stcm teach meet go time 130917
TRANSCRIPT
Teach Meet
GO Time
Wed 13th September 2017
SK - Home Learning KO
Quick reminder:
1. Ensure as the subject teacher you have highlighted what part of
the KO you wish the students in your class to focus on each week
and informed your class.
2. Explain how you will check and test the knowledge that they have
learnt so that they understand your expectations.
3. You need to have an allocated slot in your lesson, following your
HL KO deadline (use the school HL timetable to guide you), to
check the home learning. Please set a teacher detention if the HL
has not been completed to standard.
4. The guidance issued advises that students should complete 1
written page per subject per week, spending approximately 30
minutes per subject. This may vary according to the student.
5. Tutors are checking for completion of subjects per evening;
subject teachers are checking for quality and understanding.
Useful links:
AS - Drilling using KOs
Useful for closed text exams and factual recall.
3-5 minutes drilling in lessons as KO HL task set to get them going.
- Drilling through whole class turnaround recital
- Drilling through paired work
- Drilling through cloze activities
- Testing through cloze activities and even Kahoot (remove points)
- Commit to memory with trigger words
Useful links:
Macbeth: Stars, hide your fires let not light see my black and deep desires
Macbeth: Stars, hide ___ ____ let ____ ____ see my ___ and ____desires
Macbeth: Stars…...
AS - Google Classroom Updates
-See a single view of a student’s work—Teachers can now get a list of all work by a
student in a class. Students can see a list of all their work for a class in one place.
Teachers and students can filter the list by assignment status or grade.
-Reorder class cards—Teachers and students can reorder their classes on the
Classroom home page.
-Decimal grades—Teachers can use decimal grades for grading.
-Display the class code—When inviting students to a class, teachers can display the
class code in full screen.
-Transfer class ownership—Administrators and teachers can transfer ownership of
classes to another teacher.
Training dates at STCM:
GAFE (Drive, Docs, Sheets, Slides) Training - SK - Tuesday 19th September
Google Classroom Training - AS - Wed 20th September
3.30pm - 4.30pm in W7IT - all are welcome to attend
Useful links:
Classroom
update link
AS Classroom
link for session
AJH - Using Blogs with Students
Useful links:
http://ajhstcm.
weebly.com/art
-and-design--
ks4.html
http://misshawk
insdt.weebly.co
m
http://misshawk
insdt.weebly.co
m/do-it-
now.html
http://maynestr
eam.weebly.co
m
KPS - Differentiation Strategies
● Get students to RAG their confidence after your explanation
before starting the main task.
● To do this, they simply open their planners to the relevant colour
and place it on their desk.
● Support any RED students early with the task to ensure they are
clear on what to do.
● Try to push your GREEN students on to the extension material.
● GREEN students may also be paired up with RED students to
help further their abilities in communication and explanation of
concepts.
● Try to build up a picture of how accurate your students are over
time.
Useful links:
JCR - Literacy Bookmark
Useful links:
SK - DIRT Time
DIRT time
Using a department agreed format for how students respond to
feedback to ensure a consistent approach to reflection across key
stages when relevant
A PLC version is our next step
Useful links:
Next Steps1. I MUST read the feedback from my
teacher carefully.2. I need to complete my Reflection sheet in
purple pen. (WWW and EBI boxes) I must ensure that I have selected a clear target for reflection
3. I need to use the highlighter to select an area to re-draft.
4. I need to re-draft the selected area in purple pen.
5. After completing my re-draft, I will highlight where I have improved my response/answer.
Extra Challenge 1. Ask your teacher for a further exam
question to further embed your knowledge and skill.
2. Independently research the topic area and note or attach your findings under your improved answer.
3. Use the following questions to challenge your understanding on the topic, your teacher will give you some suggestions to complete these starter sentences.
What evidence can you find...?How would you prove...?How would you prioritise...?
St Cuthbert Mayne History Department
Always ensure you have corrected your SPaG errors, this
is a vital part of reflection.
Support Step: Remember to use your Structure Strip / History MATs
AH - DIRT Time - Reflection sheet
DIRT time
Using a department agreed format for how students respond to
feedback to ensure a consistent approach to reflection across key
stages when relevant
Useful links:
St Cuthbert Mayne History Department Assessment Reflection: The ‘Next Steps to Success’.
The Next Steps to Success(Remember to complete all reflections in purple pen)
What Went Well:
Even Better If - What is the target for your piece of reflective writing?
Title of Assessment:Style of Question:
Now rewrite your selected part of your assessment below:
Make sure you remember to underline where you feel you have improved your answer
St Cuthbert Mayne History Department Assessment Reflection: The ‘Next Steps to Success’.
Extra Challenge: How have you stretched your learning with this reflection?
NCK - KS3 Portfolios - Assessment
“One of the most frustrating things I’ve experienced in my years of
teaching is being told to ‘mark students’ work’ or ‘give feedback’ with
no guidance or parameters for what that actually means.”
● Consistent approach - every student’s experience is the same.
● Progressive tasks - starting point, mid point and summative for
each scheme.
● The only thing staff are required to mark.
● Criteria is lifted directly from the 1-9 grid (life after levels) so links
to GCSE AOs.
● Criteria is always the same so students get used to the language.
● Students to fill in their next steps on the same sheet and have
space to the write their improvement.
Useful links:
PPH - Smart Evaluation Preparation
● Create a template like the one below to use for note-taking from
textbooks - making clear links to textbook subheadings
● Spend time on the big picture understanding
● Limit the amount of evidence to be used
● Insist on points from both sides of the argument
● Get pairs to agree on a mini-conclusion
● Extending pupils - work in teams to ensure the overall conclusion
reflects the mini-conclusions found through the plan.
Useful links:
PPH - Smart Evaluation Preparation
T
Useful links:
Possible Questions on Modifying Schizophrenia (SZ)
Big Picture: Describe the aims Anti-Psychotic Therapy and Cognitive Behaviour
therapy for Schizophrenia
Describe How Conventional Antipsychotics work, including their effect on Different types of dopamine and serotonin receptors AO1
Evaluate the effectiveness of Conventional antipsychotics (A03)
Discuss the side effects of Conventional anti-psychotics (ethical implications) (A03)
Mini Conclusion
Describe CBT for Schizophrenia
Evaluate the effectiveness of CBT (AO3)
Discuss the limitations of CBT for SZ (AO3)
Mini Conclusion
Overall Conclusion
SJT - Teaching with Tables
A simple solution for pupils that like to avoid tables, graphs and
diagrams!
● Prior Learning; Renewable or Finite?
● Differentiation friendly.
Useful links:
PB - Questioning and Lollipops
Hands Up
5 x 11 =
26 x 11 =
Useful links:55
286
Are all engaged and do I know that the whole
group can do the tasks?
PB - Questioning and Lollipops
Random (ish) selection with thinking/talk time using lollipop sticks
7 x 11 =
23 x 11 =
Useful links:
77
253
71 x 11 = 781
63 x 11 = 693
54 x 11 =
142 x 11 = 1562
594
362 x 11 = 3982
PAS - Question Time
Useful links:
AS - Using Bloom’s Taxonomy
- Differentiated questioning
- Targeted questioning
- Considered questioning
- Sometimes I ‘plant’ post-it
notes with the questions in
the back of their exercise
books
- Planned in advance of lesson
- Progression in difficult and
mastery through questioning
- Next step for me: getting
students to select level of
questioning and actually using
stems to set questions for
each other
Useful links:
PPH - Mindfulness
● Relax and smile
● Acknowledge the possibility of nervous laughter etc
● Don’t insist on perfection
● Acknowledge the effort given to an unusual task
● Limit to a couple of minutes
● End with a statement of intent
Useful links:
ECJ - Team Talk in the Classroom
Hello Team!
● To avoid generic labels: “Year 10”.
● To boost a spirit of togetherness and
competition and ‘fighting to win’.
● To show that I’m with them, not against
them.
No students at STCM have yet
commented or questioned it…
Useful links:
JD - Restorative Conversations
www.youtube.com/watch?v=Ifpz-mfOvQ8
Framework for Restorative Conversations
1. What has happened?
2. What were you thinking at the time? (Class teacher and child)
3. Who has been affected by the actions?
4. How have they been affected?
5. What needs to be done now to make things right?
6. How can we do things differently in the future?
Further tips on restorative conversations
https://docs.google.com/a/stcm.torbay.sch.uk/document/d/1iiyH5kYYiubLgQjFQ
TYWRADPMhOWe6tiXDRKpYipceA/edit?usp=sharing
Useful links:
CMM - Data Seating Plans in Sheets
On-line
Useful links:
Blank Seating
Plan
Instructions
1&2
Instructions 3
Instructions 4
Google Sheets based
seating plan.
Copy/paste data from SIMS
Examine data - eg effort for
deciding positioning
Design your own room
Easy to move students
around… the data follows.
Can be shared with whole team or cover supervisors so that all staff
know the correct seating plan.
AS - Mega Seating Plan
- Free webapp to create and save data seating plans
- Copy and paste in SIMS Excel data to create class lists
- Fill in squares for room layout
- ‘Generate’ - can have teacher view, student view, with and
without data. Also randomises, boy-girl, or manually rearranges
plans.
- Can save and edit for later, print, screenshot or export to pdf
Useful links:
www.megaseat
ingplan.com
No need to
register if you
allow the
website to use
your Google
account to log
in.