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Embedding PQE to help students with climate graphs...We'll get there!

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Embedding PQE to help students with climate graphs...We'll get there! https://t.co/FWykZDyBuk

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Embedding PQE to help students with climate graphs...We'll get there! pic.twitter.com/FWykZDyBuk
— Ben Bishop (@MrBishopGeog) January 17, 2019

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Embedding PQE to help students with climate graphs...We'll get there! https://t.co/FWykZDyBuk

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Embedding PQE to help students with climate graphs...We'll get there! https://t.co/FWykZDyBuk

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Embedding PQE to help students with climate graphs...We'll get there!

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Live Modelling with Powerpoint’s ‘Active X Textbox’ (Whatever that means!) – Mr W-M History

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Putting the CREPT analysis idea from #vshp21 into my lesson with y10 on the Prague Spring. Love it when you have tons of practical ideas to take away 👏 @WilkesHistory

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Putting the CREPT analysis idea from #vshp21 into my lesson with y10 on the Prague Spring. Love it when you have tons of practical ideas to take away 👏 @WilkesHistory https://t.co/VIzCe9WmZM

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Putting the CREPT analysis idea from #vshp21 into my lesson with y10 on the Prague Spring. Love it when you have tons of practical ideas to take away 👏 @WilkesHistory pic.twitter.com/VIzCe9WmZM
— Mrs T History 💙 🇺🇦 (@mrst_history) July 11, 2021

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Putting the CREPT analysis idea from #vshp21 into my lesson with y10 on the Prague Spring. Love it when you have tons of practical ideas to take away 👏 @WilkesHistory https://t.co/VIzCe9WmZM

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Putting the CREPT analysis idea from #vshp21 into my lesson with y10 on the Prague Spring. Love it when you have tons of practical ideas to take away 👏 @WilkesHistory https://t.co/VIzCe9WmZM

# data[].attributes.attachment_link.metadata.attachment_props.text
Putting the CREPT analysis idea from #vshp21 into my lesson with y10 on the Prague Spring. Love it when you have tons of practical ideas to take away 👏 @WilkesHistory

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"How can I add pie charts to my @ArcGISOnline maps?" 
This StoryMap shows how to add pie charts to feature pop-ups and a hack for using pies as symbols https://t.co/OZcd2uPWqt #geographyteacher #NEA

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"How can I add pie charts to my @ArcGISOnline maps?" 
This StoryMap shows how to add pie charts to feature pop-ups and a hack for using pies as symbols https://t.co/OZcd2uPWqt #geographyteacher #NEA https://t.co/gCSrjcW4bY

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"How can I add pie charts to my @ArcGISOnline maps?"
This StoryMap shows how to add pie charts to feature pop-ups and a hack for using pies as symbols https://t.co/OZcd2uPWqt #geographyteacher #NEA pic.twitter.com/gCSrjcW4bY
— David Morgan (He/Him) (@Dav1dM0rgan) June 25, 2021

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
"How can I add pie charts to my @ArcGISOnline maps?" 
This StoryMap shows how to add pie charts to feature pop-ups and a hack for using pies as symbols https://t.co/OZcd2uPWqt #geographyteacher #NEA https://t.co/gCSrjcW4bY

# data[].attributes.attachment_link.metadata.attachment_props.original_text
"How can I add pie charts to my @ArcGISOnline maps?" 
This StoryMap shows how to add pie charts to feature pop-ups and a hack for using pies as symbols https://t.co/OZcd2uPWqt #geographyteacher #NEA https://t.co/gCSrjcW4bY

# data[].attributes.attachment_link.metadata.attachment_props.text
"How can I add pie charts to my @ArcGISOnline maps?" 
This StoryMap shows how to add pie charts to feature pop-ups and a hack for using pies as symbols https://t.co/OZcd2uPWqt #geographyteacher #NEA

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#EsriEDUC here is the Storymap Collection I used in the 'Creating virtual geoscience teaching resources' session. It has the River Tees examples, assessment/questioning, slides, support resources, 3Ddrone imagery and a georeferenced 3D iPadPro Lidar model of geology in Folkestone

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#EsriEDUC here is the Storymap Collection I used in the 'Creating virtual geoscience teaching resources' session. It has the River Tees examples, assessment/questioning, slides, support resources, 3Ddrone imagery and a georeferenced 3D iPadPro Lidar model of geology in Folkestone https://t.co/pglKcP3cE5

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#EsriEDUC here is the Storymap Collection I used in the 'Creating virtual geoscience teaching resources' session. It has the River Tees examples, assessment/questioning, slides, support resources, 3Ddrone imagery and a georeferenced 3D iPadPro Lidar model of geology in Folkestone pic.twitter.com/pglKcP3cE5
— Jason Sawle (@GIS4Schools) June 22, 2021

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
#EsriEDUC here is the Storymap Collection I used in the 'Creating virtual geoscience teaching resources' session. It has the River Tees examples, assessment/questioning, slides, support resources, 3Ddrone imagery and a georeferenced 3D iPadPro Lidar model of geology in Folkestone https://t.co/pglKcP3cE5

# data[].attributes.attachment_link.metadata.attachment_props.original_text
#EsriEDUC here is the Storymap Collection I used in the 'Creating virtual geoscience teaching resources' session. It has the River Tees examples, assessment/questioning, slides, support resources, 3Ddrone imagery and a georeferenced 3D iPadPro Lidar model of geology in Folkestone https://t.co/pglKcP3cE5

# data[].attributes.attachment_link.metadata.attachment_props.text
#EsriEDUC here is the Storymap Collection I used in the 'Creating virtual geoscience teaching resources' session. It has the River Tees examples, assessment/questioning, slides, support resources, 3Ddrone imagery and a georeferenced 3D iPadPro Lidar model of geology in Folkestone

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🦋 Put together this peer critique word diagram based on Ron Berger’s ‘kind’, ‘specific’ & ‘helpful’ approach. Practical steps to develop a culture of excellence.

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🦋 Put together this peer critique word diagram based on Ron Berger’s ‘kind’, ‘specific’ & ‘helpful’ approach. Practical steps to develop a culture of excellence. https://t.co/XhamWuc6Rj

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🦋 Put together this peer critique word diagram based on Ron Berger’s ‘kind’, ‘specific’ & ‘helpful’ approach. Practical steps to develop a culture of excellence. pic.twitter.com/XhamWuc6Rj
— Jamie Clark (@XpatEducator) June 7, 2021

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
🦋 Put together this peer critique word diagram based on Ron Berger’s ‘kind’, ‘specific’ & ‘helpful’ approach. Practical steps to develop a culture of excellence. https://t.co/XhamWuc6Rj

# data[].attributes.attachment_link.metadata.attachment_props.original_text
🦋 Put together this peer critique word diagram based on Ron Berger’s ‘kind’, ‘specific’ & ‘helpful’ approach. Practical steps to develop a culture of excellence. https://t.co/XhamWuc6Rj

# data[].attributes.attachment_link.metadata.attachment_props.text
🦋 Put together this peer critique word diagram based on Ron Berger’s ‘kind’, ‘specific’ & ‘helpful’ approach. Practical steps to develop a culture of excellence.

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Two new Mission Impossible themed retrieval practice slides added to the bundle. All 11 slides fully editable. Feel free to download and use in your lessons. #geographyteacher #retrievalpractice
https://t.co/7d4iAH8Hww

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Two new Mission Impossible themed retrieval practice slides added to the bundle. All 11 slides fully editable. Feel free to download and use in your lessons. #geographyteacher #retrievalpractice
https://t.co/7d4iAH8Hww https://t.co/Lpp0KdZ3Ik

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Two new Mission Impossible themed retrieval practice slides added to the bundle. All 11 slides fully editable. Feel free to download and use in your lessons. #geographyteacher #retrievalpractice https://t.co/7d4iAH8Hww pic.twitter.com/Lpp0KdZ3Ik
— markthegeographer 🌍 (@keepgeogingon) April 10, 2021

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Two new Mission Impossible themed retrieval practice slides added to the bundle. All 11 slides fully editable. Feel free to download and use in your lessons. #geographyteacher #retrievalpractice
https://t.co/7d4iAH8Hww https://t.co/Lpp0KdZ3Ik

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Two new Mission Impossible themed retrieval practice slides added to the bundle. All 11 slides fully editable. Feel free to download and use in your lessons. #geographyteacher #retrievalpractice
https://t.co/7d4iAH8Hww https://t.co/Lpp0KdZ3Ik

# data[].attributes.attachment_link.metadata.attachment_props.text
Two new Mission Impossible themed retrieval practice slides added to the bundle. All 11 slides fully editable. Feel free to download and use in your lessons. #geographyteacher #retrievalpractice
https://t.co/7d4iAH8Hww

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GCSE map skills with a twist 🗺 I created this lesson for an obs today and it was brilliant! Ss were really engaged and produced some excellent work 🙌🏻 Happy to share. #geographyteacher

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GCSE map skills with a twist 🗺 I created this lesson for an obs today and it was brilliant! Ss were really engaged and produced some excellent work 🙌🏻 Happy to share. #geographyteacher https://t.co/RKIQLZsxli

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GCSE map skills with a twist 🗺 I created this lesson for an obs today and it was brilliant! Ss were really engaged and produced some excellent work 🙌🏻 Happy to share. #geographyteacher pic.twitter.com/RKIQLZsxli
— Mrs Reed 🌍💙 (@MrsReedGeo) December 2, 2019

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GCSE map skills with a twist 🗺 I created this lesson for an obs today and it was brilliant! Ss were really engaged and produced some excellent work 🙌🏻 Happy to share. #geographyteacher https://t.co/RKIQLZsxli

# data[].attributes.attachment_link.metadata.attachment_props.original_text
GCSE map skills with a twist 🗺 I created this lesson for an obs today and it was brilliant! Ss were really engaged and produced some excellent work 🙌🏻 Happy to share. #geographyteacher https://t.co/RKIQLZsxli

# data[].attributes.attachment_link.metadata.attachment_props.text
GCSE map skills with a twist 🗺 I created this lesson for an obs today and it was brilliant! Ss were really engaged and produced some excellent work 🙌🏻 Happy to share. #geographyteacher

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Amazing collection of research informed & practical ideas to reduce cognitive overload from @finleyt.

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Amazing collection of research informed & practical ideas to reduce cognitive overload from @finleyt. https://t.co/djEOen9IfD

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Amazing collection of research informed & practical ideas to reduce cognitive overload from @finleyt. pic.twitter.com/djEOen9IfD
— Impact (@ImpactWales) March 3, 2020

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Amazing collection of research informed & practical ideas to reduce cognitive overload from @finleyt. https://t.co/djEOen9IfD

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Amazing collection of research informed & practical ideas to reduce cognitive overload from @finleyt. https://t.co/djEOen9IfD

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Amazing collection of research informed & practical ideas to reduce cognitive overload from @finleyt.

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This got me thinking about the sort of activities that I use regularly and their purpose and came up with this crib sheet. Not an exclusive list & I am sure will add to it as new ideas come along and are shared, but gives me a starting point and a reminder

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This got me thinking about the sort of activities that I use regularly and their purpose and came up with this crib sheet. Not an exclusive list & I am sure will add to it as new ideas come along and are shared, but gives me a starting point and a reminder https://t.co/jgOykY2RFT

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I saw a tweet (sorry I can't find it now) which mentioned using similar activities repeatedly not being boring but helping students to focus on knowledge/learning as they know what to expect. It also helps to develop key skills.

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This got me thinking about the sort of activities that I use regularly and their purpose and came up with this crib sheet. Not an exclusive list & I am sure will add to it as new ideas come along and are shared, but gives me a starting point and a reminder pic.twitter.com/jgOykY2RFT
— Hectic Teacher 🐈‍⬛🐾☕ (@HecticTeacher) March 2, 2020

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This got me thinking about the sort of activities that I use regularly and their purpose and came up with this crib sheet. Not an exclusive list & I am sure will add to it as new ideas come along and are shared, but gives me a starting point and a reminder https://t.co/jgOykY2RFT

# data[].attributes.attachment_link.metadata.attachment_props_source.includes.tweets[].text
I saw a tweet (sorry I can't find it now) which mentioned using similar activities repeatedly not being boring but helping students to focus on knowledge/learning as they know what to expect. It also helps to develop key skills.

# data[].attributes.attachment_link.metadata.attachment_props.original_text
This got me thinking about the sort of activities that I use regularly and their purpose and came up with this crib sheet. Not an exclusive list & I am sure will add to it as new ideas come along and are shared, but gives me a starting point and a reminder https://t.co/jgOykY2RFT

# data[].attributes.attachment_link.metadata.attachment_props.text
This got me thinking about the sort of activities that I use regularly and their purpose and came up with this crib sheet. Not an exclusive list & I am sure will add to it as new ideas come along and are shared, but gives me a starting point and a reminder

# data[].attributes.attachment_link.metadata.attachment_props.referenced_tweets[].text
I saw a tweet (sorry I can't find it now) which mentioned using similar activities repeatedly not being boring but helping students to focus on knowledge/learning as they know what to expect. It also helps to develop key skills.

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Use our Exam Command Words guide to help pupils answer exam questions effectively.

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Use our Exam Command Words guide to help pupils answer exam questions effectively. https://t.co/6r8Y8IfoXl

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Use our Exam Command Words guide to help pupils answer exam questions effectively. pic.twitter.com/6r8Y8IfoXl
— Impact (@ImpactWales) February 15, 2020

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Use our Exam Command Words guide to help pupils answer exam questions effectively. https://t.co/6r8Y8IfoXl

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Use our Exam Command Words guide to help pupils answer exam questions effectively. https://t.co/6r8Y8IfoXl

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Use our Exam Command Words guide to help pupils answer exam questions effectively.

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Look 👀 at this idea to gamify vocabulary learning from @missanowell. What a brilliant resource for subject specific words!

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Look 👀 at this idea to gamify vocabulary learning from @missanowell. What a brilliant resource for subject specific words! https://t.co/pONaOgGglA

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Look 👀 at this idea to gamify vocabulary learning from @missanowell. What a brilliant resource for subject specific words! pic.twitter.com/pONaOgGglA
— Impact (@ImpactWales) January 5, 2020

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Look 👀 at this idea to gamify vocabulary learning from @missanowell. What a brilliant resource for subject specific words! https://t.co/pONaOgGglA

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Look 👀 at this idea to gamify vocabulary learning from @missanowell. What a brilliant resource for subject specific words! https://t.co/pONaOgGglA

# data[].attributes.attachment_link.metadata.attachment_props.text
Look 👀 at this idea to gamify vocabulary learning from @missanowell. What a brilliant resource for subject specific words!

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Helping students develop their answers to case studies, to make sure they explain thoroughly #geographyteacher #pedagoofriday

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Helping students develop their answers to case studies, to make sure they explain thoroughly #geographyteacher #pedagoofriday https://t.co/GGR41JinMO

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Helping students develop their answers to case studies, to make sure they explain thoroughly #geographyteacher #pedagoofriday pic.twitter.com/GGR41JinMO
— Miss Slinger (@MissSlingersays) December 6, 2019

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Helping students develop their answers to case studies, to make sure they explain thoroughly #geographyteacher #pedagoofriday https://t.co/GGR41JinMO

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Helping students develop their answers to case studies, to make sure they explain thoroughly #geographyteacher #pedagoofriday https://t.co/GGR41JinMO

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Helping students develop their answers to case studies, to make sure they explain thoroughly #geographyteacher #pedagoofriday

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How do you ensure ALL pupils respond to what they've read? Check out this from @Doug_Lemov shared by @surreallyno. 1 small tweak = massive difference in learning 👍👍

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How do you ensure ALL pupils respond to what they've read? Check out this from @Doug_Lemov shared by @surreallyno. 1 small tweak = massive difference in learning 👍👍 https://t.co/fUjcySA12X

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How do you ensure ALL pupils respond to what they've read? Check out this from @Doug_Lemov shared by @surreallyno. 1 small tweak = massive difference in learning 👍👍 pic.twitter.com/fUjcySA12X
— Impact (@ImpactWales) November 14, 2019

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How do you ensure ALL pupils respond to what they've read? Check out this from @Doug_Lemov shared by @surreallyno. 1 small tweak = massive difference in learning 👍👍 https://t.co/fUjcySA12X

# data[].attributes.attachment_link.metadata.attachment_props.original_text
How do you ensure ALL pupils respond to what they've read? Check out this from @Doug_Lemov shared by @surreallyno. 1 small tweak = massive difference in learning 👍👍 https://t.co/fUjcySA12X

# data[].attributes.attachment_link.metadata.attachment_props.text
How do you ensure ALL pupils respond to what they've read? Check out this from @Doug_Lemov shared by @surreallyno. 1 small tweak = massive difference in learning 👍👍

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Inspired by @missgeog92 a take 5 case study fact sheet for AQA GCSE Geography. Just a first draft but I’m pleased with how it’s turning out #aqageography #teamgeog #geographyteacher

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Inspired by @missgeog92 a take 5 case study fact sheet for AQA GCSE Geography. Just a first draft but I’m pleased with how it’s turning out #aqageography #teamgeog #geographyteacher https://t.co/oXVKLbng0F

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Inspired by @missgeog92 a take 5 case study fact sheet for AQA GCSE Geography. Just a first draft but I’m pleased with how it’s turning out #aqageography #teamgeog #geographyteacher pic.twitter.com/oXVKLbng0F
— Clare (@MrsClareThomson) October 25, 2019

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Inspired by @missgeog92 a take 5 case study fact sheet for AQA GCSE Geography. Just a first draft but I’m pleased with how it’s turning out #aqageography #teamgeog #geographyteacher https://t.co/oXVKLbng0F

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Inspired by @missgeog92 a take 5 case study fact sheet for AQA GCSE Geography. Just a first draft but I’m pleased with how it’s turning out #aqageography #teamgeog #geographyteacher https://t.co/oXVKLbng0F

# data[].attributes.attachment_link.metadata.attachment_props.text
Inspired by @missgeog92 a take 5 case study fact sheet for AQA GCSE Geography. Just a first draft but I’m pleased with how it’s turning out #aqageography #teamgeog #geographyteacher

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Encouraging pupils to consider what criteria they use to make a judgement, and to come up with their own criteria. #historyteacher

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Encouraging pupils to consider what criteria they use to make a judgement, and to come up with their own criteria. #historyteacher https://t.co/ac38on4BCN

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Encouraging pupils to consider what criteria they use to make a judgement, and to come up with their own criteria. #historyteacher pic.twitter.com/ac38on4BCN
— Karen Knight (@KKNTeachLearn) March 30, 2019

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Encouraging pupils to consider what criteria they use to make a judgement, and to come up with their own criteria. #historyteacher https://t.co/ac38on4BCN

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Encouraging pupils to consider what criteria they use to make a judgement, and to come up with their own criteria. #historyteacher https://t.co/ac38on4BCN

# data[].attributes.attachment_link.metadata.attachment_props.text
Encouraging pupils to consider what criteria they use to make a judgement, and to come up with their own criteria. #historyteacher

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Last resource before summer is ‘Things I wish you knew about me’. An A5 booklet for Year 7 pupils to fill in during their first lesson in September which they will stick inside the front cover of their exercise book.
#imdone

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Last resource before summer is ‘Things I wish you knew about me’. An A5 booklet for Year 7 pupils to fill in during their first lesson in September which they will stick inside the front cover of their exercise book.
#imdone https://t.co/NhTWnJweWm

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Last resource before summer is ‘Things I wish you knew about me’. An A5 booklet for Year 7 pupils to fill in during their first lesson in September which they will stick inside the front cover of their exercise book.#imdone pic.twitter.com/NhTWnJweWm
— Karen Knight (@KKNTeachLearn) July 18, 2019

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Last resource before summer is ‘Things I wish you knew about me’. An A5 booklet for Year 7 pupils to fill in during their first lesson in September which they will stick inside the front cover of their exercise book.
#imdone https://t.co/NhTWnJweWm

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Last resource before summer is ‘Things I wish you knew about me’. An A5 booklet for Year 7 pupils to fill in during their first lesson in September which they will stick inside the front cover of their exercise book.
#imdone https://t.co/NhTWnJweWm

# data[].attributes.attachment_link.metadata.attachment_props.text
Last resource before summer is ‘Things I wish you knew about me’. An A5 booklet for Year 7 pupils to fill in during their first lesson in September which they will stick inside the front cover of their exercise book.
#imdone

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Description: Do you find lesson plan templates restricting? This checklist includes all the important aspects of an Outstanding Lesson Plan Template, but in a checklist format so that you can make sure every aspect is covered, but write your plan in your own format, e.g. chronological. I stick this above my desk so I can refer to it when planning.

Created by: @mrskidson14

Category: UKEdResources: Whole School - Pedagogical Ideas & Practice

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I came across mini sagas in Neil Watkin and Johannes Ahrenfelt's The Exam Class Toolkit [...]

The Education Show returned to the NEC, Birmingham on 16-18 March for its 27th year, [...]

- This is a re-blog post originally posted by PrimaryIdeas and published with kind permission. The [...]

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Lightbulb Checklist by @mrskidson14 - @UKEdResources

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Description: Do you find lesson plan templates restricting? This checklist includes all the important aspects of an Outstanding Lesson Plan Template, but in a checklist format so that you can make sure every aspect is covered, but write your plan in your own format, e.g. chronological.

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Laminated these fab resources from the inspiring @kate_stockings !! Both will be placed on every desk for GCSE students and used during exam questions/ extended writing tasks. Fingers crossed, by the time they get to they exams, they will know know the different command words📚

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Laminated these fab resources from the inspiring @kate_stockings !! Both will be placed on every desk for GCSE students and used during exam questions/ extended writing tasks. Fingers crossed, by the time they get to they exams, they will know know the different command words📚 https://t.co/Kz5B92MQbm

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Laminated these fab resources from the inspiring @kate_stockings !! Both will be placed on every desk for GCSE students and used during exam questions/ extended writing tasks. Fingers crossed, by the time they get to they exams, they will know know the different command words📚 pic.twitter.com/Kz5B92MQbm
— Aqeeb Akram 🌍 (@mrgeogaa) June 21, 2019

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Laminated these fab resources from the inspiring @kate_stockings !! Both will be placed on every desk for GCSE students and used during exam questions/ extended writing tasks. Fingers crossed, by the time they get to they exams, they will know know the different command words📚 https://t.co/Kz5B92MQbm

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Laminated these fab resources from the inspiring @kate_stockings !! Both will be placed on every desk for GCSE students and used during exam questions/ extended writing tasks. Fingers crossed, by the time they get to they exams, they will know know the different command words📚 https://t.co/Kz5B92MQbm

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Laminated these fab resources from the inspiring @kate_stockings !! Both will be placed on every desk for GCSE students and used during exam questions/ extended writing tasks. Fingers crossed, by the time they get to they exams, they will know know the different command words📚

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Something went wrong, but don’t fret — let’s give it another shot.

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Formation of a waterfall flipbook https://t.co/SSsvkBCYn6

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Formation of a waterfall flipbook pic.twitter.com/SSsvkBCYn6
— Gina Gallagher 🌍 (@MsGallagher92) May 22, 2019

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Formation of a waterfall flipbook https://t.co/SSsvkBCYn6

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Formation of a waterfall flipbook https://t.co/SSsvkBCYn6

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Pupils need to be taught note-taking as a skill. Check out this amazing guide to Cornell Notes from https://t.co/bvkSrdsxem

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Pupils need to be taught note-taking as a skill. Check out this amazing guide to Cornell Notes from https://t.co/bvkSrdsxem https://t.co/LJFPuppaGO

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Pupils need to be taught note-taking as a skill. Check out this amazing guide to Cornell Notes from https://t.co/bvkSrdsxem pic.twitter.com/LJFPuppaGO
— Impact (@ImpactWales) May 20, 2019

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Pupils need to be taught note-taking as a skill. Check out this amazing guide to Cornell Notes from https://t.co/bvkSrdsxem https://t.co/LJFPuppaGO

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Pupils need to be taught note-taking as a skill. Check out this amazing guide to Cornell Notes from https://t.co/bvkSrdsxem https://t.co/LJFPuppaGO

# data[].attributes.attachment_link.metadata.attachment_props.text
Pupils need to be taught note-taking as a skill. Check out this amazing guide to Cornell Notes from https://t.co/bvkSrdsxem

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Still loving 🥰 these reflection sheets inspired by @JNolanHistory. Tried with Year 10 this time. A great insight into how they prepare for their assessments. #aqa #gcse #historyteacher

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Still loving 🥰 these reflection sheets inspired by @JNolanHistory. Tried with Year 10 this time. A great insight into how they prepare for their assessments. #aqa #gcse #historyteacher https://t.co/O1VGQPloqe

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Still loving 🥰 these reflection sheets inspired by @JNolanHistory. Tried with Year 10 this time. A great insight into how they prepare for their assessments. #aqa #gcse #historyteacher pic.twitter.com/O1VGQPloqe
— Mrs R History (@MrsRaddon) May 12, 2019

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Still loving 🥰 these reflection sheets inspired by @JNolanHistory. Tried with Year 10 this time. A great insight into how they prepare for their assessments. #aqa #gcse #historyteacher https://t.co/O1VGQPloqe

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Still loving 🥰 these reflection sheets inspired by @JNolanHistory. Tried with Year 10 this time. A great insight into how they prepare for their assessments. #aqa #gcse #historyteacher https://t.co/O1VGQPloqe

# data[].attributes.attachment_link.metadata.attachment_props.text
Still loving 🥰 these reflection sheets inspired by @JNolanHistory. Tried with Year 10 this time. A great insight into how they prepare for their assessments. #aqa #gcse #historyteacher

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Something went wrong, but don’t fret — let’s give it another shot.

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When you’re scrolling through Instagram before bed and suddenly get a brainwave 💡

#10YearChallenge has a place in the Geography classroom too....in the form of a deforestation starter! 🤓🌍🌳

#GeographyTeacher

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When you’re scrolling through Instagram before bed and suddenly get a brainwave 💡

#10YearChallenge has a place in the Geography classroom too....in the form of a deforestation starter! 🤓🌍🌳

#GeographyTeacher https://t.co/eXIPHxMBlx

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When you’re scrolling through Instagram before bed and suddenly get a brainwave 💡#10YearChallenge has a place in the Geography classroom too....in the form of a deforestation starter! 🤓🌍🌳#GeographyTeacher pic.twitter.com/eXIPHxMBlx
— Ellen 🌍🌋🏙 (@MissMcVGeog) January 16, 2019

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When you’re scrolling through Instagram before bed and suddenly get a brainwave 💡

#10YearChallenge has a place in the Geography classroom too....in the form of a deforestation starter! 🤓🌍🌳

#GeographyTeacher https://t.co/eXIPHxMBlx

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When you’re scrolling through Instagram before bed and suddenly get a brainwave 💡

#10YearChallenge has a place in the Geography classroom too....in the form of a deforestation starter! 🤓🌍🌳

#GeographyTeacher https://t.co/eXIPHxMBlx

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When you’re scrolling through Instagram before bed and suddenly get a brainwave 💡

#10YearChallenge has a place in the Geography classroom too....in the form of a deforestation starter! 🤓🌍🌳

#GeographyTeacher

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pic.twitter.com/ALKbaY4GS2
— juano el cruel (@juanacalvete) January 16, 2019

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My new-found favourite 'Do Now' task taken from @MrsBallAP's recent blog post https://t.co/EGvnC9zM7D https://t.co/bLeBQcbJU0

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Over the last term, I have been really thinking about how to make my retrieval practice more focused and relevant in addressing gaps in knowledge and tackling misconceptions. Retrieval practice is …

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Definitely stealing this idea @adams_briony @DanielleEddy5 https://t.co/OkeYu44eS1
— Fiona Sheriff 🌎🌍🌏💙💛 (@fiona_616) December 17, 2020

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My new-found favourite 'Do Now' task taken from @MrsBallAP's recent blog post https://t.co/EGvnC9zM7D https://t.co/bLeBQcbJU0

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My new-found favourite 'Do Now' task taken from @MrsBallAP's recent blog post https://t.co/EGvnC9zM7D https://t.co/bLeBQcbJU0

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These research-informed ideas to reduce Cognitive Overload are awesome. Use @finleyt ideas with your class 🙌

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These research-informed ideas to reduce Cognitive Overload are awesome. Use @finleyt ideas with your class 🙌 https://t.co/ybliYQYvuK

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These research-informed ideas to reduce Cognitive Overload are awesome. Use @finleyt ideas with your class 🙌 pic.twitter.com/ybliYQYvuK
— Impact (@ImpactWales) November 10, 2018

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These research-informed ideas to reduce Cognitive Overload are awesome. Use @finleyt ideas with your class 🙌 https://t.co/ybliYQYvuK

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These research-informed ideas to reduce Cognitive Overload are awesome. Use @finleyt ideas with your class 🙌 https://t.co/ybliYQYvuK

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These research-informed ideas to reduce Cognitive Overload are awesome. Use @finleyt ideas with your class 🙌

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Visualising the text means deep understanding. Get pupils to use a thinking map to structure their thoughts. These 👇✍ are brilliant!

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Visualising the text means deep understanding. Get pupils to use a thinking map to structure their thoughts. These 👇✍ are brilliant! https://t.co/aLhZpAbrQL

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Visualising the text means deep understanding. Get pupils to use a thinking map to structure their thoughts. These 👇✍ are brilliant! pic.twitter.com/aLhZpAbrQL
— Impact (@ImpactWales) November 9, 2018

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Visualising the text means deep understanding. Get pupils to use a thinking map to structure their thoughts. These 👇✍ are brilliant! https://t.co/aLhZpAbrQL

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Visualising the text means deep understanding. Get pupils to use a thinking map to structure their thoughts. These 👇✍ are brilliant! https://t.co/aLhZpAbrQL

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Visualising the text means deep understanding. Get pupils to use a thinking map to structure their thoughts. These 👇✍ are brilliant!

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100% HW from year 8’s and soooo pleased that students were eager to discuss the geographical article they found, read and reviewed this week ☺️ Lots of 5⭐️ reviews 😊Great activity thanks @Mindy_Geog 🌍 #GeographyTeacher #LovetoRead

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100% HW from year 8’s and soooo pleased that students were eager to discuss the geographical article they found, read and reviewed this week ☺️ Lots of 5⭐️ reviews 😊Great activity thanks @Mindy_Geog 🌍 #GeographyTeacher #LovetoRead https://t.co/A4iux3ZZAs

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100% HW from year 8’s and soooo pleased that students were eager to discuss the geographical article they found, read and reviewed this week ☺️ Lots of 5⭐️ reviews 😊Great activity thanks @Mindy_Geog 🌍 #GeographyTeacher #LovetoRead pic.twitter.com/A4iux3ZZAs
— Kelly Daish (Campbell) 🌍 (@K_M_Campbell) October 19, 2018

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100% HW from year 8’s and soooo pleased that students were eager to discuss the geographical article they found, read and reviewed this week ☺️ Lots of 5⭐️ reviews 😊Great activity thanks @Mindy_Geog 🌍 #GeographyTeacher #LovetoRead https://t.co/A4iux3ZZAs

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100% HW from year 8’s and soooo pleased that students were eager to discuss the geographical article they found, read and reviewed this week ☺️ Lots of 5⭐️ reviews 😊Great activity thanks @Mindy_Geog 🌍 #GeographyTeacher #LovetoRead https://t.co/A4iux3ZZAs

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100% HW from year 8’s and soooo pleased that students were eager to discuss the geographical article they found, read and reviewed this week ☺️ Lots of 5⭐️ reviews 😊Great activity thanks @Mindy_Geog 🌍 #GeographyTeacher #LovetoRead

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Great work with Year 13 today doing their Find and Fix for Superpowers EQ1. Year 12s turn tomorrow for EQ1 Tectonics.

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Great work with Year 13 today doing their Find and Fix for Superpowers EQ1. Year 12s turn tomorrow for EQ1 Tectonics. https://t.co/zQt3XtB13q

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Great work with Year 13 today doing their Find and Fix for Superpowers EQ1. Year 12s turn tomorrow for EQ1 Tectonics. pic.twitter.com/zQt3XtB13q
— Paul 🌎 (@ploguey) October 10, 2018

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Great work with Year 13 today doing their Find and Fix for Superpowers EQ1. Year 12s turn tomorrow for EQ1 Tectonics. https://t.co/zQt3XtB13q

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Great work with Year 13 today doing their Find and Fix for Superpowers EQ1. Year 12s turn tomorrow for EQ1 Tectonics. https://t.co/zQt3XtB13q

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Great work with Year 13 today doing their Find and Fix for Superpowers EQ1. Year 12s turn tomorrow for EQ1 Tectonics.

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Description: Printables for a classroom display idea providing extension tasks and review activities.

Created by: @misstait_85

Category: UKEdResources: Whole School - Displays & Wall Resources

You need to Login or Register to bookmark/favorite this content.

- This short article originally appeared in the November 2014 Edition of UKEdMagazine. Click here [...]

Even though teachers up and down the land will be enjoying a well earned rest, [...]

This article has nothing to do with the 1991 VAT tribunal whereby McVitie's allegedly produced [...]

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Finished? Try one of these... by @misstait_85 - @UKEdResources

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Description: Printables for a classroom display idea providing extension tasks and review activities. Created by: @misstait_85 Category: UKEdResources: Whole School - Displays & Wall Resources You need to Login or Register to bookmark/favorite this content. - This short article originally appeared in the November 2014 Edition of UKEdMagazine. Click here [...]

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How to revise Geography by Mrs Humanities

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How to revise Geography by Mrs Humanities

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Inspired by Greg Thornton's post on How do we revise for history? which I recommended in my post on Mrs Humanities shares... 5 Epic History Revision Resources I decided to make a resource for my Geography students.

I've taken a slightly different approach, giving a range of approaches to revision but thought it might be useful for others as well.

At the bottom of the page you can download a version for GCSE and IB Geography.

Each idea or method has a link or two offered with it that will allow students to access apps or resources to support them.

To download a PDF version for GCSE click the image below.

To download a PDF version for IB Geography click the image below

I've also added a generic editable version on TES here - https://www.tes.com/teaching-resource/how-to-revise-in-insert-subject-guidance-sheet-11852796

Hope you find and your students find it of use.

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Inspired by Greg Thornton's post on How do we revise for history? which I recommended in my post on Mrs Humanities shares... 5 Epic History Revision Resources I decided to make a resource for my Geography students. I've taken a slightly different approach, giving a range of approaches to revision but thought it might be...

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From @ploguey

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From @ploguey

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Group Jigsaw activity - condensing info onto a postcard

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Group Jigsaw activity - condensing info onto a postcard

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Look at this 👀👇 from @edutopia 53 Ways to Check for Understanding 👍👍

A great list of formative assessment strategies.

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Look at this 👀👇 from @edutopia 53 Ways to Check for Understanding 👍👍

A great list of formative assessment strategies. https://t.co/g64UN3tFt9

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Look at this 👀👇 from @edutopia 53 Ways to Check for Understanding 👍👍

A great list of formative assessment strategies. pic.twitter.com/g64UN3tFt9
— Impact (@ImpactWales) May 25, 2019

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Look at this 👀👇 from @edutopia 53 Ways to Check for Understanding 👍👍

A great list of formative assessment strategies. https://t.co/g64UN3tFt9

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Look at this 👀👇 from @edutopia 53 Ways to Check for Understanding 👍👍

A great list of formative assessment strategies. https://t.co/g64UN3tFt9

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Look at this 👀👇 from @edutopia 53 Ways to Check for Understanding 👍👍

A great list of formative assessment strategies.

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5 Formative Assessment Strategies from Dylan Wiliam. Use our sketchnote to support pupil progress.

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5 Formative Assessment Strategies from Dylan Wiliam. Use our sketchnote to support pupil progress. https://t.co/ymVHr7xbur

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5 Formative Assessment Strategies from Dylan Wiliam. Use our sketchnote to support pupil progress. pic.twitter.com/ymVHr7xbur
— Impact (@ImpactWales) January 17, 2021

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5 Formative Assessment Strategies from Dylan Wiliam. Use our sketchnote to support pupil progress. https://t.co/ymVHr7xbur

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5 Formative Assessment Strategies from Dylan Wiliam. Use our sketchnote to support pupil progress. https://t.co/ymVHr7xbur

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5 Formative Assessment Strategies from Dylan Wiliam. Use our sketchnote to support pupil progress.

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Paul Logue imporving attainment in ks5.pptx

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Rachel Hawke imporving Ao3 extended answers.pptx

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Low stakes testing today with year 11 https://t.co/bh9MZsti11

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Low stakes testing today with year 11 pic.twitter.com/bh9MZsti11
— Gina Gallagher 🌍 (@MsGallagher92) October 16, 2019

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Low stakes testing today with year 11 https://t.co/bh9MZsti11

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Low stakes testing today with year 11 https://t.co/bh9MZsti11

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Liz Bentley Pattison debate and discussion.pptx

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*UPDATE- 15/02/14*
Mini Whiteboards have always been really useful!

Heres something a little different!

A while back I transformed some desks in my room into Half Desks- Half Whiteboards! They have worked a treat:

They went down a treat at school with the students and staff... Lots of people at Twitter have used this post to create their own learning spaces. Some images below show how people have used +Smart Wall Paint
They have been so generous with their products- allowing me to develop my classroom into an exceptional environment!

My idea used by @EnglishLulu 🙂

This was created as a result of my idea by https://twitter.com/SteveFoxAST

SmartWallPaint being used by @WoodhamArt suggested by @TeamTait through my idea promoted on Twitter

Here is a Video clip by @TEAMTAIT describing how to use +Smart Wall Paint http://www.youtube.com/watch?v=s9XA5fK-_MM&feature=youtu.be

Smart Wall Paint have now developed a new product call Clear Smart Wall Paint! They have kindly sent me a pack to develop and use. So...

...watch this space for another creative learning environment set of pics!

A CHEAP ALTERNATIVE- BUT NOT AS EFFECTIVE IN THE LONG TERM:
YOU CAN also use sticky back plastic on the top half of a desk. Your t echnology department can suggest a 'cheap' place to buy this standard sticky back plastic- or check out this website!

DO remember to try SmartWall Paint-It is amazing!! Whiteboard Paint
(Note- you should have whiteboard spray to ensure the whiteboard pen rubs out nicely!) The sticky back plastic is a very temp. resource. - Paint walls? Desks and more? Be creative...

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UPDATE- 15/02/14* Mini Whiteboards have always been really useful! Heres something a little different! A while back I transformed some desks in my room into Half Desks- Half Whiteboards! They have worked a treat: They went down a treat at school with the students and staff...

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The soil profile cubes have worked well :) thanks @RachYorkeN13

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The soil profile cubes have worked well :) thanks @RachYorkeN13 https://t.co/gdUSIl32mL

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The soil profile cubes have worked well :) thanks @RachYorkeN13 pic.twitter.com/gdUSIl32mL
— Rob Chambers (@RobGeog) October 17, 2019

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The soil profile cubes have worked well :) thanks @RachYorkeN13 https://t.co/gdUSIl32mL

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The soil profile cubes have worked well :) thanks @RachYorkeN13 https://t.co/gdUSIl32mL

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The soil profile cubes have worked well :) thanks @RachYorkeN13

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This is a
Pieces of paper with a question on one side and the answer on the other

Kagan cooperative learning structure.
Students are given a question.
They then have to pair up and ask the other student the question thay have on their paper. The other student answers and is then praised by the questioner. If necessary the questioner also corrects any errors in understanding.
When both questions have been asked, the pair swap questions, put their hands up to indicate they are ready to move on and then pair up with a new partner.

Use to introduce historical context to a topic
Or for a vocab/spelling test
Class a bit lively? Trade cards instead of partners.
Organise the students as an inside/outside circle. One circle rotates after a set time.

This link is to a Canadian QQT resource for a lesson to myth bust about sexual health: http://www.teachingsexualhealth.ca/media/Game/TSH%20Quiz%20Quiz%20Trade%20Card%20-%20BC%20STI%20and%20Healthy%20Relationships.pdf

I am Teacher, Senior Leader and Trainer. I have also been an AST in Teaching and Learning. I tweet as @ASTSupportaali. I manage this FREE online toolkit of activities for Teachers; www.trythisteaching.com

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This is a Pieces of paper with a question on one side and the answer on the other Kagan cooperative learning structure. Students are given a question. They then have to pair up and ask the other student the question thay have on their paper.

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Awesome plasticine skills from @Geoisamazing 

#iwishyoutaughtmykids 🏆

#geography #ukedchat #aussieed #sschat

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P ᴱᵀᴱ Sᴬᴺᴰᴱᴿˢᴼᴺ MCCT

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Awesome plasticine skills from @Geoisamazing 

#iwishyoutaughtmykids 🏆

#geography #ukedchat #aussieed #sschat https://t.co/7rgYpbB4T1

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P ᴱᵀᴱ Sᴬᴺᴰᴱᴿˢᴼᴺ

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P ᴱᵀᴱ Sᴬᴺᴰᴱᴿˢᴼᴺ

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Awesome plasticine skills from @Geoisamazing #iwishyoutaughtmykids 🏆#geography #ukedchat #aussieed #sschat pic.twitter.com/7rgYpbB4T1
— P ᴱᵀᴱ Sᴬᴺᴰᴱᴿˢᴼᴺ (@LessonToolbox) September 27, 2018

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Awesome plasticine skills from @Geoisamazing 

#iwishyoutaughtmykids 🏆

#geography #ukedchat #aussieed #sschat https://t.co/7rgYpbB4T1

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P ᴱᵀᴱ Sᴬᴺᴰᴱᴿˢᴼᴺ

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Awesome plasticine skills from @Geoisamazing 

#iwishyoutaughtmykids 🏆

#geography #ukedchat #aussieed #sschat https://t.co/7rgYpbB4T1

# data[].attributes.attachment_link.metadata.attachment_props.text
Awesome plasticine skills from @Geoisamazing 

#iwishyoutaughtmykids 🏆

#geography #ukedchat #aussieed #sschat

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P ᴱᵀᴱ Sᴬᴺᴰᴱᴿˢᴼᴺ

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Could be used to create 3d locational bar graphs

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Spare lego/board game pieces.

Give students pieces of lego/game bits and ask them to make/shape/create 'something' that links to a keyword/concept previously learnt.

Students can make a layout of a court room, design a flag, make some religious symbols, use a car and build a wall to show the effects of the london riots? And so on...

Aim of activity is to get students thinking creatively... getting them to rack their brains for the keywords and concepts learnt to link it to the items they have.

Use examination command words to prompt the descriptions of the students creations= e.g STATE- why you made that... EXPLAIN the importance of... JUSTIFY your use of... etc.

I am Teacher, Senior Leader and Trainer. I have also been an AST in Teaching and Learning. I tweet as @ASTSupportaali. I manage this FREE online toolkit of activities for Teachers; www.trythisteaching.com

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Spare lego/board game pieces. Give students pieces of lego/game bits and ask them to make/shape/create 'something' that links to a keyword/concept previously learnt. Students can make a layout of a court room, design a flag, make some religious symbols, use a car and build a wall to show the effects of the london riots?

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Linked to RAG123 by @Listerkev

Click

here for template by https://twitter.com/rondelle10_b

As a plenary, students have a choice of exit ticket which they have to answer before they can exit the lesson. The questions on the ticket should push the students to explain their learning from that lesson. Encourage them to think about what they know now that they could not do when they arrived. Tickets can include question that cover the range of thinking.

Focus on skills development as well as knowledge.
Give them the ability to "play or pass" on the ticket.

Students could use a laminated exit ticket- where a photo is then taken of it?

I am Teacher, Senior Leader and Trainer. I have also been an AST in Teaching and Learning. I tweet as @ASTSupportaali. I manage this FREE online toolkit of activities for Teachers; www.trythisteaching.com

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Linked to RAG123 by @Listerkev Click here for template by https://twitter.com/rondelle10_b As a plenary, students have a choice of exit ticket which they have to answer before they can exit the lesson. The questions on the ticket should push the students to explain their learning from that lesson.

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https://www.trythisteaching.com/2014/06/dot-marking/

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This Click UPDATE
Resources:
Grid by @TomBrush192 <- download here and the resources required for individual tasks? here for a notebook version with spinning dice! By @TheMathsMagpie

GRID MADE BY WWW.TWITTER.COM/TOMBRUSH1982

How It Works:
Print the grid out- laminate it- A4? A3? or have a grid permanently stuck into the students books?
Then give students a dice to roll.
Once to count along and once to count across.
Whatever box the student randomly lands on is the task they must complete.
Remember you can differentiate the grids based on student levels/grades- include blooms stems/Higher order thinking skills etc.
Please note the grid should be personalised to your subject.
However, the above could be a generic grid for all subjects.

I am Teacher, Senior Leader and Trainer. I have also been an AST in Teaching and Learning. I tweet as @ASTSupportaali. I manage this FREE online toolkit of activities for Teachers; www.trythisteaching.com

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This Click UPDATE Resources: Grid by @TomBrush192 <- download here and the resources required for individual tasks? here for a notebook version with spinning dice! By @TheMathsMagpie GRID MADE BY WWW.TWITTER.COM/TOMBRUSH1982 How It Works: Print the grid out- laminate it- A4? A3? or have a grid permanently stuck into the students books?

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get students to give you 3 stars and a wish when marking your books

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Design your self a template like this one below by @FKRitson or click Resources:
here to read Fiona's blog explaining this whole idea in greater detail.

@vicgoddard these have been successful home/school communication. Very interesting comments back from parents 🙂 pic.twitter.com/dNRnA2U949

- Fiona Ritson (@FKRitson) November 14, 2015

Print your template out, hand to students to get them to get their parents/carers/guardians to fill in.
From Fiona's tweets it appears as though this is extremely helpful and invaluable information is shared.
It can also help build relationships and increase parental voice/involvement with their child's education.

Idea by @FKRitson, this template can be edited to suit your students and their associated needs.

I am Teacher, Senior Leader and Trainer. I have also been an AST in Teaching and Learning. I tweet as @ASTSupportaali. I manage this FREE online toolkit of activities for Teachers; www.trythisteaching.com

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Design your self a template like this one below by @FKRitson or click Resources: here to read Fiona's blog explaining this whole idea in greater detail. @vicgoddard these have been successful home/school communication. Very interesting comments back from parents 🙂 pic.twitter.com/dNRnA2U949 - Fiona Ritson (@FKRitson) November 14, 2015 Print your template out, hand to students to get them to get their parents/carers/guardians to fill in.

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Graphic Organisers- Click
Do not create new resources for common activities. Do they really make a difference if they are personalised?
What to do:
Use some of the following resources to speed up your planning/preparation time.

here, here and here. Or just Google...

I have blogged my thoughts about Snazzy V Generic resources. Click Variations:
here to read!

I am Teacher, Senior Leader and Trainer. I have also been an AST in Teaching and Learning. I tweet as @ASTSupportaali. I manage this FREE online toolkit of activities for Teachers; www.trythisteaching.com

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Graphic Organisers- Click Do not create new resources for common activities. Do they really make a difference if they are personalised? What to do: Use some of the following resources to speed up your planning/preparation time. here, here and here. Or just Google... I have blogged my thoughts about Snazzy V Generic resources.

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by @EnglishLulu

- Englishlulu (@englishlulu) June 6, 2014

We know that most of the mass of an iceberg is actually submerged beneath the water. We can't see how much. This is a little like learning. We need to ensure students understand more than the surface meaning of concepts/topics.
So, why not try a task like @EnglishLulu has with her classes. It seems like a great way to move students to deeper learning and will help get them out their comfort zones, into the struggle zone. It will also help them Think Hard.

Get students to write their own? Test another class?

I am Teacher, Senior Leader and Trainer. I have also been an AST in Teaching and Learning. I tweet as @ASTSupportaali. I manage this FREE online toolkit of activities for Teachers; www.trythisteaching.com

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by @EnglishLulu - Englishlulu (@englishlulu) June 6, 2014 We know that most of the mass of an iceberg is actually submerged beneath the water. We can't see how much. This is a little like learning. We need to ensure students understand more than the surface meaning of concepts/topics.

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Download resource from here.

This support sheets helps students structure an answer that is well balanced. It was created to tackle exam command words such as 'to what extent', 'assess', and 'evaluate'. Simply write the exam question in the box at the top (or leave it blank for students to write) and ask them to list points in each of the 'hands'. This can either be on each finger (so 5 points per hand) or around the hand (see the template with lines on). Following this, students write their full answer in a paragraph with great confidence and a clear structure.

Easily adapted for sociology and history to support their longer marked questions and support those with low literacy to structure their work.

I am Teacher, Senior Leader and Trainer. I have also been an AST in Teaching and Learning. I tweet as @ASTSupportaali. I manage this FREE online toolkit of activities for Teachers; www.trythisteaching.com

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Download resource from here. This support sheets helps students structure an answer that is well balanced. It was created to tackle exam command words such as 'to what extent', 'assess', and 'evaluate'. Simply write the exam question in the box at the top (or leave it blank for students to write) and ask them to list points in each of the 'hands'.

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Your online platform that you use to host your blog/website. Such as www.edublogs.org or www.wordpress.com

There are thousands of schools in the country, with hundreds of departments all practising systems that are very similar to each other.

To save time, add your schools departmental blog to this Padlet below. This way others can see and save themselves time.

Together, we are stronger!

Click here to see how to set up a class blog!

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Your online platform that you use to host your blog/website. Such as www.edublogs.org or www.wordpress.com There are thousands of schools in the country, with hundreds of departments all practising systems that are very similar to each other. To save time, add your schools departmental blog to this Padlet below.

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Make your own structure slips, or here are some examples by searching here!

@MrLockyer has come up with a simply fantastic way to get students to think about the structure of their writing. He has lots of other ideas in his brilliant book, 100 ideas for Primary School teachers. Click here to purchase!

Get them to stick a strip of paper in the margin of their books and ask them to write next to the corresponding box, in the space allocated too.

Structure Strips - to maintain focus with structure. (Think they are in my #100ideas book) #primaryrocks cc @leah_moo @BloomsburyEd pic.twitter.com/4D4IE5ayQK

- Stephen Lockyer (@mrlockyer) March 6, 2017

This idea has been picked up by many teachers and there has been benefiting thousands of students thanks to @MrLockyer

The structure slips are created by you, so personalise them to your subject.

Here @JiveSpin is using the idea for History.

Super work with my first attempt using structure strips with Y10. Great with peer assess. Thanks for the inspiration! #pedagoofriday pic.twitter.com/VbPh8krSuR

- John Mitchell (@Jivespin) July 14, 2017

Header image by @HEWK

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Make your own structure slips, or here are some examples by searching here! @MrLockyer has come up with a simply fantastic way to get students to think about the structure of their writing. He has lots of other ideas in his brilliant book, 100 ideas for Primary School teachers.

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Download Laura's examples from here and Hannah's from here. (Thank you Laura and Hannah for sharing!)

Trialling my new #Feedback skill meters with my y11s. Hopefully they can visualise strengths/targets more clearly. We shall see... pic.twitter.com/SgeXi2BFrC

- Laura (@MsBirkett237) October 12, 2017

Laura- @MsBirkett237 has come up with a fantastic way to get students to visualise their progress. Whilst providing specific feedback, Laura colours/highlights/shades in the continuum based on how much they have achieved that skill.

Try it?

Look at what other colleagues have done to adapt this idea!

I ❤ @Team_English1.Marked mocks using @amforrester1's codes and an adapted version of @MsBirkett237's skill meters.Saved me hours.Thank you🤗 pic.twitter.com/sY95utEcUu

- Hannah (@hannahHGO) October 23, 2017

All images and tweets/ideas are referenced as above.

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Download Laura's examples from here and Hannah's from here. (Thank you Laura and Hannah for sharing!) Trialling my new #Feedback skill meters with my y11s. Hopefully they can visualise strengths/targets more clearly. We shall see... pic.twitter.com/SgeXi2BFrC - Laura (@MsBirkett237) October 12, 2017 Laura- @MsBirkett237 has come up with a fantastic way to get students to visualise their progress.

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Took the amazing @MrThorntonTeach how to revise sheet and created a geography version for my year 11s who are always asking for strategies #geographyteacher #Ukedchat

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Took the amazing @MrThorntonTeach how to revise sheet and created a geography version for my year 11s who are always asking for strategies #geographyteacher #Ukedchat https://t.co/MkpwipRdXq

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Took the amazing @MrThorntonTeach how to revise sheet and created a geography version for my year 11s who are always asking for strategies #geographyteacher #Ukedchat pic.twitter.com/MkpwipRdXq
— Geographyblog (@Geoisamazing) February 3, 2018

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Took the amazing @MrThorntonTeach how to revise sheet and created a geography version for my year 11s who are always asking for strategies #geographyteacher #Ukedchat https://t.co/MkpwipRdXq

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Took the amazing @MrThorntonTeach how to revise sheet and created a geography version for my year 11s who are always asking for strategies #geographyteacher #Ukedchat https://t.co/MkpwipRdXq

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Took the amazing @MrThorntonTeach how to revise sheet and created a geography version for my year 11s who are always asking for strategies #geographyteacher #Ukedchat

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Wr

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Using flashcards to learn & revise? Use the Leitner Method. Check out how 👇👀🌟

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Using flashcards to learn & revise? Use the Leitner Method. Check out how 👇👀🌟 https://t.co/W5X3qNNh9q

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Using flashcards to learn & revise? Use the Leitner Method. Check out how 👇👀🌟 pic.twitter.com/W5X3qNNh9q
— Impact (@ImpactWales) February 28, 2020

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Using flashcards to learn & revise? Use the Leitner Method. Check out how 👇👀🌟 https://t.co/W5X3qNNh9q

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Using flashcards to learn & revise? Use the Leitner Method. Check out how 👇👀🌟 https://t.co/W5X3qNNh9q

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Using flashcards to learn & revise? Use the Leitner Method. Check out how 👇👀🌟

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At the end of a unit of study about causation, ask students to divide responsibility between factors in an Excel template which automatically converts the percentage splits into piecharts; thereafter they have to explain their reasoning.

Here's an example where students had to reflect upon WHO and WHAT was most responsible for the First World War (part of their homework task, as you might guess, was to take a suitably cheesy "historian's selfie"!). It forms the basis of a great piece of display work.

Downloads
Excel spreadsheet: Who and What was Responsible for World War One?
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At the end of a unit of study about causation, ask students to divide responsibility between factors in an Excel template which automatically converts the percentage splits into piecharts; thereafter they have to explain their reasoning.

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When researching a key character, students could frame and present their findings by creating a fake "Facebook" profile using the Fakebook application at ClassTools.

Using this tool, students can create a timeline of a person's life, written in the first person and in the present tense (to help prevent 'cut and paste' syndrome). They can list 'friends' in blocks on the right-hand side, and create fresh blocks for such things as 'hobbies', 'enemies' and so on. It is even possible to add video clips from YouTube.

You can view the "Fakebook Gallery" here. There is also a startup guide and a suggested mark scheme for Fakebook projects.
Taking it further

Fakebook walls can be created not just for individuals, but for concepts which have changed over time or between cultures (e.g. democracy, communism), to illustrate the changing relationship between countries (the developing alliance system before World War One). They can be used in chemistry to chart the discovery and application of particular elements, or features of the solar system in physics.

Give extra credit to students who include threaded 'conversations' on the Fakebook 'Wall'.

Consider carefully what image would be appropriate for the 'wallpaper image'.

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who? = particular trategies for reflecting on key individuals

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Create a "Fakebook" Profile for a key character

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When researching a key character, students could frame and present their findings by creating a fake "Facebook" profile using the Fakebook application at ClassTools. Using this tool, students can create a timeline of a person's life, written in the first person and in the present tense (to help prevent 'cut and paste' syndrome).

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Overview

The potential offered by video as a teaching and learning aid in the history classroom extends way beyond asking students to make notes based around a 30 minute programme. Primary footage, feature films and historical documentaries offer varied and stimulating ways into key topics. Here are some simple strategies to help students get the most out of these sources.

Write a movie review

As a homework project, provide students with a feature film based on historical events to watch and to review. Best of all is when a range of films can be provided which cover the same theme, period or topic. Provide them with a basic template encouraging them to organise their thoughts under the following headings:

One sentence review

Plot summary

Entertainment value

Historical accuracy: fact, opinion, fiction, omissions, errors

Most valuable 5-minute segment for classroom use

In a subsequent lesson, a jigsaw format could be used to enable students to exchange their thoughts on the various films. For example, the class could be arranged into groups of three, with each group having to agree which of the three films under consideration strikes the best balance between being educational and entertaining. Then, after the groups have been ' jigsawed' the process is repeated so that there are a number of 'finalists'. The discussion could also take place in the format of a ' balloon debate ', or the findings could be arranged in a diamond9 diagram ("Which is the most useful feature film for the historian studying...[topic]?"). When the discussion is over, the completed reviews could then be placed on display and / or placed inside the DVD case as a reference for whichever student (or teacher) borrows it next.

Barcode analysis: fact, opinion, fiction, omissions, errors

The superb website Information is Beautiful produced a series of brilliant infographics presenting a range of films in the form of barcodes. Each line of the barcode represented a different segment of the film, colour-coded to represent its degree of historical accuracy. This approach can be adopted and simplified for a classroom activity: Students can simply identify one central fact, opinion, fiction, omission and error and label these at different points and in different colours along the barcode, with a key underneath providing an explanation.
Taken from Information is Beautiful
Compare treatment of the same event in different films or documentaries

A particularly effective way to help students appreciate how feature films can manipulate historical fact is to show them how different films represent the same historical moment. For example, Elizabeth (1998) opens with a three-minute clip showing the burning of Latimer and Ridley which can be compared to primary sources in order to highlight essential differences. This then leads into a discussion about what the director has left out and added, why he probably did so and whether his distortion of the truth is of any consequence. Even better though is to compare clips from two movies dealing with the same topic. Comparing the trial and execution scenes from Cromwell (1970) on the one hand and To Kill a King (2003) on the other allows students to decide which one is the most educational, which is the most entertaining, and which quality is more important in a feature film. The same principle can be applied to segments of documentary films. In the example show here, students watch three short video clips about the Berlin Blockade to highlight disagreements between sources (and omissions in some of them) to stress the importance of using more than one source to build up a deeper understanding:

Links

Information is Beautiful, Based on a *True* True Story? - Information is Beautiful (Available at: https://informationisbeautiful.net/visualizations/based-on-a-true-true-story/, Last accessed 9th June 2018)

FILMEDUCATION.ORG, Film Education | Home (Available at: http://www.filmeducation.org/, Last accessed 9th June 2018)

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helping students to conduct independent research

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Simple strategies for using movies and documentaries in the classroom

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The potential offered by video as a teaching and learning aid in the history classroom extends way beyond asking students to make notes based around a 30 minute programme. Primary footage, feature films and historical documentaries offer varied and stimulating ways into key topics.

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The ability to select, prioritise, categorise and link evidence is a valuable skill that students learn in History. It is also highly transferable to other subjects. Using hexagons is a particularly simple and effective way of developing these skills.

The approach involves providing students with key pieces of information on hexagons. Their job is to organise these into categories of their choice, with hexagons being placed adjacent to each other to highlight links between the factors described.

These groups are then glued down onto sugar paper and then the diagram is developed with titles being written over each category, and arrows being used to connect the different categories and to chart a 'path' through the diagram. The annotations over these arrows ultimately provide the opening topic sentences for each paragraph in the essay that will be the concrete outcome of the activity.

Taking it further

The hexagons approach can be developed in a variety of ways, for example:

Provide students with a blank sheet of hexagons (preferably in a different colour) and challenge them to add at least one further point in each of their categories from further research.

Provide students with (or ask them to find) some primary source extracts (written or visual) and challenge them to add a selection of these alongside some of the categories they have developed.

Ask students to highlight the 'most important / interesting' factor in each category and be prepared to explain their choices to the rest of the class.

Hexagon Learning Case Study: The Rise of Stalin

The ability to select, prioritise, categorise and link evidence is a valuable skill that students learn in History. It is also highly transferable to other subjects.

Using hexagons is a particularly simple and effective way of developing these skills, as the following case study seeks to demonstrate.

Historical Context

How Stalin was able to emerge as leader of the USSR against apparently overwhelming odds is one of the most intriguing questions which we study at IB Level. In the years that following the Bolshevik Revolution, due to a series of blunders and miscalculations, Stalin had lost the support of the party leadership: so much so that on his deathbed, Lenin dictated a formal 'Testament' describing Stalin as a liability who needed to be removed from his post. He was also hated by Lenin's closest ally, Leon Trotsky, who was widely expected to step into the leadership position after Lenin's death. Yet just five years later Stalin was undisputed leader of the USSR and Trotsky was in exile.

The story of how Stalin transformed his fortunes so dramatically is a great story revolving around Stalin's treachery, cunning and downright charm. But the danger of this is that the essays that are then written become mere narrative, storybook accounts which do little more than provide a step-by-step account of the main events between 1924-1929.

The Hexagon Approach

After a study of the events culminating in Stalin emerging as leader of the party, I made a list of factors which could be used to explain why Stalin became dictator of the USSR. I then put these into my Classtools.net Hexagons Generator to create two single-page documents containing a total of 40 hexagons.

Stage 1: Selection and Categorisation

The class was divided into pairs for the activity. Each pair of students was given a copy of the first sheet of hexagons, which they cut up and started to organise on their desks into categories of their choice. This process, involving the categorisation of 25 hexagons, took about 20 minutes. Students were encouraged to come up with no more than five categories overall. They could also choose to leave some of the hexagons to one side if they were considered less important than the others.

We then spent five minutes comparing the different categories that students had identified. Each pair of students took turns to suggest one idea for a category heading until all the ideas had been shared.

Following this, I gave each students a blank sheet of hexagons. The challenge was to identify other factors which could help to explain Stalin's rise to power and write these directly into the hexagons. After five minutes, each pair of students took it in turns to suggest an idea. If this was a valid (and fresh) idea, then the other students copied it into their pair's version of the sheet, and the students who shared the idea were each given a sweet (we had a bag of these left over as a result of our 'Rise of Stalin through sweet-eating' lesson which had preceded this lesson!). This process was repeated until the students had run out of ideas.

Each pair of students then cut up this new sheet of factors and used them to develop their existing diagrams. In some instances this involved merely adding fresh evidence into existing categories. Sometimes though it involved adding new categories, or amending earlier categories.

Finally, each pair of students was given the sheet of hexagons and the process of categorisation continued.

Stage 2: Linkage and Prioritisation

By this stage, the students had decided upon the main factors to explain Stalin's rise to power, organised into key categories. Each of these categories could form the basis of a paragraph in an essay. However, it was still necessary to decide two things.

Firstly, students would need to decide in which order to deal with the points in each paragraph. It would not be enough to simply introduce the category title, then randomly write about each piece of evidence from the hexagons in that group. This is where the hexagons are particularly useful. The six sides mean that factors can be placed alongside each other in various combinations to highlight connections between batches of factors within categories. After students rearranged their factors in this way, they stuck them down onto sugar paper with a glue stick. They could then write the title of each category over each batch of hexagons, and annotate around each group of hexagons to explain why they were arranged in that particulary way.

Secondly, students had to decide how to connect their main categories together to create an overall thread of argument. They did this by drawing arrows between the factors and explaining their connections over them. For example:

"Economic problems in the country > created > Divisions in the party > exploited by > Stalin's Cunning"

Stage 3: Essay preparation

The final part of the process was to use the completed diagrams as an essay plan. I photographed each of the diagrams and shared them with the students. Their task was to use the diagrams as the basis of their essay on "Why did Stalin become leader of the USSR?". Each paragraph was to focus on separate categories of hexagons, and the points made in each paragraph should have some logical order and 'flow'. Moreover, the order of the paragraphs should be dictated by the arrows linking the categories, with the opening sentence of each paragraph after the first one being based on the explanation over each arrow.

Reflections and Conclusions

The 'Hexagon Approach' worked very well. It steered students away from a narrative approach and into an analytical frame of mind. It helped them frame categories of analyis, build up their command of the material step-by-step. It provided them with the opporunity to easily change their initial assumptions, connect factors together both within and between categories, and give them a very effective basis of an accomplished written piece.

It is also a very simple approach that can be transferred to other topics and other curriculum subjects. All that is needed is an initial list of factors - contributed either by the teacher or the students - which can then be written into a blank hexagons template or turned into hexagons automatically using my Classtools.net Hexagons Generator. Thereafter, all that is needed is a pair of scissors, some sugar paper and a glue stick. And, ideally, a bag of sweets!

John Mitchell (@jivespin) has written an excellent blog post about "Visual Hexagons", with plenty of interesting ideas.

You can also purchase a hexagon hole puncher on Amazon (although they don't deliver to France - bah!):

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Using Hexagon Learning for categorisation, linkage and prioritisation

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The ability to select, prioritise, categorise and link evidence is a valuable skill that students learn in History. It is also highly transferable to other subjects. Using hexagons is a particularly simple and effective way of developing these skills. The approach involves providing students with key pieces of information on hexagons.

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I still absolutely love using rules/specific lists of things writing must include and then getting students to prove they have done them all... #geographyteacher

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I still absolutely love using rules/specific lists of things writing must include and then getting students to prove they have done them all... #geographyteacher https://t.co/rDDskdze9F

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I still absolutely love using rules/specific lists of things writing must include and then getting students to prove they have done them all... #geographyteacher pic.twitter.com/rDDskdze9F
— jennnnnn 🌎 (@Jennnnnn_x) February 14, 2018

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I still absolutely love using rules/specific lists of things writing must include and then getting students to prove they have done them all... #geographyteacher https://t.co/rDDskdze9F

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I still absolutely love using rules/specific lists of things writing must include and then getting students to prove they have done them all... #geographyteacher https://t.co/rDDskdze9F

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I still absolutely love using rules/specific lists of things writing must include and then getting students to prove they have done them all... #geographyteacher

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Writing frame for AQA extended questions

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Writing frame for AQA extended questions

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One of the challenges I imagine many Geography teachers across the country are faced with is the challenge of getting their students to answer the 9 mark questions of the new 1-9 GCSE Geography examinations.

I've produced this support sheet to provide guidance to my students but I hope it will be of use to others.

In addition I've included a generic mark scheme for 9 mark questions that can be applied and amended to any 9 mark question based on the AQA assessment objectives.

You can download the word version here and the PDF here.

Hope it's of use to you and your students.

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One of the challenges I imagine many Geography teachers across the country are faced with is the challenge of getting their students to answer the 9 mark questions of the new 1-9 GCSE Geography examinations. I've produced this support sheet to provide guidance to my students but I hope it will be of use to...

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Year 10 showing sand dune succession with play- doh #geographyteacher #ukedchat

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Year 10 showing sand dune succession with play- doh #geographyteacher #ukedchat https://t.co/KHPKrthKug

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Year 10 showing sand dune succession with play- doh #geographyteacher #ukedchat pic.twitter.com/KHPKrthKug
— Geographyblog (@Geoisamazing) May 26, 2018

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Year 10 showing sand dune succession with play- doh #geographyteacher #ukedchat https://t.co/KHPKrthKug

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Year 10 showing sand dune succession with play- doh #geographyteacher #ukedchat https://t.co/KHPKrthKug

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Year 10 showing sand dune succession with play- doh #geographyteacher #ukedchat

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Mystery boxes 📦 what a creative hook into the differing courses of a river @PortyGeography @PortobelloHigh Mr Goodfellow #memorable 👏🏻

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Mystery boxes 📦 what a creative hook into the differing courses of a river @PortyGeography @PortobelloHigh Mr Goodfellow #memorable 👏🏻 https://t.co/OUonVSANnF

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Mystery boxes 📦 what a creative hook into the differing courses of a river @PortyGeography @PortobelloHigh Mr Goodfellow #memorable 👏🏻 pic.twitter.com/OUonVSANnF
— Carmel Bones (@bones_carmel) May 23, 2018

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Year 13 revision day: using thermometers to assess the effective of mitigation and adaptation strategies for natural hazards.

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Year 13 revision day: using thermometers to assess the effective of mitigation and adaptation strategies for natural hazards. https://t.co/CWprhXv8L8

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Year 13 revision day: using thermometers to assess the effective of mitigation and adaptation strategies for natural hazards. pic.twitter.com/CWprhXv8L8
— Paul 🌎 (@ploguey) February 19, 2019

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Year 13 revision day: using thermometers to assess the effective of mitigation and adaptation strategies for natural hazards. https://t.co/CWprhXv8L8

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Year 13 revision day: using thermometers to assess the effective of mitigation and adaptation strategies for natural hazards. https://t.co/CWprhXv8L8

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Year 13 revision day: using thermometers to assess the effective of mitigation and adaptation strategies for natural hazards.

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Working on evaluation skills with Year 10 by doing extent meters and bar graphs for impact and success. They are improving massively! #geographyteacher #pedagoofriday

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Working on evaluation skills with Year 10 by doing extent meters and bar graphs for impact and success. They are improving massively! #geographyteacher #pedagoofriday https://t.co/0yTy6nAn2K

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Working on evaluation skills with Year 10 by doing extent meters and bar graphs for impact and success. They are improving massively! #geographyteacher #pedagoofriday pic.twitter.com/0yTy6nAn2K
— Miss Slinger (@MissSlingersays) December 6, 2019

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Working on evaluation skills with Year 10 by doing extent meters and bar graphs for impact and success. They are improving massively! #geographyteacher #pedagoofriday https://t.co/0yTy6nAn2K

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Working on evaluation skills with Year 10 by doing extent meters and bar graphs for impact and success. They are improving massively! #geographyteacher #pedagoofriday https://t.co/0yTy6nAn2K

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Working on evaluation skills with Year 10 by doing extent meters and bar graphs for impact and success. They are improving massively! #geographyteacher #pedagoofriday

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Something went wrong, but don’t fret — let’s give it another shot.

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Something went wrong, but don’t fret — let’s give it another shot.

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Y11 prioritised the consequences of the Cuban Missile Crisis using a circle of importance diagram. The closer to the centre it is, the more important it was. #pedagoofriday #Historyteacher

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Y11 prioritised the consequences of the Cuban Missile Crisis using a circle of importance diagram. The closer to the centre it is, the more important it was. #pedagoofriday #Historyteacher https://t.co/LTZeEvVGSa

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Y11 prioritised the consequences of the Cuban Missile Crisis using a circle of importance diagram. The closer to the centre it is, the more important it was. #pedagoofriday #Historyteacher pic.twitter.com/LTZeEvVGSa
— History at King's (@KingsMacHistory) March 23, 2018

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Medicine Consolidation. Pick their Medicine Squad and explain their selection - pick their pack ( focussed on surgery, treatments of illness, public health etc) and then rank and evaluate their contributions to that field coding their time periods. #pedagoofriday #historyteacher

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Medicine Consolidation. Pick their Medicine Squad and explain their selection - pick their pack ( focussed on surgery, treatments of illness, public health etc) and then rank and evaluate their contributions to that field coding their time periods. #pedagoofriday #historyteacher https://t.co/VIEKUbXNKd

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Medicine Consolidation. Pick their Medicine Squad and explain their selection - pick their pack ( focussed on surgery, treatments of illness, public health etc) and then rank and evaluate their contributions to that field coding their time periods. #pedagoofriday #historyteacher pic.twitter.com/VIEKUbXNKd
— Mr Bajkowski (@MrBajkowski) January 25, 2018

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Medicine Consolidation. Pick their Medicine Squad and explain their selection - pick their pack ( focussed on surgery, treatments of illness, public health etc) and then rank and evaluate their contributions to that field coding their time periods. #pedagoofriday #historyteacher https://t.co/VIEKUbXNKd

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Medicine Consolidation. Pick their Medicine Squad and explain their selection - pick their pack ( focussed on surgery, treatments of illness, public health etc) and then rank and evaluate their contributions to that field coding their time periods. #pedagoofriday #historyteacher https://t.co/VIEKUbXNKd

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Medicine Consolidation. Pick their Medicine Squad and explain their selection - pick their pack ( focussed on surgery, treatments of illness, public health etc) and then rank and evaluate their contributions to that field coding their time periods. #pedagoofriday #historyteacher

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Islam Taboo and then making links between the key words. #TeamRE #revision

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Islam Taboo and then making links between the key words. #TeamRE #revision https://t.co/VT3KfVdpIz

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Islam Taboo and then making links between the key words. #TeamRE #revision pic.twitter.com/VT3KfVdpIz
— AishaMohammad (@AishaMohammad15) March 19, 2018

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I improved scaffolding slide for describe graphs ... this is my latest version ... Their ability to describe a graph has now improved more than I could have hoped for #geography #geographyteacher retweet if you think it could help other;)

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I improved scaffolding slide for describe graphs ... this is my latest version ... Their ability to describe a graph has now improved more than I could have hoped for #geography #geographyteacher retweet if you think it could help other;) https://t.co/6cWVgEWHAc

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I improved scaffolding slide for describe graphs ... this is my latest version ... Their ability to describe a graph has now improved more than I could have hoped for #geography #geographyteacher retweet if you think it could help other;) pic.twitter.com/6cWVgEWHAc
— Easygeography.co.uk (@easygeography) May 30, 2019

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I improved scaffolding slide for describe graphs ... this is my latest version ... Their ability to describe a graph has now improved more than I could have hoped for #geography #geographyteacher retweet if you think it could help other;) https://t.co/6cWVgEWHAc

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I improved scaffolding slide for describe graphs ... this is my latest version ... Their ability to describe a graph has now improved more than I could have hoped for #geography #geographyteacher retweet if you think it could help other;) https://t.co/6cWVgEWHAc

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I improved scaffolding slide for describe graphs ... this is my latest version ... Their ability to describe a graph has now improved more than I could have hoped for #geography #geographyteacher retweet if you think it could help other;)

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Today it was all about contour lines so we got out some potatoes and made them into mountains - Great way for students to visualise contour lines that students find on a map #maps #geography #orienteering #geographyteacher #edutwitter

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Today it was all about contour lines so we got out some potatoes and made them into mountains - Great way for students to visualise contour lines that students find on a map #maps #geography #orienteering #geographyteacher #edutwitter https://t.co/o6ppBd17AN

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Today it was all about contour lines so we got out some potatoes and made them into mountains - Great way for students to visualise contour lines that students find on a map #maps #geography #orienteering #geographyteacher #edutwitter pic.twitter.com/o6ppBd17AN
— Easygeography.co.uk (@easygeography) November 13, 2019

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Today it was all about contour lines so we got out some potatoes and made them into mountains - Great way for students to visualise contour lines that students find on a map #maps #geography #orienteering #geographyteacher #edutwitter https://t.co/o6ppBd17AN

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Today it was all about contour lines so we got out some potatoes and made them into mountains - Great way for students to visualise contour lines that students find on a map #maps #geography #orienteering #geographyteacher #edutwitter https://t.co/o6ppBd17AN

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Today it was all about contour lines so we got out some potatoes and made them into mountains - Great way for students to visualise contour lines that students find on a map #maps #geography #orienteering #geographyteacher #edutwitter

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Welcome to geographypods.com.

This site contains a vast range of dynamic and effective teaching and learning resources suitable for geography students aged 11 - 16 years old. Please use the menu at the top to navigate to the section you need. ﻿

Grade 6 - 8 (KS3) - 11 - 14 years old

Grade 9-10 IGCSE (KS4) - 14 - 16 years old

For IB DP resources, please visit www.ibgeographypods.org where you will find:
​
Grade 11 - 12 IB/AS/A2 (KS5) - 16 - 18 years old.

You can also use the home menu above to find out a little more about the author, Matt Podbury, with links to Twitter, Facebook and the geographypods YouTube video account as well as a bank of free photos and training materials for classroom resources. Please get in contact if you need further information or wish to provide feedback as well as reporting broken links.

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Welcome to geographypods.com. This site contains a vast range of dynamic and effective teaching and learning resources suitable for geography students aged 11 - 16 years old. Please use the menu at the top to navigate to the section you need.

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Quick and easy ideas to spice up your lessons, brought to you by @russeltarr. I teach History but many of these ideas will be transferable to other subjects too!

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Recently I started thinking about the great ideas I see on twitter, like and the forget about.

Most of the time these are ideas I think I can incorporate into my own lesson planning but never do.

I started to consider how I could keep the tweets in one place so I could could search through them when I'm stuck for ideas. Then the idea came to me - a simple blog.

One that would mean I wouldn't be the only one to benefit from the collation of all those great ideas being shared by teachers on twitter.

And that's how Magpied Pedagogy came about. A place to collate as many of those ideas as possible.

It's a simple concept, embed tweet into blog post, tag it with the subjects it could be applied to and publish.

Each post is affiliated with the owner of the tweet meaning there sphere of influence is made greater.

What make it great is that you can simply search for the subject you are teaching and a variety of pedagogical practice will into your lap.

Already I've received some great feedback.

If you see any great ideas out there I've not added yet, please feel free to contact me and let me know.

If you've reached this part of the post then I recommend you now head over to the site to see what it's all about.
http://magpiedpedagogy.wordpress.com
Enjoy!

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Recently I started thinking about the great ideas I see on twitter, like and the forget about. Most of the time these are ideas I think I can incorporate into my own lesson planning but never do. I started to consider how I could keep the tweets in one place so I could could search...

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Something went wrong, but don’t fret — let’s give it another shot.

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Topic Refresher🤓. Split up whole section into sub topics and work through them with the students. Provide own mini versions for them to fill in! This week was Biomechanics for the L6th. Great revision tool🖍📝#knowledge #revision @PE4Learning @PETutor @PEgeeks

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Topic Refresher🤓. Split up whole section into sub topics and work through them with the students. Provide own mini versions for them to fill in! This week was Biomechanics for the L6th. Great revision tool🖍📝#knowledge #revision @PE4Learning @PETutor @PEgeeks https://t.co/CGFgtWTqin

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Topic Refresher🤓. Split up whole section into sub topics and work through them with the students. Provide own mini versions for them to fill in! This week was Biomechanics for the L6th. Great revision tool🖍📝#knowledge #revision @PE4Learning @PETutor @PEgeeks pic.twitter.com/CGFgtWTqin
— MissBassettPE (@MissBassett_PE) May 25, 2018

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Topic Refresher🤓. Split up whole section into sub topics and work through them with the students. Provide own mini versions for them to fill in! This week was Biomechanics for the L6th. Great revision tool🖍📝#knowledge #revision @PE4Learning @PETutor @PEgeeks https://t.co/CGFgtWTqin

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Topic Refresher🤓. Split up whole section into sub topics and work through them with the students. Provide own mini versions for them to fill in! This week was Biomechanics for the L6th. Great revision tool🖍📝#knowledge #revision @PE4Learning @PETutor @PEgeeks https://t.co/CGFgtWTqin

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Topic Refresher🤓. Split up whole section into sub topics and work through them with the students. Provide own mini versions for them to fill in! This week was Biomechanics for the L6th. Great revision tool🖍📝#knowledge #revision @PE4Learning @PETutor @PEgeeks

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Germany 1890-1945 #aqahistory 5 a day revision resource #gcsehistory #historyteacher #pedagoofriday #knowledgeorganiser

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Germany 1890-1945 #aqahistory 5 a day revision resource #gcsehistory #historyteacher #pedagoofriday #knowledgeorganiser https://t.co/aeCmFMQWWj

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Germany 1890-1945 #aqahistory 5 a day revision resource #gcsehistory #historyteacher #pedagoofriday #knowledgeorganiser pic.twitter.com/aeCmFMQWWj
— Sarah Hartsmith (@sehartsmith) November 17, 2017

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Germany 1890-1945 #aqahistory 5 a day revision resource #gcsehistory #historyteacher #pedagoofriday #knowledgeorganiser https://t.co/aeCmFMQWWj

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Germany 1890-1945 #aqahistory 5 a day revision resource #gcsehistory #historyteacher #pedagoofriday #knowledgeorganiser https://t.co/aeCmFMQWWj

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Germany 1890-1945 #aqahistory 5 a day revision resource #gcsehistory #historyteacher #pedagoofriday #knowledgeorganiser

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Have adapted a great idea from someone on twitter for my #gcse #Religiousstudies class. #teamre #magpied #rs #re #gcsers #aqars #teachingandlearning

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Have adapted a great idea from someone on twitter for my #gcse #Religiousstudies class. #teamre #magpied #rs #re #gcsers #aqars #teachingandlearning https://t.co/Idbn5Xw8d0

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Have adapted a great idea from someone on twitter for my #gcse #Religiousstudies class. #teamre #magpied #rs #re #gcsers #aqars #teachingandlearning pic.twitter.com/Idbn5Xw8d0
— Greg Parekh 〓〓 (@Greg_Parekh) May 24, 2018

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Have adapted a great idea from someone on twitter for my #gcse #Religiousstudies class. #teamre #magpied #rs #re #gcsers #aqars #teachingandlearning https://t.co/Idbn5Xw8d0

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Have adapted a great idea from someone on twitter for my #gcse #Religiousstudies class. #teamre #magpied #rs #re #gcsers #aqars #teachingandlearning https://t.co/Idbn5Xw8d0

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Have adapted a great idea from someone on twitter for my #gcse #Religiousstudies class. #teamre #magpied #rs #re #gcsers #aqars #teachingandlearning

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Exam revision idea to practice planning out specific areas of the course #ReligiousEducation #religiousstudies #gcsers #gcsereligiousstudies #knowledgeorganiser #revision #gcse #gcserevision #aqareligiousstudies #TeamRE

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Exam revision idea to practice planning out specific areas of the course #ReligiousEducation #religiousstudies #gcsers #gcsereligiousstudies #knowledgeorganiser #revision #gcse #gcserevision #aqareligiousstudies #TeamRE https://t.co/MIlpz9aq2N

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Exam revision idea to practice planning out specific areas of the course #ReligiousEducation #religiousstudies #gcsers #gcsereligiousstudies #knowledgeorganiser #revision #gcse #gcserevision #aqareligiousstudies #TeamRE pic.twitter.com/MIlpz9aq2N
— Greg Parekh 〓〓 (@Greg_Parekh) April 4, 2018

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Exam revision idea to practice planning out specific areas of the course #ReligiousEducation #religiousstudies #gcsers #gcsereligiousstudies #knowledgeorganiser #revision #gcse #gcserevision #aqareligiousstudies #TeamRE https://t.co/MIlpz9aq2N

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Exam revision idea to practice planning out specific areas of the course #ReligiousEducation #religiousstudies #gcsers #gcsereligiousstudies #knowledgeorganiser #revision #gcse #gcserevision #aqareligiousstudies #TeamRE https://t.co/MIlpz9aq2N

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Exam revision idea to practice planning out specific areas of the course #ReligiousEducation #religiousstudies #gcsers #gcsereligiousstudies #knowledgeorganiser #revision #gcse #gcserevision #aqareligiousstudies #TeamRE