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When presenting a new task, where possible, I present the work as a checklist. This allows students to see what they need to complete first, without becoming overwhelmed by the entire task. KA

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17. Exploring similarities and differences

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17. Exploring similarities and differences

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To investigate similarities and differences students can undertake a SCAMPER activity: substitute, combine etc (activity is in your folder of tools). Great with high achieving students - needs modifying for weaker students. VC

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To be practised in future. Most likely around the concept of sustainability. Not sure how as yet. JJ

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Planning to structure lessons more effectively using primacy and recency research - I will do this by setting myself a 'talk time' to establish content/work. JH

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7 Interact with new information 10 Processing new information

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7 Interact with new information 10 Processing new information

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In Year 12 Media we are reading some dense theories on media influence. I have started by summarising the theories, then having a discussion, then having students read and summarise the theory and come up with an example. They then share their understandings with the class and teach each other. SC

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I have given all of my students a small homework book that they hand in each Friday. On Monday I return them and give them a new task to complete. Originally I just gave them a task yet I am now aware I don't want to set them too much homework, so I have put a time constraint on the task so that students become efficient. This has allowed for greater reflection of question answering and greater feedback around question comprehension. TB

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When I am presenting new information or getting students to create their own definitions they are presented both bold and in italics. Moving into the future I will eventually remove these and get the students to identify them by themselves. These definitions are always put into Cornell notes with examples and a diagram. TB

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Modelling the critical information, making analogies related to the information, creativity from students related to the critical information. JF

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Dot dot dot. Two piles of cards. One has a series of characters/themes (could be concepts etc.) the other has a series of statements ending with a ... (dot dot dot/ellipsis) e.g. compare... or discuss the differences between... or what colour is...

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Journal entry at the end of each lesson reflecting on issues and remedies

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Using multiple metaphors, comparisons or visuals to aid with students understanding of new content

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I use the text to discuss one major idea each lesson. It's read and then discussed. Often this reinforced with a video. Hopefully the reading and discussion is 20 minutes only. Videos work best at a maximum of 10 minutes. JJ

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Either as a short pre-task or discussion, I ask students what they already know about the topic. Example from English - students are about to start studying Romeo and Juliet, so the task was for them to write down what they already know about the text and whether they know of other texts or references to the text. JH

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Once a week I start with a "Quick 5" warm up activity. Students know this means they will write answers on a piece of paper that I will collect. They answer a series of questions. relevant to the content/learning of the previous class/es. Then we go through the answers as a class and I collect students responses. JH

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In English I get students to all start with a different essay prompt. I then get them to brainstorm the question for 3 minutes, before passing it on to the next class member. I then get them to take the brainstorming page home they end up with and write a practice essay. SC

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In maths I start with a 10min warm up activity, which is a "sample" of what we are going to explore. This is like a mini pre-test for the day, to see what the students know already and allows me to work out the level of understanding of the students. Also scaffold or extend the tasks (or both).  (TM)

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Students have the opportunity to show understanding through project work (with clear checklists) and tests and games/class discussions. In other words the content is reviewed at least 3 times. JJ

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I play my favourite no. I get the students to define a key vocabulary word/persuasive technique and then share my favourite incorrect answer. SC

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Think Pair and Share on topics
Write justifications for prioritising information on A3 and rotate paper or group for answers.

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Using word games to review key vocabulary in preparation for a test

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I have a Facebook page for some of my classes. Year 11 English are set the weekly task of 2 likes, 2 comments, 2 comments on a classmate's work & 2 new posts. I will post a short question e.g. In one word describe a character or create a poll. SC

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Short video clips are provided on Compass for students to download prior to class. Student view videos and using the Cornell Notetaking strategy prepare notes about the video. SP

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Students play "Rapid Recall" quiz (HYBPA) at the end of the lesson. Teams of students (2 or 3) compete against each other. (5 questions) Winner takes the glory. SP