Why knowing keywords is essential for learning | missdcox

Since I started teaching, I have always given my GCSE students lists of keywords. This was initially because the spec that I’ve taught, includes a keyword definition questions, totalling 10% of the marks. Students needed to know (ideally the exam board) definitions to answer the simple questions at the start. It would have been foolish for me not to get them to learn them. Over the years, I’ve begun to realise that learning these key words means much more than answering these questions in the exam.

Whenever I’ve taught in one teaching room I’ve had a special shelf for these sheets. Students…

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Why knowing keywords is essential for learning | missdcox

Since I started teaching, I have always given my GCSE students lists of keywords. This was initially because the spec that I’ve taught, includes a keyword definition questions, totalling 10% of the marks. Students needed to know (ideally the exam board) definitions to answer the simple questions at the start. It would have been foolish for me not to get them to learn them. Over the years, I’ve begun to realise that learning these key words means much more than answering these questions in the exam.

Whenever I’ve taught in one teaching room I’ve had a special shelf for these sheets. Students…

Continue reading at:

http://ift.tt/2vJ0FOv

20 ways to widen the ‘gap’ in your classroom | missdcox

Make homework optional
Create resources for different levels/grades of students
Only teach certain groups of students the tough stuff
Take under achieving students out of one subject to catch up with other subjects
Allow absence without any action
Don’t make students catch up with work when absent
Make judgments/decisions using student data/hearsay, before you’ve met them & seen what they can do
Treat PP/LAC students differently including marking their books first
Think that an SEN student cannot learn the same and in the same way as non-SEN (in the majority of cases)
Don’t check…

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Are we wasting time on lesson plenaries? | missdcox

I’ll be honest. Most of my lessons end with ‘that’s all we’ve got time for, pack away’. But a call for plenaries that show progress on a teacher forum got me thinking.

Are we wasting time on lesson plenaries?

In the days of lesson observation and the demand for teachers to show ‘progress’ every 20 minutes, plenaries were perfect. You could start the lesson with an activity that showed they knew nothing about the topic, teach them and then at the end get them to do the same activity. Usefully, but possibly predictably, their responses would change so the assumption is that they’ve made…

Continue reading at:

http://ift.tt/2tUnXzF

Are we wasting time on lesson plenaries? | missdcox

I’ll be honest. Most of my lessons end with ‘that’s all we’ve got time for, pack away’. But a call for plenaries that show progress on a teacher forum got me thinking.

Are we wasting time on lesson plenaries?

In the days of lesson observation and the demand for teachers to show ‘progress’ every 20 minutes, plenaries were perfect. You could start the lesson with an activity that showed they knew nothing about the topic, teach them and then at the end get them to do the same activity. Usefully, but possibly predictably, their responses would change so the assumption is that they’ve made…

Continue reading at:

http://ift.tt/2tUnXzF

Staggered marking and feedback | missdcox

My year 9s have just done their end of year exam. In RS this means the same set of questions skills repeated for religions and themes. They’ve done three sets of these so they are marked on 1/2/4/5/12 mark questions, 3 times.

I got them to write their answers to each set on a different piece of paper. So Christianity on one, Islam and another and theme B on the final piece.

Instead of marking all of their papers I have marked them one by one. So I marked all their Christianity papers in one go and then did my usual whole class feedback on particular points of knowledge or common errors,…

Continue reading at:

http://ift.tt/2uuR2PC

Staggered marking and feedback | missdcox

My year 9s have just done their end of year exam. In RS this means the same set of questions skills repeated for religions and themes. They’ve done three sets of these so they are marked on 1/2/4/5/12 mark questions, 3 times.

I got them to write their answers to each set on a different piece of paper. So Christianity on one, Islam and another and theme B on the final piece.

Instead of marking all of their papers I have marked them one by one. So I marked all their Christianity papers in one go and then did my usual whole class feedback on particular points of knowledge or common errors,…

Continue reading at:

http://ift.tt/2uuR2PC