This post follows on from something I am trialling on keyword use in Year 11 biology. These are the homeworks I received from my mid-high ability Year 11 class which I set them on plant structures.
They had to include a diagram, write about their function, explain what adaptations they had to fulfill their function and then write a list of keywords that they thought would be relevant about that plant structure.
Here are two of the homeworks (after I had marked them) – a lot of time and care has been spent in completing this homework and you can see that it is a nice, compact revision tool for them. Also great for me when I was marking the homework as I could quickly see any misconceptions, push high ability pupils further and provide structures assistance for those who were struggling.
We will be writing exam answers using these homeworks on Thursday – I will update the blog when I have their responses. I’m looking forward to seeing what the quality of the exam style answers is like!
Teacher of Science
Assistant Head Teacher
A while back I stumbled across this awesome critical vocabulary document on the website of Yokohama International School. It was created by an English teacher called Liz Davies. I suggest you have a glance at it before reading the rest of this post. It is, I hope you will agree, an extraordinary piece of work. […]
via A master plan for vocabulary teaching in the English curriculum — Reflecting English
At Carlton le Willows Academy we are committed to enriching the whole student by not just demanding academic excellence, but also building character. During these Character Resilience and Wellbeing lessons (CRW) we teach the students a variety of skills and techniques to get them well prepared for when they leave school. This week, a representative from SharedEd came to deliver a session to year 9 students on FutureHack (future proofing careers).
Class 9XC5, during a Character Resilience and Wellbeing lesson, were discussing how Carlton le Willows students can be better prepared for a future which is likely to see half of jobs being automated. Artificial Intelligence, Virtual Reality, IoT, Driverless Technology among other was mentioned that are likely to disrupt our world. How can young people be best prepared for these fundamental changes when they enter their careers in 5-10 years?
Head of Character Resilience and Wellbeing
The biggest challenge in biology is use of keywords. I wanted to increase the confidence with which my students selected and utilized keywords in order to encourage them to be independent learners.
We looked at four different plant structures (palisade mesophyll cells, root hair cells, xylem and phloem) and I asked the students to split an A3 sheet of paper into four, and draw a diagram for each structure, write about its function and describe how it was adapted to its function. This is all very standard fare and in itself is a useful revision tool for the students, but is limited to just that.
So, I asked the students to also write a list of keywords at the bottom of each quarter that they would absolutely, 100% have to use if they were asked an exam question on that topic. This was to be completed as homework, and the idea is for me to mark this work, and when I give them feedback, provide 4 exam style questions that they must answer and include all the keywords they themselves have selected for that structure.
This will ensure that they are using more keywords in their answers but will also hopefully highlight the relevance of the words and improve their choice of scientific terminology; if they have written a keyword which they can’t use, then why did they choose it?
I have included an image of what they should be producing (I made this – and yes, I love colouring in and yes, I know there is a spelling mistake!!) and will update the blog when they have handed in the work and I’ve had a look at their answers.
Teacher of Science
Assistant Head Teacher
For too long, research has been something done to schools rather than by or with them. This has led to problems with research being inaccessible to teachers and leads to misunderstandings about the application of research for schools.
via Research – Bridging the Gap — Teaching it Real
The dominant issue in delivering a great education to all young people in a school or college is to ensure that they are being taught well, by someone with the confidence, knowledge and skills required, relevant to the school/college context, in every lesson. Recruiting, retaining and developing great teachers should be a total frontline priority. It already is […]
via Priority One: Improving the Quality of Teaching. — teacherhead
Much has been written about the value of knowledge retrieval practice in English literature – it is impossible to think critically about a text until you know it very well. However, I think it is now time to also consider how this knowledge might be connected and organised. In other words, what kinds of mental representations […]
via Connecting and organising knowledge in English literature — Reflecting English
On the Inset day in September, Tony and I delivered the first of a series of CPD sessions on ‘Feedback’. Our starting point of course, was Making Every Lesson Count by Allison and Tharby, and I suppose one of the great things about the text, apart from its ‘no nonsense approach (to which Tony and I both subscribe), was the way it sparked our interest in looking at the ways others view and write about educational feedback – believe me, this is really not as ‘dry’ as it sounds and it soon became very addictive. To prepare the CPD session, essays/blogs and points of view were discarded or pursued, until we had far too much additional material and we had to slice through an enormous amount of junk to get to what we thought offered a cohesive picture of effective feedback and one that we could deliver in about 60 minutes. Given below is a range of material that we found interesting, but for reasons of time could not include:
1. Didau: Marking and Feedback are Not the Same
2. Tidd: Is marking the enemy of Feedback?
3. French: Marking is not the same as feedback
4. Feedback: Beyond Marking
blog (with some useful ideas / strategies)
5. OFSTED Mythbusting on Marking
6. EEF Marking Review, April 2016
Head of English
I recently spent a day visiting Tudor Court Primary School in Chafford Hundred, Essex, as part of a visit for a group of Chinese teachers. It’s a school I worked with last year – led by the wonderful Phil Kyriacou. It’s a four form entry school which allows visitors to get a sense of the […]
via Primary Education is Extraordinary. What I learned in a day. — teacherhead