Review of learning
Model Answers: Present your students with model answers in order to show them what it is that you, or the examiners, are looking for.
The two great benefits of model answers are as follows:
Traffic light cards: Get the students to use RAG cards to respond what they have or haven't learnt;
– Green if they are very confident that they have achieved the objectives and what
was expected;
– Amber if they feel that they have had partial success in meeting the objectives,
but some more work might be needed; and
– Red if they consider that they have made little or no progress towards meeting the
objective.
Snowballing: Pose a question, then give students thinking time to come up with a answer (individually). Discuss their answers in pairs and come up with an agreed answer. Then fours and finally eights. Then each group of 8 shares with the class.
Forest Gump: Get students to summarise what they have learnt like Forest Gump: The second world war is like a…… , Trigonometry is like a, Designing a successful product is like a......
The two great benefits of model answers are as follows:
- They minimise ambiguity. This is because they demonstrate to students what it is that is being requested by a question or task. This gives students more confidence in what they are doing.
- They provide a model! The expectation is not that students will copy, but that they will witness how it is they ought to go about answering.
Traffic light cards: Get the students to use RAG cards to respond what they have or haven't learnt;
– Green if they are very confident that they have achieved the objectives and what
was expected;
– Amber if they feel that they have had partial success in meeting the objectives,
but some more work might be needed; and
– Red if they consider that they have made little or no progress towards meeting the
objective.
Snowballing: Pose a question, then give students thinking time to come up with a answer (individually). Discuss their answers in pairs and come up with an agreed answer. Then fours and finally eights. Then each group of 8 shares with the class.
Forest Gump: Get students to summarise what they have learnt like Forest Gump: The second world war is like a…… , Trigonometry is like a, Designing a successful product is like a......
forrest_gump_.pptx | |
File Size: | 1217 kb |
File Type: | pptx |
Think Pair Share: This involves posing a question to students, asking them to take a few minutes of thinking time and then turning to a nearby student to share their thoughts.
think_pair_share.pptx | |
File Size: | 846 kb |
File Type: | pptx |
40 Sentence module review: Give the students the 40 sentence module review A3 worksheet and as them to review a topic/module in 40 sentences, this gets the student to break down the module and highlight the important areas. Students might need a starting point and this activity can be done individually or in groups.
40_sentence_module_review_.pptx | |
File Size: | 1360 kb |
File Type: | pptx |
Rotation Squares (by @TomBrush1982): The question must be placed in the middle of the page. Around the question are prompts explaining what must be done. Students then rotate around the square completing the question in particular sections. The idea is for students to understand what is required for a particular question worth a particular amount of marks. Or the rotation square can be used to show how a question can be worth many marks with a different command word. So the 1 mark version can go in the middle and then the 2 mark, 3 mark and 4 mark around the outside. The rotation squares shows the subtle differences between questions and how much they are worth.
example_rotation_squares.pptx | |
File Size: | 132 kb |
File Type: | pptx |
Reduce: Summarise a topic in 5 sentences - reduce to 5 words - reduce to one word.
Mini White Boards: Use mini white boards to measure students progress during lesson by asking them to write answers to key questions etc. and show them you and other students.
Killer question: Get students into groups to create questions on the topic/lesson they have just learnt. Then ask the other groups their questions.
Random Name Generator: Use a random name generator to select students to question students. CLICK HERE for a random generator app
Pose, Pause, Pounce, Bounce (by @teachertoolkit): It is a simple, yet sophisticated, AfL (Assessment for Learning) questioning technique to help teachers develop students understanding through questioning. It also helps address differentiation in the classroom and encourages teachers to take risks.
1. POSE
This is the hard part.
Killer question: Get students into groups to create questions on the topic/lesson they have just learnt. Then ask the other groups their questions.
Random Name Generator: Use a random name generator to select students to question students. CLICK HERE for a random generator app
Pose, Pause, Pounce, Bounce (by @teachertoolkit): It is a simple, yet sophisticated, AfL (Assessment for Learning) questioning technique to help teachers develop students understanding through questioning. It also helps address differentiation in the classroom and encourages teachers to take risks.
1. POSE
- Give the context of your approach to the class.
- Insist on hands down before the question is delivered.
- Provide a question or a series of questions, ensuring that you ask the students to remain reflective.
This is the hard part.
- Ask the class to hold the thought; ... think; ... think again...
- If students are captivated and engaged, try holding the silence for a little while longer and...
- Push the boundaries. Keep the reflection for as long as possible.
- Insist the answer to the question comes from student A and possibly student B, directly and fast!
- Of course plan in your mind who you are going to ask, before speaking to the class.
- Name student A to respond and don't move.
- Possibly don't speak and nip any comments, grunts or noises in the bud! Its magic when you can hear, see and feel a captivated learning audience. We've all seen it.
- Wait for an answer... pause... decipher the support needed if no response is evidently on its way. (Of course, at this stage, you can instigate various strategies for peers to support the questionable student A).
- If student A does manage to answer, the fun part starts here...
- Ask another student B (immediately) after the POUNCE response, their opinion of student A's answer.
- This can be developed by asking student B and C their opinions to student A's response, irrespective if the answer is correct or not.
- An additional strategy is to bounce the question to a group A...and subsequently, a sub-group B if group A do not deliver a suitable way forward.
- This ensures the teacher is engaging a significant number of students with the question at hand, whilst using this strategy, it also ensures the entire class can be called upon at any given time by just returning to phase 1 or phase 3.
- Many, many teachers are very reluctant to hold onto a question or a stumbling block in class. I know because I have done it; but my greatest lessons are often the ones that involve the ethos being established from the outset and (me) not being afraid to tease out "why?" student A or B thinks the way they do...
pose_pause_pounce_bounce.pptx | |
File Size: | 1262 kb |
File Type: | pptx |
Venn/When: The Venn diagram tool is a useful way to help extend student thinking.The simplest way is to have two aspects of a similar concept that are to b compared, so that students then note the similarities and differences. An example of this is shown above, where Y12 students had to compare alkanes and alkenes: (You can number your pupils to already show who will explain what element of the venn.) This is activity can be used as part of a starter or plenary and is a useful way of summarising concepts that students have learnt.
Variations:
•Display the list of relevant keywords that students can then add to their venn diagrams.
•A little challenge can be incorporated by having one or two words which are red herrings.
Variations:
•Display the list of relevant keywords that students can then add to their venn diagrams.
•A little challenge can be incorporated by having one or two words which are red herrings.
venn_when_example.pptx | |
File Size: | 244 kb |
File Type: | pptx |
Plenary task generator: CLICK HERE for a bing bank of plenary tasks from the TES website.