


Tick any 14 boxes which describe how you like to learn or what kinds of learning activities you find most useful. Section A Tick Learning facts Applying logic Forming theories Lectures Building cases/arguments Studying data Studying financial and technical information Section C Organising information Putting information into sequence Discussing case studies Evaluating and testing theories Practising skills Planning Using textbooks Summary/commentsIs there anything else we ought to know about how you learn best?

Section B Tick Exploring new ideas Relying on intuition or guesswork Constructing my own ideas Experimentation Going wherever my ideas take me Speculating on the future Creating displays Section D Listening and sharing ideas Moving and feeling Getting involved Experiencing things Learning by music Group discussions Role play


10


Study skills audit: Teachers notes


Rationale

Enabling students to reflect on their approaches to learning is crucial in their development as independent learners. Effective self-evaluation generates pride in success, and modification and improvement become a natural part of the learning process. The study skills audit asks students to assess their abilities in generic study skills. Using the Word files on the CD-ROM, teachers can insert extra lines to add subject specific skills if these are relevant, or they can change the list of study skills. The student assesses their own performance, chooses one of the skills for improvement and devises a plan on how to achieve this. It is important that such targets and actions are SMART (Specific, Measurable, Attainable, Realistic, Time-specific) otherwise they may prove ineffective. Students (and teachers) may benefit from some guidance on the setting of SMART targets. Example

How to use

Here are examples of how the boxes on the audit might be used. Action: What will I do to meet my target? Work through some of the practice exercises in my booklet Work through the examples on the Maths website Attend homework club next Tuesday to go through my answers with a teacher Evidence: How will I know that I have met my target? I will understand percentages better I will get a better mark in my next test Teacher comment/feedback This looks like a sound strategy for improvement. If at any point you feel like you are getting stuck, let me know and we can go through it again together. I think you have underrated your understanding of percentages.


11


Study skills audit


Name ............................................................................................................................................... Rate yourself at the following study skills. Tick the scores that you think apply to you. Poor 1 Listening to teachers and presentations Working out problems Revising for tests and exams Making my own notes Long pieces of writing such as essays Organising my time Concentrating in lessons Discussing ideas Presenting to others Doing my own research Doing homework Using computers Choose one of these skills to improve............................................................................ By when? ...................................................................................................................... Action: What will I do to meet my target? 2 3 4 Excellent 5

Evidence: How will I know that I have met my target?

Teacher comment/feedback


12


Existing knowledge


Rationale

Students bring knowledge with them when they enter the classroom. Some may be entirely new to the material. Others may have covered the subject or topic before or they may have an interest which they pursue outside formal education. Teachers need to be aware of this pre-existing knowledge in order to offer appropriate levels of challenge and support. Teachers can use the form to capture information about students. The teacher can input the relevant topics, subjects, or sections of the specification onto the form and students can score themselves against each part. Interpretation of the results may require some care, as students are making their own assessment and may under- or over-estimate their knowledge. This form could be used for a whole course or for part of a course. The results can be used to inform the choice of topics or contexts for learning and/or to select students for group work or teams: students can be matched with those who have similar or complementary levels of prior knowledge. The information can also help teachers take advantage of the individual expertise of certain students. Example

How to use

Subject or topic

Astronomy Yes

Have you studied this subject before? If yes, please give details

I think Ive done bits in Science GCSE

Rate your knowledge of the following topics (tick the relevant column) 1 Know nothing 2 Know a little 3 Not sure 4 Know quite a lot 5 Know lots

Topic/issue The origins of the universe The solar system The speed of light Telescopes Space exploration Satellites The history of astronomy Space in the media and film Comments or questions

I know a lot about space in the media because I watch a lot of science fiction films. I know something about space exploration and the solar system because I watched the news about the Mars explorer space mission.


13


Existing knowledge


Name ..................................................................................................................................... Subject or topic ....................................................................................................................... Have you studied this subject before?..................................................................................... If yes, please give details ........................................................................................................ ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... Rate your knowledge of the following topics (tick the relevant column) 1 Know nothing 2 Know a little 3 Not sure 4 Know quite a lot 5 Know lots

Topic/issue

Comments or questions


14


Section 2: Setting the scene for learning

Introduction Setting the scene for learning

This section is concerned with the creation of an ethos and set of expectations that will allow the maximum amount of learning to take place. The aim is to ensure that all students are aware of what they are doing and why, what is expected of them in terms of behaviour, attitudes and approaches, and to make clear the responsibilities of students and teachers. Being explicit about expectations and involving students in defining ground rules promote trust and cooperation. It results in classrooms which are more easily managed and more effective places for learning. Students benefit when they are helped to plan their work and to prepare effectively for lessons and homework. Helping them to see the big picture also enables them to learn more effectively.


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Section 2 Setting the scene for learning

7. 8. 9.

The big picture Ground rules Personal learning plan

17-18 19-20 21-22 23-24 25-26 27-28

10. Organising myself 11. Homework record 12. Student/teacher contract


16


The big picture: Teachers notes


Rationale

According to Smith (1996), helping students to see the big picture is an essential part of what he calls the Accelerated Learning Cycle. It allows students to connect with the overall learning experience before starting to engage with the detail. Knowing the big picture enables students to access and understand the links between separate learning experiences (Smith, Lovatt and Wise, 2003). The form could be completed in advance and given out to students, although it is likely to have more impact if students fill it in themselves as a learning activity. For example, students could be given separate elements to research and feedback to the rest of the group, with the aim of creating a definitive version. Example

How to use

Subject Geology Title of activity/unit Volcanoes Length of teaching All lessons in block E Four weeks Content Types of volcano Causes of volcanoes Hazards caused by volcanoes Predicting eruptions Volcanoes and landscapes Human uses of volcanoes Activities Individual research using books, CD-ROM, internet to answer questions on worksheet Group project about one chosen volcano One test Links Closely linked topics include: Plate tectonics Earthquakes Climatic hazards Assessment The group project will be peer-assessed The timed essay will be graded using the exam board mark scheme Important to remember The presentation for the group project will be in the fifth lesson (21st May) The test will be in the final lesson (23rd May) Watch BBC2 programme at 8.30 pm on 17th May about volcanoes Other The worksheet and the list of recommended resources are on the school intranet under geology/volcanoes


17


The big picture


Name .............................................................................................................................................. Subject Title of activity/unit

Length of teaching Content

Activities

Links

Assessment

Important to remember

Other


18


Ground rules: Teachers notes


Rationale

Cooperation between and within groups of learners and teachers is essential for effective learning. Cooperation depends on trust and trust promotes cooperation. An agreed set of ground rules (sometimes referred to as a full value contract) helps to promote trust and cooperation (Clarke, 2005) and makes classroom management easier. Students should be encouraged to discuss and agree on a set of classroom rules or behaviours that will facilitate a positive learning environment. One approach would be as follows: 1. Divide the class into small groups. 2. Give each group a sheet with a particular heading to discuss (e.g. noise levels, behaviour to each other, safety). 3. Students decide what they think would be good rules and write them on the sheet. 4. Groups then circulate to the next sheet, adding to or commenting on the suggestions on the sheet. Once all groups have seen every sheet, the ideas can be discussed and agreed (the teacher is likely to have an editing role here, although it is important that the rules reflect student opinion and use their own words). A final version can be made into a poster and displayed prominently. It is important that the agreed rules are enforced from the outset (Muijs and Reynolds 2005). Example

How to use

We discussed what was important to help us learn effectively. These are the rules we agreed: We should arrive on time We should always bring a pen, pencil and textbook We should be friendly to each other We should complete our work on time and do it as well as we can We should listen to each other We should accept that other people may have a different point of view We should not shout We should not swear We should turn off our mobile phones and put them away We should listen to our teacher and other members of staff and do what they ask We should not do anything dangerous or anything which might hurt someone (including ourselves) When we are all listening to the teacher we should put up our hand if we want to say something We should obey the school IT rules if we use the computers We should try and enjoy our lessons!


19


Ground rules


Name ..................................................................................................................................... We discussed what was important to help us learn effectively. These are the rules we agreed.

Class/group Date


20


Personal learning plan: Teachers notes


Rationale

Providing explicit instructions to students helps them understand exactly what is expected of them. It can help them to plan their work, prepare effectively for lessons, achieve their desired learning outcomes and incorporate their personal targets. It is particularly helpful for those students who find it difficult to organise themselves, often the case for students with conditions such as dyslexia or mental health difficulties (Holloway, 2004, 2006). It is part of the process of providing the big picture, one of the key stages in what is sometimes known as the Accelerated Learning Cycle (Smith, 1996). The form can be used at the start of a course, module or activity. There are opportunities for differentiation by task and outcome in that each student could be given a different task or be allowed to choose from a range of options such as what to learn, what to use, and what to produce. Example Subject

How to use

Name

Emma Rudd

English

Aims This plan is to help me learn the following: Who was William Wordsworth and where did he live? What kinds of things did he write? To find a piece of writing by Wordsworth that I like or dislike To explain what I like or dislike about it Deadline I will complete this work by: Friday 30th November Organisation of work I will be working (tick): On my own Resources I will be using: My anthology of poems An encyclopaedia from the library Any other resources I can find Work I have to produce: 250 words of my own writing A copy of a piece of Wordsworths work I like or dislike (can be a photocopy) Assessment I will be assessed by: Mark out of 20 Other things to remember I can discuss this with my teacher if I have problems I need to improve my spelling Connect Publications 2007

21


Personal learning plan


Name ............................................................................................................................................... Subject............................................................................................................................................. Aims This plan is to help me learn the following:

Deadline I will complete this work by: Organisation of work I will be working (tick): On my own With a partner In a group In a combination of these ways Resources I will be using:

Work I have to produce:

Assessment I will be assessed by:

Other things to remember


22


Organising myself: Teachers notes


Rationale

Providing explicit instructions to students encourages them to see what is expected of them. It can help them to plan their work, prepare effectively for lessons, achieve their desired learning outcomes and incorporate their personal targets. It is particularly helpful for those students who find it difficult to organise themselves, often the case for students with conditions such as dyslexia or mental health difficulties (Holloway, 2004, 2006). It is part of the process of providing the big picture, one of the key stages in what is sometimes known as the Accelerated Learning Cycle (Smith, 1996). This form is best use at the start of a course, module or activity, especially where it is possible to predict a pattern of requirements such as the dates homework is due to be collected. Some of the information can be provided directly by the teacher, but it may be helpful to get students to discuss some of the sections before confirming (e.g. What equipment do I think I will need for these lessons?) Example

How to use

Subject Biology Teacher Mr James Days/times of lessons Mondays 9.15-10.30 Thursdays 10.45-12.00 What do I need to remember? Safety rules in the lab Classroom rules on the poster Equipment Always needed Pen, pencil, ruler, calculator Biology textbook Sometimes needed Lab coat Safety goggles Mr James will tell me when I need these. I get them from the lab technician in room 42 and I return them at the end of the lesson Homework Set every Thursday Collected every Monday Instructions are always on the noticeboard outside room 42 Other I can see Mr James at 12.10 on Fridays in Room 40 if I want to discuss my homework


23


Organising myself


Name ............................................................................................................................................... Subject

Teacher

Days/times of lessons

What do I need to remember?

Equipment Always needed

Sometimes needed

Homework

Other


24


Homework record: Teachers notes


Rationale

Providing a structured set of instructions for homework helps students to understand the task and be confident about what is required. This avoids the situation in which homework is set in a rush at the end of a lesson and the finer points of the instructions (and support available) risk being lost. Teachers can fill in the instructions or students can fill them in themselves on the basis of what they are told or what is agreed. There is an opportunity for teachers to comment on students understanding of the task before it is completed. Alternatively, the feedback box could be used (or modified) for the purpose of providing feedback on the completed activity. Example

How to use

Homework activity Ponds case study Deadline Hand in 19th December A folder containing: 250 words to answer the following question: Describe and explain the food web of a typical English pond My own diagram of a pond food web Photographs from our visit to Baileys pond labelled to show plants and animal species Resources available or needed Photos are available to download from the VLE Ecology textbooks pages 65-79 discuss ponds Personal target I want to improve my written descriptions compared to my last case study Notes/comments If I want to I can use IT for the writing and for labelling the photos I should show the draft to Mrs Brown on the 12 December for her comments Evaluation/assessment/feedback You have a good understanding of the task. I look forward to seeing the draft!

Required outcomes


25


Homework record


Name ............................................................................................................................................... Subject............................................................................................................................................. Homework activity

Deadline Required outcomes

Resources available or needed

Personal target

Notes/comments

Evaluation/assessment/feedback


26


Student/teacher contract: Teachers notes


Rationale

A student/teacher contract is a way of setting out formally the responsibilities and expectations of students and teachers. It is helpful to the teacher because it makes it clear that learning and teaching are shared activities which, to be most effective, need both parties to collaborate. It is useful to students because it is explicit about what is required of them and reassures them that they can expect certain things in return. Learning contracts can be seen as part of the promotion of trust and cooperation in the classroom.

How to use

Student/teacher contracts need to be used at the outset of a course. They can be used in conjunction with discussions on ground rules for classroom behaviour, although they are not usually open to negotiation. These types of contracts are most likely to be effective when there is an institutional framework which supports their use and where their contents dovetail with the systems and procedures for pastoral support and guidance. They should be tailored to the individual requirements of subjects where appropriate. Both the student and the teacher should be given a copy of the completed contract. For students with special educational needs or disabilities, the learning contract can be used to specify any additional support to which the student is entitled.


27


Student/teacher contractStudent


Name of student.......................................................................................................... Course/subject ............................................................................................................ As a student following this course I agree to: Attend all lessons (have no unauthorised absences) Arrive on time Bring all the equipment and resources needed for each class Submit all work on time Listen to the views of others with respect Avoid using language or behaviour which may cause offence to others Take responsibility for catching up any work missed during authorised absences Work within the ground rules agreed by the class Date ........................................

Signed ...............................................................

----------------------------------------------------------------------------------------------------------------------Teacher Name of teacher ......................................................................................................... As the teacher of this course I agree to: Teach appropriate content Help you develop relevant skills Prepare you for assessment Set work regularly Mark and return written work within a reasonable period Give constructive advice on how to improve your work Help you towards meeting your targets for this subject Date ........................................

Signed ...............................................................


28


Section 3: Managing student presentations

Introduction Managing student presentations

Student presentations are used increasingly by teachers. They are a form of peer-explaining, one of the teaching strategies with large positive effects on learning according to Marzano (1998). They also lend themselves to peer-assessment which also has a major impact on learning (Hattie et al., 1996). For these benefits to accrue, presentations need to be well-structured and well-managed. This section provides resources intended to improve the planning of presentations, the provision of resources for audiences, and the method of peer-assessing presentations.


29



Section 3 Managing student presentations

13. Planning a presentation 14. Notes from a presentation 15. Checklist for presentations 16. Assessing a presentation

31-32 33-34 35-36 37-38


30


Planning a presentation: Teachers notes


Rationale

Clarity regarding goals and expectations about student presentations is important as many students get understandably anxious about what they see as performing in front of their peers. Of course, the more presentations are a routine part of learning, the less of a problem this will become. Petty (2006) advocates presentations as part of the phase in which students apply their newly acquired knowledge before reviewing it. With regard to audience, Petty (2006) notes that presentations work best when students present to their peers, but not to their close friends or their own group.

How to use

This form should be used when the task is being set. It enables the students to record all the necessary details before preparing their presentation. The details could be set by the teacher or negotiated with the group. Example

Group name Group members Topic Guidelines

Blue team Sam, Amina, Robert, Me The life of a famous composer Should be no longer than 5 minutes Everyone in the group must speak Use Powerpoint including images Computer Projector Screen Room 25 Half of Mr Rogers group (year 9 )

Format Equipment needed

Setting Audience

Preparation schedule Draft must be completed by 15 May Comments back from teacher by 18 May Final version ready for 21 May How presentation will be judged Will be assessed on the quality of the content (45%), style of presentation (25%) and ability to deal with questions (30%). Further details are on the intranet Comments/notes/queries Can we use music?


31


Planning a presentation


Name(s) ........................................................................................................................................... Group name Group members Topic Guidelines

Format

Equipment needed

Setting Audience Preparation schedule

How presentation will be judged

Comments/notes/queries


32


Notes from a presentation: Teachers notes


Rationale

Presentations can be effective learning strategies, especially for the presenters. For the audience to gain maximum benefit it is often useful to provide resources to use during the presentation (such as notes to annotate) or to take away at the end. Otherwise, students may place a low value on being the audience for their peers. This form is for students to use for making notes on a presentation if the presenter has not produced their own materials. Example

How to use

Presentation title The life of Mozart Presenter(s) Sam, Amina, Robert Key points of presentation/discussion Mozart lived 1756-91 Born in Austria Probably the most famous and influential composer of the Classical era. Composed more than 600 works Famous operas include Figaro and Don Giovanni Cause of death is not known for certain but conspiracy theories suggest he may have been poisoned His life has been turned into the film Amadeus Conclusions reached Probably the most popular and famous composer ever Died young (35) could have produced even more brilliant work if he had lived longer Evaluation/assessment/feedback/further questions What were the main influences on his music? Teacher feedback


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Notes from a presentation


Name ............................................................................................................................................... Presentation title Presenter(s) Key points of presentation/discussion

Conclusions reached

Evaluation/assessment/feedback/further questions

Teacher feedback


34


Checklist for presentations: Teachers notes


Rationale

Self-assessment can have a significant positive impact on learning (Hattie et al. 1996) see also Section 6. This checklist focuses on some of the criteria that make an effective presentation. The focus is on the quality of the presentation as an activity rather than on the content. A separate checklist would be required for the content. Students should use this checklist during the preparation phase of a presentation. Completing it should help them assess the effectiveness of their preparation, provide an indication of their strengths and weaknesses as presenters and identify issues that require particular attention.

How to use


35


Checklist for presentations


Name ................................................................................................................................................. Here is a list of 20 good points about presentations. Indicate how confident you feel about making a presentation by ticking the relevant box. Confident Unsure Not 20 good points about presentations confident ?

Before the presentation Following any guidelines and advice provided Planning an introduction to gain the audiences attention and give an overview of the presentation Planning a conclusion to summarise the content of the presentation Making sure each point flows from the one before Learning all or most of the presentation Preparing small cue cards as a reminder of key points Thinking about the layout of the room Preparing notes for the audience Preparing visual aids to enhance the presentation Checking that any equipment is set up and working before the presentation Practising the presentation in advance During the presentation Appearing confident Maintaining eye contact with the audience Smiling regularly through the presentation Speaking clearly and not rushing the presentation Speaking loudly enough for all the audience to hear Emphasising key points Using suitable language for the topic and audience Encouraging questions and participation from the audience Being able to answer questions from the audience

Key things to improve


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Assessing a presentation: Teachers notes


Rationale

Self- and peer-assessment can have a positive impact on learning (Hattie et al. 1996) see also section 6. This template asks students to self- or peer-assess a presentation. The assessment form allows the student to assess their own presentation or that of a peer or peers. The emphasis should be on positive comments and suggestions for improvement. As with all peer-assessment, some advance training on how to do this constructively may be required. The section on Details of presentation might be used to note down the names of presenters, the title of the presentation and/or other practical details.

How to use


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Assessing a presentation


Name ................................................................................................................................................. Details of presentation ....................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... Score the presentation using the following scale: 5 Excellent 4 Very good 3 Good 2 Satisfactory 1 Unsatisfactory Score Verbal communication skillsClear voice, audible, suitability of language and vocabulary

Positive comments

Ways to improve

Non-verbal communication skillsEye contact, body language, confidence, smiles

Suitability for the audienceNot too hard or easy, interesting

Evidence of preparation and knowledgeAbility to answer questions, well organised,

Quality of resourcesNotes provided, room layout, slides, music and so on

Content of presentationUseful, interesting, accurate


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Section 4: Effective group work

Introduction Effective group work

Group work is already a common feature of many classrooms. Whether in the form of pair or larger groupings it can be a highly effective way of working and learning, taking advantage of the combined strengths of the different members of a team. However, if managed ineffectively, little learning may take place. Teachers need to be particularly aware of the make-up of groups and should get students used to working with a variety of others. This section provides resources to improve the effectiveness of group work. They include templates for establishing rules or agreed ways of working, setting clear expectations about tasks, roles and outcomes, and being clear about how group work will be assessed and evaluated.


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Section 4 Effective group work

17. Rules for discussion 18. Review of discussion 19. Group task management 20. Allocation of group roles 21. Group work feedback 22. Group work evaluation 23. Snowballing

41-42 43-44 45-46 47-48 49-50 51-52 53-54


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Rules for discussion: Teachers notes


Rationale

Cooperation between and within groups of learners and teachers is essential for effective learning. Cooperation depends on trust and trust promotes cooperation. An agreed set of rules for group work and discussion helps to promote trust and cooperation It also makes classroom management easier (Clarke, 2005). See also the ground rules template on pages 19-20.

How to use

Students should be encouraged to discuss and agree a set of rules or behaviours which will facilitate effective working in pairs or groups. One way to do this would be as follows: Divide the class into small groups. Give each group a sheet with a particular heading to discuss (e.g. noise levels, behaviour towards each other, safety). Students write on the sheet what they think would be good rules. Groups then circulate to the next sheet, adding to or commenting on the suggestions on the sheet. Once all groups have seen every sheet, the ideas can be discussed and agreed (the teacher will probably need to take an editing role here, although it is important that the rules reflect student opinion and are written in their own words). The final version should be made into a poster and displayed prominently. The agreed rules need to be enforced from the outset (Muijs and Reynolds, 2005). It may be necessary for teachers to demonstrate what it means to discuss in a fair way (for example, one person speaks and the others listen without interrupting). The teacher should also be aware that establishing pairs and groups requires some thought and planning to avoid problems which are sometimes caused by issues such as gender and friendship (for further ideas on this see Clarke, 2005).

ExampleWe discussed what was necessary to make sure our discussions are useful and fair. These are the rules we agreed: Only one person should speak at a time We should pay attention when we are listening We should look at the person who is talking We should not interrupt unless we are invited to We should never shout We should never deliberately offend other people We should remember that its OK to have a different point of view We should remember its OK to change your mind Everyone should have the chance to say their piece Class/group Date


41


Rules for discussion


We discussed what was necessary to make sure our discussions are useful and fair. These are the rules we agreed:

Class/group Date


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Review of discussion: Teachers notes


Rationale

Discussions are effective learning strategies that allow students to express, share and develop ideas. For the maximum benefit it may be necessary for students to make some notes as a record of the discussion and the key points that emerge. This form is for students to use to make notes on a discussion. If appropriate, the form could be divided into sections for points in favour and points against or to represent different standpoints which emerge. Example

How to use

Discussion title Is the Premiership the best football league in the world? Key points of discussion Its not easy to agree on what we mean by the best Some people think the style of football is the most entertaining does this make it best? It attracts many of the worlds best footballers does this make it best? If it were, the best English teams would win the Champions League and the Super Cup more often than they do The Premiership is the most popular football league for TV viewers overseas Conclusions It might be the most famous league, but the lack of success of England in international competitions suggests it is not the best in terms of the standard of football Evaluation/assessment/feedback/further questions If it is not the best, which league is? We could not agree on this. Most people thought it would be Italy or Spain. Teacher feedback A good summary. During the discussion people were using lots of relevant statistics which they had researched. You could have noted some of these down during the discussion. Look at Johns example on the door for ideas.


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Review of discussion


Name ................................................................................................................................................. Subject............................................................................................................................................... Discussion title

Key points of discussion

Conclusions


Teacher feedback


44


Group task management: Teachers notes


Rationale

Providing explicit instructions to students helps them to see what is expected of them. It can help them to plan their work and prepare effectively for lessons. It is particularly helpful for those students who find it difficult to organise themselves. This is often the case for students with conditions such as dyslexia or mental health difficulties (Holloway, 2004, 2006). It is part of the process of providing the big picture, one of the key stages in what is sometimes called the Accelerated Learning Cycle (Smith, 1996). The form could be used at the start of an assignment. In order to use it effectively there needs to be some discussion within each group as to who does what and how the teacher may need to provide guidance, the extent of which will depend on the level of independent learning skills within the class.

How to use

ExampleTitle of taskWhat is this activity called?

The Space Race - research task Purpose/aimWhat are we trying to learn?

Knowledge: What were the main features of the space race? Evaluation: Did the benefits outweigh the costs? OutputWhat have we got to produce or do?

A five-minute presentation using Powerpoint and a set of notes for my own file Time frameHow long have we got? What is the deadline?

Two weeks to prepare for the presentation in the lesson on 14 March RolesWho is doing what in the group?

Me: researching the beginning of space race in 1940s/50s, including costs Steve: space race in 1960s to the moon, including costs Frankie: benefits of space race in general All of us: preparing the presentation next week MethodHow are we going to do it?

First two lessons: research on our own, third lesson: discuss/share ideas, fourth lesson: prepare ResourcesWhat can we use to help us?

Textbooks in library, computers in room 52 during lessons, NASA CD-ROM, video on the moon landings SupportWhat help is available?

Mr Hutchings during lessons Library staff can advise on resources Examples of last years work on intranet AssessmentHow will this work be judged?

The presentation will be assessed by peer-assessment using the standard criteria. Mr Hutchings will also check that I have a full set of notes The assessment is for internal use only (not part of the final grade) Connect Publications 2007

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Group task management


Name ............................................................................................................................................... Subject............................................................................................................................................. Title of taskWhat is this activity called?

Purpose/aimWhat are we trying to learn?

OutputWhat have we got to produce or do?

Time frameHow long have we got? What is the deadline?

RolesWho is doing what in the group?

MethodHow are we going to do it?

ResourcesWhat can we use to help us?

SupportWhat help is available?

AssessmentHow will this work be judged?

Other information


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Allocation of group roles: Teachers notes


Rationale

In group work the allocation of roles implies that each individual is an important part of the group and helps create a feeling of accountability. This promotes a sense of worth and belonging which is one of the important benefits of cooperative learning. Assigning roles provides explicit expectations and can add to the sense of order in the group work (Fogarty, 2002). It is important to note that in most group situations the allocated role is not the only contribution that the student makes - they are expected to contribute to the general work of the group in addition to their allocated role.

How to use

It is unlikely that all of the roles identified here will be relevant for any one task so teachers need to be selective about the most appropriate roles for a particular activity. In many cases it will be sensible to allocate more than one role to individual students. The allocation of roles may be decided by the teacher or left to the group members (if the teacher is confident that this will lead to appropriate outcomes). In the first instance the teacher can write the names on the form in advance of the lesson.


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Allocation of group rolesExplanation


Role Task leader Timekeeper Secretary Summariser Includer Chairperson Promoter Opponent Devils advocate Questioner Presenter Researcher Statistician IT technician Technician

Name

Responsible for planning the task and allocating responsibilities. Makes sure the group are always aware of meeting deadlines and spend a sensible amount of time on each task. Notes key points of discussions and any decisions reached. Identifies key points and summarises discussions. Makes sure everyone in the group has contributed. Leads discussions and debates, makes sure everyone has the chance to put their views across. Puts forward one view. Does not have to agree with the view personally. Argues against a view. Does not have to disagree with it personally. Questions the views that other group members take for granted. Deliberately argumentative. Takes the lead in asking questions to group members or to other groups. Takes the lead in presenting the groups work to others. Finds, collects and reports back information. Responsible for numerical and statistical tasks. Takes the lead in using IT applications such as Powerpoint. Responsible for collecting and managing IT equipment such as computers and data projectors.


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Group work feedback: Teachers notes


Rationale

Effective teaching methods are those that set challenging goals and provide students with feedback which helps them progress towards those goals. Wellmanaged group work is one such method. This form enables students to reflect on, and make a record of their learning after a group activity. The teacher can then monitor the learning and provide appropriate feedback.

How to use

The purpose of this form is for students to collect information from a discussion or group activity - either from their own group or from a presentation by another group. This is especially useful in situations where there would otherwise be no physical product or notes from the activity. There is space for teacher feedback at the bottom of the sheet which might be used to correct any misconceptions or to suggest where the student could go next with this topic. Example

Activity/task/topic

What makes a baby into a toddler? Mina, Laura, Ellen

Group/student name(s) Key points of presentation/discussion They are They are Toddlers Toddlers

called toddlers because of the way they are learning to walk (toddle) starting to talk they often start with words like mama or dada often get common illnesses like chicken pox are starting to develop personalities and learn behaviours

Conclusions reached There is no exact definition of a toddler If a baby is able to start walking they could be called a toddler Evaluation/assessment/feedback/further questions What age range are toddlers normally? Teacher feedback You have picked up some of the main characteristics of toddlers. You are right to ask for clarification of the age range youll find a good answer on page 27 of the resources make sure you add it to your notes above.


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Group work feedback


Name ............................................................................................................................................... Activity/task/topic ............................................................................................................................. ........................................................................................................................................................ Group/student name(s)

Key points of presentation/discussion

Conclusions reached


Teacher feedback


50


Group work evaluation: Teachers notes


Rationale

Students need to be encouraged to reflect on their ability to work with others to complete a task. They need to use this reflection to identify areas for improvement and appropriate strategies to facilitate these improvements. The purpose of this form is for students to evaluate group activity after it has been completed. There is space for teacher feedback at the bottom of the sheet which could be used to give the teachers view of the process. This is often helpful as a way of pointing out to students some of the less tangible benefits of the process or to remind them of their achievements along the way (which the student may have forgotten about).

How to use


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Group work evaluation


Name ............................................................................................................................................... Group/student names ...................................................................................................................... Task................................................................................................................................................. ........................................................................................................................................................ Assess how effective you were at these group skills by circling the relevant score. Totally unsuccessful Supporting others Taking turns Offering a different view Keeping on task Listening to others Respecting other views Time management Fulfilling our roles Organisation Completion of the task What we produced Quite unsuccessful Neither successful nor unsuccessful My contributions 2 2 2 2 2 2 3 3 3 3 3 3 Quite successful Totally successful

1 1 1 1 1 1

4 4 4 4 4 4

5 5 5 5 5 5

The group as a whole 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4 5 5 5 5 5

Comment on what could be improved next time and how

Teacher feedback


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Snowballing: Teachers notes


Rationale

Snowballing is a way of collecting information from a brainstorm, thought experiment or round, ensuring full participation and more student discussion (Petty, 2006). It can be used in many situations including the presentation of new ideas, checking current understanding and the teaching of learning and thinking skills. Petty (2005) advocates snowballing as one of 28 methods of teaching without talking. He advocates the use of these techniques to make students more active in the initial presentation of new ideas or themes. He quotes studies by Hattie et al. (1996) which suggest that the most effective teaching methods are those which set challenging goals and provide students with feedback relating to their progress towards those goals. Snowballing is a cooperative learning method which enables this to happen.

How to use

Students are given appropriate resources or stimulus and relevant questions which they are seeking to answer. Stage 1: At first they work on their own, recording their answers. Stage 2: Next they work in pairs, sharing their answers. They then discuss and agree a common answer (which may be different from or based on the answers they have already). Stage 3: Students then join with another pair to form groups of four, for the same purpose, again agreeing on a common answer which is likely to include points from both of the previous best answers. And so on if appropriate. The students are then provided with a model answer or mark scheme and asked to use this to assess or score their final best answer. The form is for students to use at each stage of the process. Example

Topic or question What is a system? Use an example in your answer. Stage 1: My answer A system is a way of doing things - a method or a set of things linked together. You could have a system for playing football (like 4-4-2), or a system like an ecosystem. Stage 2: Pair answer The word system is often used to mean a way of doing things or a set of things linked together. However, in science, a system is a structure with inputs, outputs, and processes. For example, an ecosystem has inputs, outputs and processes. Stage 3: Group answer The word system is often used to mean a way of doing things or a set of things linked together. However, in science a system is a structure with inputs, outputs, and processes. For example, an ecosystem such as a rainforest has inputs (such as sunlight and rain), outputs (such as heat) and processes (such as photosynthesis). Systems can be closed (where the only input and output is energy) or open (with other inputs and outputs). An ecosystem is an example of an open system.


53


Snowballing


Name ............................................................................................................................................... Topic or question

Stage 1: My answer

Stage 2: Pair answer

Stage 3: Group answer

Comments/feedback/ideas/improvements


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Section 5: Graphic organisers

Introduction Graphic organisers

Graphic organiser is a term applied to various diagram-based learning resources such as flow charts and spider diagrams. Some of these have been around for a long time and some are more recent. They are becoming increasingly popular as a tool favoured by those approaches which are sometimes labelled as brain-based learning, accelerated learning or super-learning. Fogarty (2002) describes graphic organisers as a means of ensuring that thinking takes place in the brain compatible classroom. Graphic organisers usually require students to transform information rather than simply reproduce it in the same form in which they received it. They therefore offer a degree of intellectual challenge and may make it easier to assess the extent to which the material has been grasped (Hughes, 2001).Their visual nature makes them highly suited to the needs of visual learners. Graphic organisers promote active learning which links to constructivist theories: learners construct meanings by processing information, sorting it and looking for connections and patterns. There is strong evidence to suggest that visual representations help students to see these connections and patterns (Ausubel, 1978).


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Section 5 Graphic organisers

24. Spider diagram 25. Venn diagram 26. Bubble quotes 27. Caterpillar diagram 28. Advantages and disadvantages 29. Flow chart 30. Timeline 31. Brain drops

57-58 59-60 61-62 63-64 65-66 67-68 69-70 71-72


56


Spider diagram: Teachers notes


Rationale

Spider diagrams are useful for generating initial ideas about a topic or revising what has been taught. They begin with a central idea and then visually break that idea down into a number of categories. A further development of the spider diagram is the mind map (Buzan, 1991). This uses extra legs to create new connections.

How to use

Students begin with a word, idea or concept which they write in the centre of the circle. The diagram can then progress in a number of ways. For example, students could break the topic down into a number of categories which become the legs. Alternatively the spider diagram can be used as part of the process of generating initial ideas about a topic. Students can write at the ends of the spiders legs any words, ideas or phrases which they associate with the central idea or concept. These can then be discussed and used to produce a summary of the idea or concept. There is no need to stick to any particular number of legs - fewer or extra can be used as necessary. The CD contains text boxes in each of the legs.

Example Cars Oil/fuel

Traffic jams

Transport

Public/ private

Pollution

Train


57


Spider diagram


Name ...............................................................................................................................................


58


Venn diagram: Teachers notes


Rationale

Venn diagrams are useful for activities that involve comparisons of similarities and differences. Similarities are placed in the overlapping sections and differences in the nonoverlapping parts. More than two shapes can be used if more complex comparisons are to be made.

How to use

The template here could be blown up to A3 size. When using the CD, text boxes can be placed in the shapes as appropriate. Example Compare rugby union and soccer

Oval ball Mostly middle class 15 players Played in only a few countries

Originated in England Referee 11 players

Professional sport

Round ball

Cant touch ball in play with hands

Played everywhere


59


Venn diagram


Name(s) ........................................................................................................................................... Title..................................................................................................................................................


60


Bubble quotes: Teachers notes


Rationale

Bubble quote diagrams help students understand that there are a range of viewpoints on issues. This is an essential step if they are to develop skills of analysis and evaluation. Students are provided with an issue and have to identify the viewpoints that different individuals or organisations may adopt towards it. Each viewpoint is represented visually by a speech bubble and students write within the speech bubble.

How to use

These bubble quote graphic organisers are useful as a starting point for discussions or role plays and/or can be used as a method of brainstorming material to be used in a longer piece of writing. Students can be provided with the different interests or may identify them independently. Teachers could also write sentence starters within the speech bubbles for all or some students. If you are using the CD-ROM version, each bubble contains a text box.

ExampleEnvironment Campaigner Can kill thousands if accident occurs too risky Industrialist Our economy uses huge amounts of energy. There is no alternative

Nuclear power

Local resident Id rather have 1000 wind turbines than a nuclear power station

Taxpayer Its very expensive and must be paid for by the people who use it


61


Bubble quotes


Name(s) ...........................................................................................................................................


62


Caterpillar diagram: Teachers notes


Rationale

Caterpillar diagrams are used to develop and expand on ideas, often moving from the individual case to the big picture. They can describe processes and show how ideas can be linked in a hierarchy or system. Students can be given the big idea and/or the starting point and try to work out the intervening stages. If using the CD-ROM, text boxes are provided within the shapes. Example

How to use

Cloud: rain falls from clouds and creates streams

Rivers

Sea

Evaporation

Cloud to rain

Water circulates from air to land to sea to air: the hydrological cycle


63


Caterpillar diagram


Name ............................................................................................................................................... Title..................................................................................................................................................


64


Advantages and disadvantages: Teachers notesThis graphic organiser develops evaluation skills. The diagram is useful because it requires students to consider views which may be opposed to their own. It also helps reinforce the idea that conclusions should be reached after consideration of more than one side of an argument. It may also be helpful as a visual cue, in that the evaluation is likely to come down on the side with the most (and best) points in its favour.


Rationale

How to use

Students are given an idea, concept or argument to evaluate. This could occur at the start of teaching as part of initial idea generation or at the end as a summary of evidence and final evaluation. Students identify advantages and disadvantages (or points for and points against) before reaching an overall conclusion or evaluation. Teachers could give out partially completed forms to give students some initial ideas or blank forms if the students are capable of generating their own ideas on both sides. Alternatively the teacher might decide to provide partially completed forms for some students and not for others in order to differentiate the activity. In order to help weigh up the strength of arguments, students can rank their lists (number them in order of importance) or give each point a score and add them up to see which side wins. Example View/idea Junk food should be banned from school dinners

Advantages/points in favour

Disadvantages/points against

There are healthier alternatives

School kids like junk food School dinners are horrible Pupils will just go to the chip shop instead You need to educate parents about foodfirst

Children need to learn to eat healthy food Schools have a responsibility for their pupils Junk food can cause bad behaviour Junk food makes kids fat and unhealthy

It will be more expensive and somefamilies cant afford it

Evaluation Overall I think junk food should be banned but the alternatives will have to be very good


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Advantages and disadvantagesView/idea


Name(s) ...........................................................................................................................................

Advantages /points in favour

Disadvantages/points against

EvaluationWhich is the strongest position? Where does the balance of the evidence lead?


66


Flow chart: Teachers notes


Rationale

Flow charts can be used in various ways to illustrate inter-connections and processes such as a sequence of events, a set of procedures, or a sequence to be followed. In their simplest form they are linear: A is followed by B, then by C and so on. They can also become very complex, with multiple links between the different elements or feedback loops (where links are made to an earlier stage of the process) and so on. In the more advanced forms of flow chart it is common for different shapes to represent different things, for example a triangle might represent a process, whereas a square might represent a decision. In the early stages of using flow charts students can be given an idea, concept or argument to illustrate as a series of separate but linked steps. Teachers could give out partially completed charts and ask students to fill in the gaps. Alternatively, they could give out the required content for students to sort into the right order. As they get more familiar with flow charts, students can start to devise their own sequences. If the CD is being used, the flow chart contains text boxes in between the arrows and stages can be added or removed using the diagram toolbar which should become visible on the right-hand vertical toolbar when the user clicks inside the flow chart. Example Making a phone call

How to use

Speak!

Decide who to call

Wait for phone to be picked up

Find number and codes

Dial the number

Listen for dial tone


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Flow chart


Name(s) ........................................................................................................................................... Title..................................................................................................................................................


68


Timeline: Teachers notes


Rationale

In its simplest form a timeline is a straight line representing a period of time. Dates may or may not be provided and students write the details of a particular event alongside (or linked to) the relevant date. The result is a sequence of events presented in a visual form. A variety of approaches can be taken when it comes to the information to include on the timeline: Students could be given the information to sort into sequence; they could be given a source and asked to find the information to sort from within the source; or they could be set a more open-ended research task where the end product is a timeline. The scale could be provided or left for the student to add to the timeline as appropriate. Example Some important dates in English history Events Date 410 Events

How to use

End of Roman rule in Britain

Vikings conquer northern England

850

927

Athelston crowned first king of all England

Battle of Hastings

1066

1215

Magna Carta

Black Death

1348

Civil War

1644

1707

Act of Union with Scotland

Start of First World War

1914

1939

Start of Second World War69



Timeline


Name(s) ........................................................................................................................................... Title.................................................................................................................................................. Events Date Events


70


Brain drops: Teachers notes


Rationale

Brain drops diagrams (Fogarty, 2002) stimulate thinking about the different elements that make up a whole. This might be advantages, disadvantages, reasons or factors that need to be considered. Brain drop diagrams can be used to generate initial thinking or to revise a topic after it has been taught. The teacher would normally provide the title or main heading in the umbrella to provide the initial stimulus. Students can then fill in the raindrops and the final definition in the umbrella through brainstorming or group discussion. For those using the CD-ROM, there are text boxes in each raindrop and in the umbrella. Example

How to use

Prejudice

Human rights

Ageism

Racism

Equal pay

Sexism

Disability rights

Equality of opportunity The idea that all people should have the same chances in life


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Brain drops


Name ...............................................................................................................................................


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Section 6: Feedback and self-assessment

Introduction Feedback and self-assessment

Feedback occurs at all stages of the learning process, either formally or informally. It includes comments and responses from the teacher to the student, between students, and the students own self-reflection. Unfortunately, common practice in classrooms is often not best practice where feedback is concerned, as it often concentrates on grades or marks rather than identifying improvements. Evidence suggests that formative feedback, where the emphasis is on finding ways to improve, has some of the greatest positive effects on learners, and the greatest effects are on the weakest learners (Black and William, 1998). Best practice is based on the idea that we should find out what students already know, correct any misconceptions, and then build on this. Students should understand the goals well enough to be able to give themselves ongoing feedback (Petty, 2006). Pages 109-110 include further guidan

Documents

50 Templates for Improving Teaching and Learning