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Helping students be smarter than they think they are. CASE STUDY Paul Durnall Head of History St.Peter ’ s Catholic School Solihull 14 yrs teaching. THE ISSUE “ The main problem I had with my high ability Year 11 History class was that even my A* students had difficulty recalling basic - PowerPoint PPT Presentation
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Helping students be smarter than they think they are
CASE STUDY
Paul Durnall
Head of History
St.Peter’s Catholic School
Solihull
14 yrs teaching
THE ISSUE“The main problem I had with my high ability Year 11 History class was that even my A* students had difficulty recalling basicinformation which is fundamental to higher level understanding and analysis both in the classroom and in examination conditions. I also felt that their revision skills when they were studying independently were not as developed as they could be. They were too used to teachers revising with them in after school sessions rather than managing their own learning.
Treaty of VersaillesFrench and British people wanted to
see Germany punished harshly. Wilson wanted to make the world a
better place and to create the League of Nations.
Lloyd-George wanted to protect British trade and protect the British
Empire. Clemenceau wanted security for France from a future German
attack.
Clemenceau wanted a harsher treaty, Wilson thought it was too harsh, Lloyd-
George received a hero’s welcome but later regretted it and thought it would make
Germany want revengeFrench and British people supported the
treaty. Some British people thought it was too harsh. Germans hated the treaty as it
took 10% of their land, 12.5% of their population. They hated war guilt, limits on their armed forces, the Polish Corridor, the
fact they had no say in negotiating the treaty.
Treaty of Versailles
Nobody was satisfied with the terms.
Caused long lasting anger in Germany, contributed to
Hitler coming to power and to the start of the
Second World War.
1 Second Versailles
THE INTRODUCTION OF DAVID“When David came in, the students were obviously a little sceptical initially, however, once they had seen the power and immediacy of the techniques that were being demonstrated then they were fully engaged. The difference in their recall once they had been taught simple, practical techniques was extraordinary. In my role as a Head of Year I have spoken to parents of students who took part in the session and they reported that their youngsters came home full of enthusiasm about what David had done with them. Other students whose brothers and sisters were in the session have mentioned to me about what they have been told about David’s techniques.”
Image Creation Principles
WeirdAnimateThree DimensionColourHumourExaggerateSenses
Image Creation Principles
WeirdAnimateThree DimensionColourHumourExaggerateSenses
Use the acronym WATCHES to
remember them
THE USE OF MEMORY TECHNIQUES“The memory techniques have revolved around adapting the Journey Technique to allow students to remember key stages in the Liberal Welfare Reforms and the campaign for Votes for Women. I have used multi-sensory techniques to tie memorable phrases and images to each event, students have responded well to this concept. I have used acronyms to help students remember key concepts and important details about topics.”
Memory in the classroom
NUWSS in 1897 is led by Millicent Fawcett
Lady with a tap (faucet) on her face (which also doesn’t work - but don’t force it!) – the tap is where her nose should be and four drops of water are leaking out, each with a number in them 1, 8, 9 and 7.
Acronyms for common issues eg, to differentiatebetween the Suffragists, NUWSS, and the Suffragettes, WSPU
NUWSS (moderate) NiceUnassumingWomenSuggestingSome Changes
Memory in the classroom
WSPU (militant)WomenSmashingPanesUp
Memory in the classroom
Bulgaria Sofia
Australia Canberra
Shoulder blade Scapula
Tibia Shinbone
book =
livre
newspaper =
zeitung
Mind Mapping
Exercise
Count the dots
. . .
..
..
...
.
.
.
.
.
. . ..
.
..
.
. .
.
... ..
. .
..
How many were there?
. . .
. . .
. . .
. . .
. . .
. . .
. . .
. . .
. . .
. . .
. . .
. . .
How many were there this time?
THE USE OF MIND MAPS“I have applied the mind maps in a number of ways. Firstly I used them to introduce and re-cap a topic, using them as a starter and a plenary, in the plenary removing key words and phrases to allow
the students to demonstrate what they learnt during the lesson. I have also used them as a method of revision, providing students with mind maps of varying levels of completeness and allowing them to add their own key words and images to personalise their learning experience. Finally I have used them as a tool for planning extended answers which can be applied to examinations.”
ANALYSIS
NUMBERS
LOGIC
SEQUENCE
LINES
WORDS
LISTS
SPACE
RHYTHM
IMAGINATION
DAY-DREAMING
DIMENSION
WHOLENESS
COLOUR
14 Brain Skills
Exam questionGCSE HISTORY B (MODERN WORLD)PAPER 2THURSDAY 14 JUNE 2007
6 Study all the sources.
‘The Suffragettes did more harm than good to the campaign for votes for women.’
How far do the sources in this paper support this statement? Use details of the sources and your knowledge to explain your answer. Remember to identify the sources you see. [12]
THE BENEFITS OF USING THE TECHNIQUES“The benefits of using these techniques have been clear to see, students are engaged and are able to recall information more easily than I have seen previously in my 14 years teaching experience. Ihave enjoyed creating the resources and they are easy to adapt to different topics and age groups. Suddenly when planning any new topic my first instinct is to start drawing a Mind Map! Other staff who are using these methods are equally enthusiastic and can see the
real, tangible benefits which they deliver! All of the techniques work; it is just a matter of overcoming your belief system which will try to convince you that because you didn’t learn this way youcan’t teach this way!!! I know I feel slightly embarrassed when using an ‘old style’ Power Point with my classes as I now realise this isn’t working with the way their brains learn.”
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