Hanley Castle

Staff Training: 11/05/15

Teach Meet/SIG Taster• Jess: R/A/G marking trays• Ruth: Quiz/Quiz/Trade• Elaine: Reading Races• Emily: Contribution Cards• Becca: Play Dough• Kate: A level Revision• Emma: Secret Student• Lisa: Pose, Pause, Pounce, Bounce• Sam: Whiteboards

• Jacqui: Tarsia• Dani: Storybird

JESSR/A/G Marking Trays

Red:“I didn’t really understand this work, and I think it shows in my answer. I am lacking confidence here!”

Amber:“I am OK about this work. I know there are things I have done well, and I know there are things I need to improve.”

Green:“I felt really confident about this work! The majority of it was OK and I am to ready to know my next steps.”

Pros Cons• Students able to self-

assess their work• Teacher can quickly

identify how pupils feel about their performance

• Mark the books that need our attention first

• Students can monitor how they feel over period of time

• Staff can monitor how students feel over period of time

• Clear and simple – easily accessible and understood by all

• Will always get that one student who never moves from the red tray!

• Not practical for all pieces of work (e.g. books to be marked for the last two weeks)

• Still need to be aware of Pupil Premium students

• Being told students aren’t feeling confident, but not knowing why.

Solutions:

• We can identify the students who need

the confidence boost

• We can train our students to

recognise different means of

assessment• We can return the

books in the trays also – do self and

teacher assessment match?

RUTHQuiz-Quiz-Trade

Quiz-Quiz-Trade

Deutsch- Englisch

Englisch - Deutsch

ELAINEReading Races

The benefits

• Not just for MFL! (I know this from experience!)

• Traditionally used as a way of introducing new vocabulary, but it is a

flexible activity that can be tailored to the needs of the group.

• Reading races allow the students to engage with the text.

• They are especially useful with more challenging texts. By forcing

the students to analyse what they are reading, they are more likely

to be successful.

How it works

The students are presented with a text. This can be displayed on the board, although it is useful for them to have a copy.

You have a list of phrases/questions/key terms, etc. which you keep hidden from them.

The first phrase is given to the class at the same time. They write it in their books and look for the translation in the text.

They write the translation (or highlight it) and bring it up to you. If it is correct, you show them the next phrase. If it isn’t, they return to their seat and try again.

The activity ends when someone has successfully found all of the phrases. (Or when your timer goes off.)

Opportunities for differentiation

You can choose to let them work as individuals or you can choose pairings.

You can have two lists. (To which you can allocate students or let them choose.)

You can provide the same list of questions/phrases, but provide a differentiated text.

If working with the same text and list, it is a good idea to throw in a couple of difficult phrases.

Buzzer rounds allow for class discussion and support of weaker students by sharing technique.

The rules!

They must have the question/English statement accurately written in their books before coming to you with the answer.

If working in pairs, they must take turns and both students must have the questions and answers written in their books.

Their answer must be perfect. (No missing words, spelling mistakes…) ( The use of hints and extension questions.)

They cannot change their answers whilst standing in line; they must return to their seat and then come back.

Practical things to consider

Where you position yourself in the room. Timings. (Allow time for sharing answers at the end) Prizes!

EMILYContribution Cards

BECCAPlay Dough

Progress check:

Draw an outline shape of Africa onto your whiteboards…..

Using your play dough follow the key below:

Lots of small dots – desertSmall thin sausage shape – riverMountain shapes – MountainsSmall squares – RainforestSmall crosses – swamp

-Lake-Waterfall

Identify and locate some of Africa’s amazing physical geography

Bronze

Name the landform by annotating it

Silver

Name the landform and the country it belongs to

Gold

Name the landform, the country it belongs to and the climate it receives

Revision Technique –Key Terminology

Roll a dice…

1 = Articulate (describe the word) 2 = Pictionary 3 = Mould it with play dough4 = Charades5 = Sense o sketch (draw blind folded) 6 = Of your choice

Differentiation – Use the definition cards.

KATEA Level Revision

Year 12 Academic work

AIM

• To promote independent learning

• To encourage A-level pupils to write more scientifically

• To gain insight into the work of a scientist and the importance of communicating science

Yr 12 task

Research how best to present an academic poster (Academic posters are used by PhD students or researchers to present their published work at a national/international conference)

Create a poster that explains how carbon dioxide is transported around the body. Use your research on academic poster styles to display your findings in an interesting way.

Some other information was provided on what the poster should include (a checklist to meet success criteria of topic)

Research posters by first-year students

Pupils ‘Key themes’:

• Introduction and summary of main findings – both should be brief and easy to read

• Background should be ‘interesting’ but not overpowering

• Scientists are potentially viewing several of these – work needs to stand out

• Simple font, colour etc.

TITLE:How is carbon dioxide carried in the blood and how does it affect oxygen transport?

Year 12 work

Posters were presented in a ‘conference style’ around the room – each group presented briefly and then were allowed to visit each poster and ask questions as well as comment on strengths/actions.

Benefits

• Independence! • Sense of achievement – hard topic to

cover independently.• Pupils liked the idea of

conference/academic context – lots of questions asked about this!

• Good understanding – tricky content broken down and presented in clear concise way for poster

• Not time consuming

Other academic work:

• Journals • Summarising articles in

200/300 words• Writing abstracts

EMMASecret Student

LISAPose, Pause, Pounce, Bounce

Pose – question (open) or activity (e.g. write a question about…)

Pose Pause Pounce Bounce

Pounce – pick a student, best if random/appears to be (no hands up)

Bounce – choose another student

ask students to improve answer or suggest a limitation

if trained students can pick others (gives them ownership) – provides feedback (AFL) to teacher

Pause – allow thinking, differentiation, keep students on task, reflective, staff task more risks

Positive• Allows for more in-depth discussion• Improves engagement among students• Helps staff ID some misconceptions (mini

whiteboards used) • All students can feel they all have a say

• Student feedback stated

"It makes you think"  

"It allows you to verbally

explain what you mean, not

like writing"

“We have to write less”

"You get another student's opinion, and that's good.“

“You’re not afraid to have a go and see other students making mistakes, and think – they made the same mistake as me!”

Negative• Could be time consuming, so teacher may need

to be quite disciplined• If students weren't 'picked' some students were

very disappointed, so perhaps a final call for 'any other comments' may help this

• Not appropriate for all activities • Not always ensuring progress of all students• Students responses:

It's harder to revise as there's less written down.“

SAMWhiteboards as a diagnostic tool

THANKS TO EVERYONE!

JACQUITarsia

Great for revision

Enter 2 items to match up

From Maths … to MFL

Output options

The output …

The completed puzzle

Solution table

DANIStorybird