I managed to get away for a few days over half term but then went back into work on the Wednesday for the rest of the week. It was nice getting away but I must say work was unfortuantely always on the back of my mind!
I went on Wednesday to do some work on my folder. I really struggle to stay fully focused at home, plus I don't have a printer!! I have managed to collate evidence for most Q's up to 20 now. Some Q's I have quite a few for but I'm sure they will get replaced when better pieces of evidence come along. It is quite a relief to have my folder mostly in order and to now have a better understanding of each Q and how to go about obtaining them.
Thursday and Friday I spent with the other Geography teachers and the year 11's who were completing their controlled assessment. I do find it quite difficult doing these controlled assessements, the students work is all based from different angles and some are much further on then others, so it can be challenging at times! Nevertheless a good experience.
I have spent today doing lesson planning and have also gone through the SEN register for the students that I teach. It has been a worthwhile exercise in refreshing my memory on their particular needs and how I can be more aware of them and how to cater for them.
Sunday, 30 October 2011
Wednesday, 19 October 2011
Last week of term
So we are coming to the last week of term. It feels like I have covered quite a bit in the last 6 teaching weeks but there is a whole lot more to come I'm sure.
Today I had another informal observation from a member of staff outside my faculty. In comparison to the lessons he has observed me in previously, this one was a lot better.
This particular year 10 class are brilliantly behaved, so behaviour management is never an issue but what I had experienced was the same individuals answering time and time again. To counter this I presented very little opportunity for hands up answering. I would direct a lower level question at a certain individual and then begin to formaulte other questions and topics for discussion based on their answer, attempting to build upon the difficulty each time.
With the students unaware who I would select next it did appear to keep them better focused and involved in the questioning process. For this to be effective I have had to come up with a bank of questions that I would like answered throughout the lesson to gauge progression. It was very time consuming: with preparing good learning materials, lesson plan etc but proved thoroughly worth it. This is certainly very useful for performing AFL and in particular to a wide audience.
Through the lesson I could feel that the students were becomming more comfortable with the topic and they were elaborating upon their answers and showing more detail, something which I haven't experienced with them as a whole group before. Seeing certain individuals normally whom shy away from engaging being so visably keen, almost desperate to answer a question or give their point of view was very satisfying.
Spending more time catering for a variety of learning styles, using different activities to normal and using effective questioning really paid off in this instance. I am actually looking forward to seeing this group again after half term in two weeks time to see how much really sank in!
Today I had another informal observation from a member of staff outside my faculty. In comparison to the lessons he has observed me in previously, this one was a lot better.
This particular year 10 class are brilliantly behaved, so behaviour management is never an issue but what I had experienced was the same individuals answering time and time again. To counter this I presented very little opportunity for hands up answering. I would direct a lower level question at a certain individual and then begin to formaulte other questions and topics for discussion based on their answer, attempting to build upon the difficulty each time.
With the students unaware who I would select next it did appear to keep them better focused and involved in the questioning process. For this to be effective I have had to come up with a bank of questions that I would like answered throughout the lesson to gauge progression. It was very time consuming: with preparing good learning materials, lesson plan etc but proved thoroughly worth it. This is certainly very useful for performing AFL and in particular to a wide audience.
Through the lesson I could feel that the students were becomming more comfortable with the topic and they were elaborating upon their answers and showing more detail, something which I haven't experienced with them as a whole group before. Seeing certain individuals normally whom shy away from engaging being so visably keen, almost desperate to answer a question or give their point of view was very satisfying.
Spending more time catering for a variety of learning styles, using different activities to normal and using effective questioning really paid off in this instance. I am actually looking forward to seeing this group again after half term in two weeks time to see how much really sank in!
Friday, 14 October 2011
Starter techniques
Today I used a starter technique I read from the 'Love Literacy' book which gives literacy based starter and plenary ideas for all subjects. I used this in my PSHCE lesson with the tutor group that I share.
My normal delivery is to put up the slides with the title and learning objective on to be copied down by all. However this is the last lesson on a Friday and most students have already began switching off in anticpation of the weekend, writing and copying is the last thing on their minds.
On the white board I simply wrote 'Loss' 'Death' and 'Sadness.' I then asked the class to reflect on the words with those around them and discuss which they believed to be the odd one out. Many shouted answers out but I insisted they took a few minutes to reflect before doing so. It was really interesting to hear their answers and understand how they came to their particular conclusion. With this activity their is no need to correct students, it allows for all to particpate as there are no right or wrong answers, simply their own justifications, which in turn did help contribute towards a greater particpation then normal.
After this I asked them what should be the title of today's lesson? This seemed to be a much more powerful technique then simply "Copy down the title, here is the LO"... let's get on with some learning. The majority of students recognised that we would be looking at death and what the implications of it were.
Any way the title was bereavement. At this point all students had an understanding of what the title meant and its context in today's lesson. I'm sure if I had asked before what bereavement was then the response would have been pale in comparison.
My normal delivery is to put up the slides with the title and learning objective on to be copied down by all. However this is the last lesson on a Friday and most students have already began switching off in anticpation of the weekend, writing and copying is the last thing on their minds.
On the white board I simply wrote 'Loss' 'Death' and 'Sadness.' I then asked the class to reflect on the words with those around them and discuss which they believed to be the odd one out. Many shouted answers out but I insisted they took a few minutes to reflect before doing so. It was really interesting to hear their answers and understand how they came to their particular conclusion. With this activity their is no need to correct students, it allows for all to particpate as there are no right or wrong answers, simply their own justifications, which in turn did help contribute towards a greater particpation then normal.
After this I asked them what should be the title of today's lesson? This seemed to be a much more powerful technique then simply "Copy down the title, here is the LO"... let's get on with some learning. The majority of students recognised that we would be looking at death and what the implications of it were.
Any way the title was bereavement. At this point all students had an understanding of what the title meant and its context in today's lesson. I'm sure if I had asked before what bereavement was then the response would have been pale in comparison.
Tuesday, 4 October 2011
Implementing tips and advice from Sue Cowley...
On Monday afternoons I teach Year 8 followed by Year 7s. Some students are always on task but others just seem to drift through the lesson virtually anonymously. It is with these lessons in particular that I have given careful consideration to raise engagement and participation.
I really liked the raffle ticket idea, however, I couldn't find any in Tesco at the weekend. Instead what I done was to reward a student with a house point and that subsquent house point meant they could put their name on a small piece of paper which could be entered into the prize draw hat... My word I have never seen such a swarm of hands being raised for every question, it really was a pleasure to see. I almost ran out of room on the board giving out all these house points. Students who didn't normally particpate suddenly were interacting and particpating.
This worked really well with the year 8s and the following lesson the year 7s took to it in a similar fashion.
I have started to have a few low level disruptions in my year 9 lessons, which is effecting the pace and flow of the lessons at times. I am wondering if I haven't given enough thought to behaviour management in these lessons, especially in regards to what I have implemented in the KS3 ones. Tomorrow I intend to change the seating round and should that fail then may be they might warm to the raffle idea as house points haven't seemed particularly strong motivators so far.
I really liked the raffle ticket idea, however, I couldn't find any in Tesco at the weekend. Instead what I done was to reward a student with a house point and that subsquent house point meant they could put their name on a small piece of paper which could be entered into the prize draw hat... My word I have never seen such a swarm of hands being raised for every question, it really was a pleasure to see. I almost ran out of room on the board giving out all these house points. Students who didn't normally particpate suddenly were interacting and particpating.
This worked really well with the year 8s and the following lesson the year 7s took to it in a similar fashion.
I have started to have a few low level disruptions in my year 9 lessons, which is effecting the pace and flow of the lessons at times. I am wondering if I haven't given enough thought to behaviour management in these lessons, especially in regards to what I have implemented in the KS3 ones. Tomorrow I intend to change the seating round and should that fail then may be they might warm to the raffle idea as house points haven't seemed particularly strong motivators so far.
Year 11 Controlled Assessment
Yesterday I accompanied one of the year 11 groups (not the one I teach) to Goring-on-Thames, Oxfordshire to collect data for their controlled assessment on Footpath erosion.
I have been out before in previous years to assist with other 11 groups in their coursework but this was the first time I had led a group on my own.
My little group worked very hard and were very proactive in their approach to data collection, which was very positive. It was clear all students understood the design brief of their focused controlled assessment question and were very inquisitive.
It was an enjoyable change to be outside of the classroom (I'm sure the lovely weather helped too!) I don't teach any of these students but I have seen some of their beahviour in other lessons (Not always model behaviour shall we say.) I observed and can say they were brilliant out in the field. It's amazing to see how different some students approaches are when they are not restricted to four walls and being confined to a chair.
I am off again on Friday on the same trip with the group I teach, so let's hope for more of the same.
I have been out before in previous years to assist with other 11 groups in their coursework but this was the first time I had led a group on my own.
My little group worked very hard and were very proactive in their approach to data collection, which was very positive. It was clear all students understood the design brief of their focused controlled assessment question and were very inquisitive.
It was an enjoyable change to be outside of the classroom (I'm sure the lovely weather helped too!) I don't teach any of these students but I have seen some of their beahviour in other lessons (Not always model behaviour shall we say.) I observed and can say they were brilliant out in the field. It's amazing to see how different some students approaches are when they are not restricted to four walls and being confined to a chair.
I am off again on Friday on the same trip with the group I teach, so let's hope for more of the same.
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