Innovative Education.org
  • Home
  • A-level Chemistry
    • Key Resources
    • Chemistry Year 1 >
      • Module 2 - Foundations in Chemistry
      • Module 3 - Periodic Table & Energy
      • Module 4 - Core Organic Chemistry
    • Chemistry Year 2 >
      • F324 - Rings, Polymers & Analysis
      • Module 6 - Organic Chemistry & Analysis
      • F325 - Equilibria, Energetics & Elements
  • GCSE
    • Key Resources
    • GCSE Past Papers
    • AQA Combined Science Chemistry PP
    • Past Papers Resources AQA Chemistry
    • Chemistry Unit 1
    • Chemistry Unit 2
    • Chemistry Unit 3
    • Physics Unit 1
    • Physics Unit 2
    • Physics Unit 3
  • Key Stage 3
    • Biology
    • Chemistry
    • Physics
    • General Science
  • Learning Tool-Kit
    • Innovative Toolkit
    • Assessment for Learning (AfL)
    • Behaviour for Learning (BfL)
    • Outstanding Practice
    • Marking, Assessment & Feedback
    • Flipped Learning
  • Fun Science
    • Science @ Home
    • Engaging Science >
      • Fun Experiments
      • Molecule of the Month
    • Apps in Education >
      • Biology Apps
      • Chemistry Apps
      • Physics Apps
      • File Management
      • Literacy
      • Mathematics
      • iPads in Education
  • Blog
  • About Me
  • Science Distance Learning
  • Past Papers Resources AQA Chemistry
  • Book Summary

BIG Question Science QR Codes to Engage Students. 

8/31/2015

1 Comment

 
QR codes are now common in todays society, primarily for advertising purposes. First designed in Japan for the automotive industry in 1994, they have, in recent years established themselves are a very useful and effective tool in education to move learning beyond the classroom and the world into the classroom.  

The following is one example of how I use QR codes to engage students and to stretch and challenge the most able of students. I provide students with a BIG question, such as "How can folding paper get us to the moon",  and ask them to compose their own scientific theory with evidence. This can be either an individual or small group task. The students then scan the code using a mobile device or tablet, watch the video, and evaluate the content and then compare and contrast this with their own model.   
This activity works well as a starter, a differentiated task or most effectively enabling students to understand the meaning of the term hypothesis and the thought process scientist go through to generate a new theory.  Additionally printed on to coloured paper they make interactive visual displays for classrooms. 

Click here for the BIG question files. 
Picture
1 Comment

Differentiation Strategy #5 - Post-it Starter

2/8/2014

2 Comments

 
Picture
Using the template below questions are printed out onto Post-it Notes. The colour of the Post-it Note corresponds to the level of difficulty of the question.

The Post-it Notes are then placed onto the desk of each student before they enter the room; the students then have to answer their question as their starter activity. Post-it Note starters enables the teacher to differentiate the question each student receives to challenge them, but at the same time make it achievable. I use the five different colours of Post-it Notes for five levels of difficulty. 

Picture
Picture
Picture
Picture
Post-it Template 3x3.docx
File Size: 26 kb
File Type: docx
Download File

Post-it Note 1x3 Template.docx
File Size: 23 kb
File Type: docx
Download File

Picture
2 Comments

One Size Does Not Fit All - Intervention

1/25/2014

0 Comments

 
Picture
Intervention refers to putting in place strategies to help students to rectify any underperformance as soon as it is identified through regular, short focussed guidance and support. The most effective intervention is led by the subject teacher who has an in-depth knowledge and understanding of the student’s barriers to achievement and strategies they can focus on to improve their attainment. 



Common Barriers to Progress Include:

·       Low attendance 
·       Social difficulties- poor self-esteem, difficulty working with others, feeling stressed or anxious
·       Lack of academic aspiration
·       Large misconceptions
·       Lower progress as a result of inappropriate teaching methods, which don’t meet learning needs
·       Poor behaviour
·       Lack of challenge resulting in boredom and a lack of focus
·    Underdeveloped learning skills – features such as poor listening, easily distracted, problems grasping    cognitive needs in a whole class situation, poor literacy or mathematical skills

The diagram below highlights intervention strategies that can be implemented to enhance attainment, the majority of which can be employed during day-to-day teaching.  

Picture
Characteristics of Effective Intervention

Struggling Students Benefit from Classroom Intervention Strategies that….

1. Include explicit, well-organized (systematic) instruction as well as opportunities to consolidate information;
2. Are provided in small-group or one-on-one formats;
3. Small timeframe provision on a regular basis
4. Provide extended opportunities for practice, including guided, independent, and cumulative practice with teacher feedback;
5. Are provided in addition to regular classroom practice;
6. Include continuous progress monitoring.


Picture
Tier I – Classroom Interventions are designed for All Students, and they should reach approximately 80% of students
Tier 2 – Strategic Interventions should help Some Students, an additional 15% of students.
Tier 3 – Intensive Interventions should target A Minority of Students, 5% of students
Tier 4 – Extended Intervention will apply to a Few Students, approximately 2%


Intervention Strategies:

Oral Feedback
A suggested sequence for giving individual oral feedback in a planned review as intervention
  1. Plan feedback which is positive and specific
  2. Reinforce the value and importance of the pupils’ contribution
  3. Focus on recent learning objectives and learning outcomes in the context of pupil targets
  4. Give the pupil(s) time to reflect and respond
  5. Encourage the pupil(s) to ask questions to clarify their understanding of the progress they have made
  6. Identify and agree the most important next steps in learning and revise pupil targets if necessary
  7. Agree immediate and longer-term actions. Clarify when these will be reviewed, by whom, and what evidence will be sought 

Written Feedback:
In order to improve the quality of feedback there must be explicit expectations about it. Teachers need to explain to pupils that, in line with whole-school policy:

  1. Students receive feedback on their work periodically and selectively
  2. Feedback focused on key priorities [the learning objectives]
  3. Feedback identifies what they need to do to improve 
  4. Seeking help is an essential part of their learning and leads to useful discussion about ways of learning
  5. Feedback will require interactivity/action by the pupil
  6. All feedback needs to be positive and specific.
  7. Feedback is even better if linked to curriculum targets eg grade requirements.
  8. Taking the time over constructive comments reaps rewards with student performance. 
  9. Mark less to achieve more!!!

Target setting:
The purposes of target setting:

  1. To use sources of information, including attainment data, to focus plans on raising standards of pupil attainment.
  2. To ensure pupils’ prior attainment and achievement is built upon throughout the key stage.
  3. To identify and focus teaching on areas of underperformance.
  4. To actively support improved learning outcomes for underachieving groups of pupils.
  5. The majority of GCSE subjects have pre-published sheets to aid students with their revision, using curricular targets.
  6. Checklists can be created for all units of work and are helpful in reinforcing grade differences.
  7. Persistent use of revision booklets reinforces good revision habits in students
  8. Students need to be encouraged to set, and record, their own curricular targets.
  9. Students need to be given opportunities to self-assess their own coursework and make any amendments if required.
  10. It is vital that coursework pieces, once marked, are shared with the students so that they know how to improve on any future pieces

0 Comments

Differentiation Strategy #4 - Balloon Starter

12/9/2013

0 Comments

 
Picture
Balloons are hidden under tables and chairs before the students enter the lesson. On the teachers command the students have to find the balloon with their name written on it. Inside each balloon is a piece of paper with a question written on it, the students have to pop the balloon to obtain the question and then answer it. 

The questions can be based upon the previous lessons objectives and differentiated for each student. 

An alternative is to place a letter in each balloon, the students have to gather into groups of the same colour balloons and work as a team to arrange the letters to spell a key word associated with the topic and then compose a precise definition for that word.


0 Comments

Differentiation Strategy #3 - Plenary Selector

11/24/2013

2 Comments

 
Picture
A fun activity to increase engagement and competition within plenary activities throughout every lesson. 

The plenary grid can be laminated and placed on each desk or printed out given to the students to glue into their exercise books to reference every lesson. The students role two dice and then complete the task selected. 



The activity can be differentiated by students choosing the task they want to complete instead of rolling the dice, which enables students to select the task which enables them to demonstrate their full knowledge and understanding. 

The activities can be differentiated in accordance with Bloom's taxonomy to challenge the different ability students and assigned to individual students to complete by the teacher. 

Credit for this activity goes to http://cheneyagilitytoolkit.blogspot.co.uk

Plenary Selector Grid.pdf
File Size: 53 kb
File Type: pdf
Download File

Plenary Selector Dice Template.pdf
File Size: 1164 kb
File Type: pdf
Download File

2 Comments

Differentiation Strategy #2 - Homework Takeaway Menu

11/11/2013

1 Comment

 
Picture
I came across this idea on twitter and it has proved to be a very good way of enhancing students motivation to completing homework. 

Students pick from the menu the format in which they are going to complete their homework. I've used this for extended homework to revise or summarise a unit or topic, and it works equally as well with both Key Stage 3 and Key Stage 4 students. By embowering the students and giving them ownership of the homework and allowing them to choose the type of activity they are more effectively able to demonstrate their knowledge and understanding. The tasks are differentiated in line with Bloom's taxonomy catering for all ability students.  

From trying this over the past half term the students get really involved and begin to compete with each other to produce the most original and creative piece of work, which is fantastic for improving student progress and standards. 

Homework Takeaway Menu.pdf
File Size: 1070 kb
File Type: pdf
Download File

1 Comment

Differentiation Strategy #1 - Balloon  Popping

10/31/2013

1 Comment

 
Picture
This is a fun activity (using balloons always is) used during exam practice for long answer questions such as the QWC questions (quality of written communication) or indeed past papers. 

Students work collaboratively in groups to answer the extended questions. If the students require support they may pop a balloon off the board. Inside each ballon is a hint or part of the markscheme to assist the students answer the question. The balloons are differentiated, the green contain minor glues whereas the red contain more detailed support. 

The price of popping the balloons and being rewarded with assistance also comes with a deduction in the marks available for the question. This is to encourage the students to use other resources such as their exercise book, revision guide and each other before seeking teacher support.  The different coloured balloons relate to different marks deducted, green -0.5, orange -1, and red -2. The students have to think strategically and decide whether to pop one or more of each colour, or any, in order to maximise their overall score. There is a limited number of balloons available and the hints inside cannot be shared between groups. This is another consideration for the students whether to pop a balloon early or take the risk of not having any balloons left. 

Picture
This activity enhances team work within each group and encourages independent  learning. The students can use any strategy available to them such as discussing the questions between their group, using exercise and text books or Google to find the answer before seeking assistance from the balloons.The activity is treated as a game increasing the students engagement and motivation in what can be a dry task.
1 Comment
    Picture
    Paul McCormack BSc(Hons), MRSC, FCollT, PGCE

    Author

    Paul is Head of Science in a secondary school in the South West of England, and a Fellow of the College of Teachers, with an interest in developing new and innovative learning and teaching strategies to enable students to achieve their potential.

    Tweets by @mccormackpj

    Archives

    April 2017
    August 2015
    June 2014
    February 2014
    January 2014
    December 2013
    November 2013
    October 2013
    August 2013

    Categories

    All
    App Of The Month
    Augmented Reality
    Behaviour For Learning
    Differentiation
    Flipped Learning
    Learning Through Games
    Learning Toolbox
    Literacy
    Music
    NQT
    PiXL
    QR Codes
    Starter & Plenaries
    Teaching And Learning

    RSS Feed

Powered by Create your own unique website with customizable templates.