Knowledge Organisers: Making them worth more than the paper they’re written on | classteaching

As we have previously blogged about here and here, we at Durrington are currently implementing knowledge organisers across the whole school. At the moment, we have knowledge organisers in place in all subjects for Year 9 and Year 10. The knowledge organisers themselves are disciplinary, by which we mean they are subject specific and so show variation according to the curriculum that they support. However, we have also tried to ensure consistency through adhering to the following principles:
The knowledge organisers include judiciously selected tier 2 and tier 3 vocabulary. This vocabulary…

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Knowledge Organisers: Making them worth more than the paper they’re written on | classteaching

As we have previously blogged about here and here, we at Durrington are currently implementing knowledge organisers across the whole school. At the moment, we have knowledge organisers in place in all subjects for Year 9 and Year 10. The knowledge organisers themselves are disciplinary, by which we mean they are subject specific and so show variation according to the curriculum that they support. However, we have also tried to ensure consistency through adhering to the following principles:
The knowledge organisers include judiciously selected tier 2 and tier 3 vocabulary. This vocabulary…

Continue reading at:

https://ift.tt/2OiZ4bZ

Cracking homework | classteaching

Homework has been on my list of whole-school responsibilities for some time now.  In fact, this will be the sixth year in which I’ve been charged with leading on all things connected to learning outside of the classroom.  Other than revision that is.  Although that is partly me as well.

So surely five years has been enough time to crack homework.  You could reasonably expect to see a school in which all staff set purposeful and meaningful homework that has watertight consistency across subject teams, students are intrinsically motivated to complete it and so do so without prompting,…

Continue reading at:

https://ift.tt/2DYUJpI

Cracking homework | classteaching

Homework has been on my list of whole-school responsibilities for some time now.  In fact, this will be the sixth year in which I’ve been charged with leading on all things connected to learning outside of the classroom.  Other than revision that is.  Although that is partly me as well.

So surely five years has been enough time to crack homework.  You could reasonably expect to see a school in which all staff set purposeful and meaningful homework that has watertight consistency across subject teams, students are intrinsically motivated to complete it and so do so without prompting,…

Continue reading at:

https://ift.tt/2DYUJpI

Supporting Retrieval Practice with Cornell Note Taking | classteaching

The benefits of retrieval practice i.e. the act of having to retrieve something from your memory (often with the help of a cue), in terms of supporting long term memory, have been well documented. Similarly a number of classroom strategies that support this, such as starting each lesson with questions from last lesson, last week and last month and the use of flashcards, are common practice for many teachers.  One strategy that is less well documented is Cornell note taking.

Devised by Professor Walter Pauk of Cornell University in the 1950s, it is a way of students setting out their notes…

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Knowledge Organisers: Tackling the Misconceptions | classteaching

Last week, Andy Tharby wrote about Durrington’s journey with knowledge organisers and in particular how we are using these to improve retrieval practice. Andy’s blog generated a lot of interest, perhaps because it taps into the current debate regarding the possible advantages and dangers of using knowledge organisers as a central resource for classroom learning (and because it is expertly written, of course).

One of the major issues we at Durrington have faced on this journey is ensuring a cohesive approach to using knowledge organisers in a way that tackles some common misconceptions about…

Continue reading at:

https://ift.tt/2MMBxdP

Knowledge Organisers: Tackling the Misconceptions | classteaching

Last week, Andy Tharby wrote about Durrington’s journey with knowledge organisers and in particular how we are using these to improve retrieval practice. Andy’s blog generated a lot of interest, perhaps because it taps into the current debate regarding the possible advantages and dangers of using knowledge organisers as a central resource for classroom learning (and because it is expertly written, of course).

One of the major issues we at Durrington have faced on this journey is ensuring a cohesive approach to using knowledge organisers in a way that tackles some common misconceptions about…

Continue reading at:

https://ift.tt/2MMBxdP