Post on 05-Jan-2016
description
Creating Independent Learners
• Identify what an independent learner means to your subject.• Give practical examples of how to embed independent learning into the curriculum.• Explain the role of the VLE in creating independent learners.
Independent learners: The Issues Eat up year 11,
we’ve got indicated grades to
meet!
What do you think independent learners should be able to do
in your subject?
How have we tried to tackle this?
• Independent study in KS3 linked to examination type coursework
• Course guides for A’ level• Classroom ‘help centre’• Creation of a VLE (virtual learning
environment)
Yr 9 SOW: A brief overview
Context and Outline: This is to take the form of an independent enquiry. Students will be taught the content during their normal lessons and then will be given a deadline when their final piece should be handed in. Lesson 3 is key as it takes students through the planning stages of the study.
Year 9 Scheme of Work: Nazi Germany
Lesson
Key Ideas Student Activities Resources Skillsopportunities/homework
1 Germany after the war
Students are given characters in Weimar Germany.
C.Cards Oralaural
Life in Germany was poor? Do you agree
2 Hitler’s ride to power
Watch videoPlot Hitler’s popularity
VideoLiving graph
Note taking
3 How to complete independent study
Students decide on how enquiry will be completedStart research
Planning sheetBook box
Independent studyresearch
Research
4 How did Hitler use propaganda
Analyse posters Posters Source use Research & organisation
Decide: What are you going to do?
How to conduct an independent enquiry?
Find: Research the information
Organise: Select the relevant information
Develop: ‘Write’ up your findings
Present: Final production of your work
KS3 independent study: Year 9
Classroom ‘help centre’
How do I… answer a ‘what do these sources tell us’ type question?
Have you:
Highlighted the important information in the sources?
Given 1-2 words that summarise the points that you have highlighted. This is called inferring.
Used the sources together e.g. Both sources tell us that… is better than source A tells us… and source B tells us…
Started you answer with one of your inferences and then supported with one of the highlighted quotes
Source Questions
Welcome to the History Department’s VLE
Yr 7 independent EnquiryThe Miserable Middle Ages
Yr 8 independent EnquiryMulti-Cultural Britain
Yr 9 independent EnquiryNazi Germany
GCSE CourseworkVietnam
GCSE CourseworkJack the Ripper
Yr 13Independent Study
Need help with
assessments?
Click here for •Mark schemes
•Hints & tips•Model answers What are you reading?
Click here to see suggested readingRead it? Leave a
review
Did you know all Carnegie medal nominees are
historical fiction?
Been anywhere interesting?
Tell us about it
Welcome to the History Department’s VLE
Yr 7 independent EnquiryThe Miserable Middle Ages
Decide: Click here for ideas on how to present your work
Find: Click here for a list of books and suitable websites
Organise: click here for advice on note taking
Develop: Click here for ideas on how to start writing your study
Present: A checklist on your final presentation
Welcome to the History Department’s VLE
How are you going to present your work
Chat show
Interview someone from
the Middle Ages.
Write a script or film it!!
THINK!!
What is appropriate?
What can you manage to do in the time?
How are you going to hit the levels?
A leaflet for a new historical site set in the Middle Ages
Medieval diary.
3 days in the life of a Medieval person
Maybe you could do two different people, one rich, one poor.
SBS PLTS & Independent Learning
•Plan and carry out research, appreciating the consequences of decisions.•Analyse and evaluate information, judging its relevance & value.
Independent Enquirers & Risk Takers
•Ask questions to extend their thinking •Try out alternatives or new solutions and follow ideas through•Adapt ideas as circumstances change
Creative thinkers & Confident Individuals
Reflective and Resilient Learners
•Assess themselves and others, identifying opportunities and achievements•Set goals with success criteria for their development and work•Review progress, acting on the outcomes•Evaluate experiences and learning to inform future progress•Communicate their learning in relevant ways for different audiences
Reflective and Resilient Learners
Work towards goals, showing initiative, commitment and perseveranceOrganise time and resources, prioritising actions Anticipate, take and manage risks
And now…
• How could you create independent learners in your subject?
• Do you need any further advice?– Email ayresc@simonballe.herts.sch.uk