#TLAB14 Teaching Learning Assessment conference Berkhamsted : Jo Debens talk on GCSE Geography
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Material from Jo Debens' Geography workshop on teaching GCSE ideas for #TLAB14 Teaching Learning Assessment conference Berkhamsted
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Semelhante a #TLAB14 Teaching Learning Assessment conference Berkhamsted : Jo Debens talk on GCSE Geography
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#TLAB14 Teaching Learning Assessment conference Berkhamsted : Jo Debens talk on GCSE Geography
- 1. CAN YOU BE CREATIVE AT GCSE WITHOUT LOSING THE INTEGRITY?
- 6. Stories of a river Followed by…
- 10. CAKE MODELLING!
- 15. JENGA? How could you use……
- 18. TWISTER? How could you use……
- 21. Then back in the classroom…..SURPRISE!
- 22. BALLOONS?! How could you use……
- 27. PAPER PLANES? How could you use….
- 30. Developing GCSE literacy skills
- 31. CREATIVE WRITING
- 35. SUPPORT FRAMES - VCOP
- 36. Improve your writing…with VCOP! Hydraulic action corrosion attrition abrasion Coastal erosion population Residents visitors wave cut platform Wave cut notch constructive wave destructive wave however likewise whereas even though on the other hand unlike contrasting to in addition to despite because so as to Nevertheless although similarly Coastal processes such as……………….. can create landforms by………….. Hydraulic action is when…………………..and this can create…………… Constructive waves are when…………………..whereas destructive waves…………. These produce landforms like……………………because……….. ocabulary onnectives peners unctuation
- 37. SUPPORT WRITING WITH PEEL FLOW CHARTS
- 38. Point 1 Hurricane Katrina in August 2005 was the worst disaster in US history. Point 3 Critics say that the impacts were made worse by government mismanagement Point 2 When the storm hit Louisiana it was a Category 3 scale depression. Make & describe your point Use place specific evidence (Prove it) Explain (So What) Link back to question (Describe&explaintheimpactsofaclimatic hazardyouhavestudied.9marks)
- 40. LEARNING GRIDS
- 41. 1 2 3 4 5 6 1 Link to sustainability Describe primary & secondary impacts Evaluate responses to hazard Explain theory Describe economic & social impact Refer to data 2 Refer to data Link to sustainability Views of National government Explain types of mitigation / management Include place specific detail Compare MEDC features to LEDC 3 Link to development unit (e.g. aid) Refer to data Link to sustainability Views of Residents Justify argument based on evidence Include place specific detail 4 Justify argument based on evidence Views of tourists / foreign government Include place specific detail Link to sustainability Refer to data Link to development unit (e.g. aid) 5 Compare & contrast responses and impacts Include place specific detail Compare MEDC features to LEDC Refer to data Link to sustainability Views of emergency response teams 6 Views of International community Compare MEDC features to LEDC Refer to data Include place specific detail Link to development unit (e.g. aid) Link to sustainability
- 42. SOLO
- 43. Using SOLO framework to structure thinking / prep for extended writing
- 44. e.g. I’m confused about tropical storms. e.g. Tropical storms are big thunder storms like hurricanes. e.g. Tropical storms occur over warm water, they trigger strong destructive winds and heavy rain. e.g. Tropical storms form over water of 27C or more when the sea is at least 60m deep. This is because they require moist evaporating air. The occur in the tropics either side of the equator where weather is humid and warm. e.g. Tropical storms are likely to have a stronger impact in LEDCs like the Philippines where infrastructure is weaker. This means prediction and preparation is less efficient so residents do not evacuate. It is therefore likely that LEDCs will have a greater loss of life than MEDCs. Increasinglycomplexanswers….. Describe & explain tropical storms E D C B A
- 47. e.g. Here’s one made earlier…
- 48. Reflect on your work. Does it meet your Could Be grade? Why? Now edit your work one last time. Redraft. Improve. Work together to re-write each other’s work. Use mark-scheme. Now have a go at editing & improving your partner’s statement. Ask your partner to reword & rephrase your statement. Does it still make sense? Share this statement with a partner. All write a statement in response to the image in front of you. REFLECT WRITE SPEAK THINK Thesentence escalator
- 49. Story cubes add random element…
- 50. Revision cubes
Notas do Editor
- Our role is to enable learners to make links between info to develop knowledge and skills, not just to fill them with lists / facts
- In groups, students have a bagful of river sediment, piece of A3 paper and some keywords. They have to create a river cross-section from upper to lower course by putting sediment and keywords into the correct location.
- After doing the messy bit, then get students to produce a written story describing the journey down river having to describe changes & use key terms.
- Put topics into a hat, each student draws one or two out and has to produce a piece of revision bunting to be shared. Ownership & corporate responsibility.
- Edible enquiry – just give students mini whiteboards / poster paper, cake, sweets and have to produce a resource that demonstrates formation of wave cut platforms or any other landform.
- Different options.Keyword / fact jenga – label pieces and then play the game. Teacher / student reads out a definition, player has to retract the piece that matches the definition. Competition to build tallest tower if played in groups.Use coloured dots / coloured jenga and each colour corresponds to a different theme. Students are given a topic e.g. Hurricane Katrina. When they take out a piece, whatever colour they take they must give an appropriate response. E.g. Red correlates to fact, green correlates to causes, yellow corresponds to impacts, blue corresponds to responses, etc,.
- Alternative versions, e.g.Play the game in small groups. Within each group you have a quizmaster. Each time a player moves to a new spot, they have to correctly answer a question (e.g. define a word, recall a key fact, etc,.). If incorrect then spin the spinner again and have to move to a new spot and keep answering Qs until correct.Assign points to different spots. Have differentiated questions worth different points. Students play the game and accumulate points depending on how hard the question is that they answer. Highest points win.
- Do follow up case study exam Qs to check for impact
- Various uses. E.g.one student writes a question on the balloon, then throws to someone else who then answers the question and passes onGet students to draw a world map around the balloon to get across the idea of sphericity / world layoutCreate concept maps with lots of interlinking by drawing around the balloon to encourage links right round
- Different options: 1) as the music plays move around and have to read key facts / study a stimulus image…when the music stops they have to answer an exam question. 2) have exam Qs stuck to the back of the chairs (no peeking), keep cycling through and when music stops have to answer the exam Q on whiteboards, etc,.
- Different options: as the music plays, students move around and have to read key facts / study a stimulus image…remove a chair and when the music stops then whomever is left standing you ask a question based on that fact/stimulus that had been on the chair. have exam Qs stuck to the back of the chairs (no peeking), students keep cycling through and when music stops have to answer the exam Q on whiteboards on whatever chair they are facing.
- Students write a question on a piece of paper, fold into a plane, throw at another student, who has to answer.
- AfL. Foldup an example case study answer (either a model one or one the kids have just written). Throw around room to three different students who then highlight one per go with different colours for use of key terms, developed points, place specific fact. Throw to one final student who gives the question an overall score and final comment.
- Dear John letters. Link to literacy, creative writing but with Bingo for keywords. Can be about any topic.
- Writing songs – e.g. tectonics
- Support and guide with literacy. Espgood for lower ability and for extended writing. Reminding often about SPaG counting for at least 5%
- Model how to write a 3 developed point answer with flow charts and PEEL.
- example
- Learning grids. Students roll two dice to get a coordinate, this then randomly selects what information to include. Repeat as many times as you like (I usually do 3-4 times) and then they must include that criteria in their writing. Also good to use in reverse for AfL: get students to mark on the grid which criteria they think they have met and then when you mark the work you can highlight whether they have actually met this criteria or not, then use in your feedback.
- Idea of SOLO being a move from simplistic basic responses and understanding to being more complex with interlinks. I tend to rename the different stages to:Unclear 2) One idea 3) Many ideas 4) Interlinking many ideas 5) Analysing and interpreting these many ideas in different waysThis structure can be used to structure notes / plan essays or for AfL
- e.g. Use as a topic summary
- Hexagons allow you to tessellate in 6 directions to demonstrate multiple links. e.g. in this example as a group we had blue statements that were the impacts of difficult environments and in red the causes of these difficulties. Then they have to tessellate to make multiple links in preparation for extended writing.
- example
- Model the idea of essay structuring to class. Students to write down as much as possible as they can about a case study on each hexagon. Those aiming for B+ should be making multiple connections between these facts / statements. Then use these hexagons to structure an extended writing piece. Remind to use connectivesbetween.
- Sentence escalation. Kind of like ‘Chinese whispers’ to start then turning into written sentences.
- Laminated dice allow you to swap in and out different images / words / facts. Students throw the dice and have to respond to whatever they see.
- Roll the dice and have to revise & produce a resource on whatever it lands on.
- http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-30850.html