Teaching and learning

Original ideaJohn Leggott

CollegeJo

hn

Leg

go

tt Co

llege

Starter

Main

Plenary

The 6 part lessonJohn Leggott

CollegeJo

hn

Leg

go

tt Co

llege

Starter

Student centred phase

Exam Question

Target setting

Teacher led intro

Teacher led summary

Action plans

John Leggott College

Joh

n L

egg

ott C

olleg

e

Learning Outcomes

• To be able to describe the structure of the heart including the four chambers, vessels and valves.

Learning Outcomes

• To be able to describe the structure of the heart including the four chambers, vessels and valves.

• Make sure that you are confident on these before next lesson. Use two sources of information to help e.g. powerpoints (moodle), revision guide, youtube, internet etc.

Student centred learning

John Leggott College

Joh

n L

egg

ott C

olleg

e

Working individuallyJohn Leggott

College

• Using a powerpoint / animation to understand a process

Joh

n L

egg

ott C

olleg

e

Working in pairsJohn Leggott

College

• Half the class use one resource to answer questions (based on learning outcomes) – the other half use a different resource e.g. internet, powerpoint, textbook. Students then pair up to compare answers.

Joh

n L

egg

ott C

olleg

e

Working in pairsJohn Leggott

College

• A3 Paper + Resource and questions.

• Convert an exam question into a resource sheet with questions. Students answer on A3 using a pen. Good for generating discussion.

Joh

n L

egg

ott C

olleg

e

Working in pairsJohn Leggott

College

Rally Coach

• One student has their notes and prompt’s the other one

• The other student has to run through a process unaided

• Swap roles

Joh

n L

egg

ott C

olleg

e

Working in pairsJohn Leggott

College

Taboo

• Students write a list of key definitions

• They describe the word to a partner without using the word itself

• Swap roles

Joh

n L

egg

ott C

olleg

e

Working in three’s

John Leggott College

Joh

n L

egg

ott C

olleg

e

Role’sJohn Leggott

College

• Artist / Architect• Researcher• Spy• Manager• Designer

• Each student takes on a different role to complete a common aim e.g. diagram of a process

Joh

n L

egg

ott C

olleg

e

DelegationJohn Leggott

College

• Laptops• Teacher• Hand outs• Textbook• Animation• Student table

• Student to complete a question sheet detailing key points by visiting different stations

• Followed by discussion in three’s.

Joh

n L

egg

ott C

olleg

e

Working in fours

John Leggott College

Joh

n L

egg

ott C

olleg

e

Jigsaw 2John Leggott

CollegeJo

hn

Leg

go

tt Co

llege

• Four home groups

• Send one person to each table

• Variations: Students produce revision resource (+conch) / connect together a process containing four parts.

DifferentiationJohn Leggott

College

Ideas

• Extra slip• Extension question on starter• Laminated exam questions with mark scheme

on back

• Chance for all learners to hear answer?

Joh

n L

egg

ott C

olleg

e

Should provide extension of learning for high achievers as well as support for others

Checking the learningJohn Leggott

College

Can be done by either

• Teacher- Walk round and look at students work – are

there checkpoints?- Ask students to bring it to you?- Ask for an exit slip

• Students

Self assessment using mark scheme

Joh

n L

egg

ott C

olleg

e

QuestioningJohn Leggott

College

Most commonly used questioning in classroom

InitiationResponseEvaluation by teacher

The teacher does most of the hard work!

Joh

n L

egg

ott C

olleg

e

QuestioningJohn Leggott

College

You should keep the focus on the students and get them to evaluate each others answers.

e.g. ‘Do you agree?’‘How would you improve that answer?’‘Can you summarise what has been said so

far?’‘How did Josh know the answer to that?’

Joh

n L

egg

ott C

olleg

e