Plough backs by Mr Rowe

3, 2, 1

browe42 — 2014-07-21 01:05:09 UTC

Three things they found interesting, two things they learned and one thing they still have a question about.

Key questions with Blooms Taxonomy

browe42 — 2014-07-21 01:05:35 UTC

Six differentiated questions that include: knowledge, comprehension, application, analysis, evaluation and synthesis.

browe42 — 2014-07-21 01:09:35 UTC

Lesson closure summary sheet

browe42 — 2014-07-21 01:12:46 UTC

Today’s lesson was about ________________________________________. One important point was ____________________________________________. This is important because

___________________________________________. In sum, today I learned _________________________________________________.

Instructions on posting - simply double click on an empty spot and begin typing!

browe42 — 2014-07-21 01:52:36 UTC

Please add new ways to revise on this page - the more we collaborate the better!

Written differentiated questions

browe42 — 2014-07-28 04:44:09 UTC

Four questions that follow the 30/40/30 rule i.e. 1) For the lower order, 2) & 3) For the mid-tier, and 4) For the higher order kids.

Learner Bingo

browe42 — 2014-07-30 23:05:32 UTC

Students draw a box with four squares and write four key terms from the lesson. You call out all the terms from the lesson and the students have to get bingo.

Thumbs

browe42 — 2014-08-04 00:35:25 UTC

To check their own feelings on their progress, you could ask them to use their thumbs to demonstrate i.e. thumbs up you get it, thumbs to the side if you understand it somewhat, thumbs down if you just don't get it.

Response cards

browe42 — 2014-08-04 00:37:27 UTC

You can use the Response cards to ask a series of questions and check EACH kid.

Crossword

2014-08-11 05:52:39 UTC

Create a crossword that addresses key core content. Ideal for knowledge recall tests.

Who, what, when, where, why, how?

2014-08-11 05:54:03 UTC

Reflect on content using these questions. If not learning about a person, the 'who' can be omitted. For example; What is a simile? When would we use it? Where would we use it? Why would we use it? How could a simile be used?

$2 Summary

2014-08-11 05:54:13 UTC

At the end of the lesson to consolidate learning, students write a $2 summary where each word is worth 5c or 10c and they must meet the word limit requirement. They must summarise what they have learnt in that lesson.

Stop/Go cards

2014-08-11 05:54:17 UTC

Similar to the Thumbs Students have three cards - red, yellow and green. Green = understand it; Yellow = Sort of understand it; Red= Don't understand it at all.

Complete the Problem

2014-08-11 05:54:24 UTC

Students use the skills and knowledge from the lesson to complete a problem/challenge that is relevant to the Learning Goal.

Hot Seat

2014-08-11 05:54:53 UTC

Write up a quick question on the whiteboard then nominate a student to answer the question. If they can't they have to stand up and I ask another student. Once the student answers it correctly all students standing have to repeat the answer.

Venn diagram

2014-08-11 05:54:55 UTC

Students brainstorm similarities and differences of concept.

Physicalising Understanding

2014-08-11 05:55:08 UTC

Describe a skill that the students have learned in a practical subject (e.g. Drama, PE, Art, IDT) and have the students demonstrate the skills. E.g. Students learning slapstick techniques in Drama are to get into pairs and demonstrate three different types of slapstick they can use in physical comedy.

Scavenger hunt - check for understanding

2014-08-11 05:55:16 UTC

Groups get a box of examples and non-examples and need to select the correct answers. For example: the elements of design, line, texture, tone and shape. Students would need to choose the element and place it onto their score card/bingo card.

Skill question box

2014-08-11 05:55:22 UTC

As a Plough back (more suited to the end of the unit) students collect a question from the question box and answer it - use for revision in the lead up to a test.

Written questions

2014-08-11 05:55:27 UTC

Answer the questions related to the topic covered in that lesson.

Million Dollar Minute

2014-08-11 05:55:35 UTC

Five questions with three multiple choice answers.

Written scenarios or questions to demonstrate understanding of key concepts

2014-08-11 05:55:46 UTC

Students show their understanding of key concepts contained within the Learning Goal by:

a) devising a question to be answered by a peer;

b) devise a scenario that incorporates key concepts (eg. what makes an effective metaphor, duty of care in civil wrongs etc.);

c) advise a peer regarding their response (e.g. accuracy etc.).

Show Me

2014-08-11 05:55:49 UTC

After working on practical tasks, students are asked to either demonstrate or analyse their work. E.g. for Visual Art - "Hold up your work and point to the use of texture in your design." For Drama - "Show me a freeze frame demonstrating energy level no. 1. Go."

PNI

2014-08-11 05:56:11 UTC

Something that you thought was Positive, something that was Negative, and something that you thought was Interesting from the lesson.

Signing books for work check.

2014-08-11 05:57:18 UTC

Sign and date the students book when they start "You do" and then again just before the end of lesson to check that the work has been completed/understood.

Write questions and solutions

2014-08-11 05:57:24 UTC

Students write their own problem and worked solution to use for a warm-up or challenge question to use for future classes. Use signatures as rewards when used.

Create a problem

2014-08-11 05:57:56 UTC

Get the students to create their own problem to solve.

Questions in a time limit

2014-08-11 05:58:21 UTC

Allows you to walk around and gauge understanding and brings students back on task.

Body answers

2014-08-11 05:58:41 UTC

Using the body to get the yes/no or true/false etc. e.g. yes hands on head, no hands on shoulders, who is wrong sits down, then some to stand forward, some stay where they are, fingers on nose, hands on elbows etc.

T-Chart

2014-08-11 05:58:55 UTC

Students do a t-chart on the pros and cons of the topic.

Be the teacher

2014-08-11 05:59:20 UTC

Students can create a question themselves based on the content learnt, swap with their partner and then mark the work. They must include written and verbal feedback to partner.

Monitoring

2014-08-11 22:47:13 UTC

Check the progress of students during class.

The Baba game

browe42 — 2014-08-12 03:45:05 UTC

You may need to have 30 cards (if you have more than 25 students). Each card has a different number from 1-30 in the front. Behind each card, it has another card attached to it. This card can have: a question' one of points (+/- points); one of gift boxes (if the group selects this card with + or – points, the +/- points goes to the other group); or one of bombs (if the group chose this card, then the group would lose the entire points the group had.) This game is good for reviewing/memorising things that the students have learnt during the lesson.

Scwitter (School Twitter)

2014-08-21 22:39:56 UTC

Students write a nine word sentence that succinctly reviews what was learned in the lesson. Nine words exactly and a full and proper sentence.

Celebrity Heads or Who/What am I?

2014-08-25 10:58:02 UTC

The teacher chooses 2-4 students to play celebrity heads. Students are to try to work out what they are.

Eg. Students are given an element and have to work out what they are based on questions around location on the periodic table, atomic number, atomic mass, etc.