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Grammar for pet LINKING
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2. Using interactive teaching methods like modeling, questioning, and appropriate challenge.
3. Structuring lessons with clear learning objectives and regular reviews to aid recall.
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The document describes an activity called "Face-off" where students are paired up and one argues for renewable energy providing sustainable energy while the other questions it. Pairs are given potential arguments like wind power being renewable but the questioner asks how many turbines are needed compared to a power station. The pairs then debate and the class decides a winner. After all pairs debate, the class further discusses which renewable energy has the most potential for sustainable supply.Top Tip
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This document provides instructions and tips for using the Popplet app, which allows users to capture ideas, thoughts, and information visually by creating "popples" or notes that can be linked together. Key features highlighted include the ability to double tap to create popples, change and add to popples, and link popples together by dragging connectors between them. Various uses of Popplet are also listed such as for peer/self assessment, reflection, research, project planning, diagrams, and recording thoughts through notes and lists.100 minute reflections - Performance
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This document outlines ways that intra-class competitions and collaborative work groups can enhance student learning. It suggests that competitions within a class can increase motivation and encourage experimentation with different learning styles. Working in groups allows students to develop skills like teamwork, independent inquiry, reflection, and time management as they work towards presentations or virtual competitions.100 minute lessons - Social Studies
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The document discusses ways to engage students in their learning through real-world examples and discussion. It suggests using music, group work with targeted discussion, varying seating arrangements, hands-on activities like demonstrations, making, acting or singing, and field trips. It also addresses allowing uncontrolled time for students to work on assignments and providing time for reflection and editing during controlled assessments.100 minute lessons - Performance - Art
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Students in the art department have been able to expand and consolidate their skills into practical work through 100-minute lessons, which has allowed them to become more independent learners by exploring a variety of techniques suited to their personal learning styles. The longer lessons also provide staff with enhanced time to differentiate one-on-one assistance for students and take risks in their lesson delivery and curriculum planning.100 minute lessons - STEM
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The document discusses 100-minute lessons in health and social care. It proposes structuring the lessons in three parts: 1) tuition and preparation, 2) a guest speaker or interview, and 3) evaluation and reflection. This allows students to invite real sector workers into the classroom and visit local workplaces. The long lessons also provide opportunities for linking topics that use similar skills, evaluating peer work, and incorporating cross-curricular links between subjects.100 minute lessons - Communications
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Scaffolding is important in 100 minute lessons. This allows teachers to show students expectations, give them time to meet standards, and focus on developing quality work. Students have chances to do learning walks, see what others are doing, comment, and apply ideas to their own work. Teachers are able to build in individual time and tutorial lessons to provide feedback. Reflection points are also built in to track progress towards learning objectives.Top tips questioning - wait time
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The document discusses the importance of wait time when teachers ask questions in class. Research shows that the average wait time teachers allow after asking a question is only one second or less. Increasing wait time to three seconds or more has benefits - it improves student achievement and retention, increases higher-level thinking responses, and decreases interruptions and failures to respond. The type of question also matters - lower cognitive questions benefit from three seconds of wait time, while longer wait times foster greater engagement for higher cognitive questions. The document provides strategies for teachers to incorporate appropriate wait times and question types into their classroom practices.Top tips - post its
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This document provides tips for using Post-it notes in education. It lists three uses: 1) As a question wall where students can post questions for teachers or peers to answer during class; 2) For students to self-assess their understanding against learning objectives; 3) For planning essays by writing ideas and outlines on Post-it notes. The Post-it notes allow for interaction, feedback, and rearranging of information and questions.Post its
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This document lists various ways that post-it notes can be used in the classroom to facilitate student engagement, feedback, assessment, and learning. Some examples include: having students write questions, key points, or feedback on post-its to share; using post-its for students to self-assess or peer assess against objectives; and distributing post-its with topics, words, or questions to incorporate into class activities and discussions. The post-it note techniques seem aimed at encouraging interaction, reflection, and demonstration of understanding of the lesson content.Competency curriculum chocolate challenge 1
Competency curriculum chocolate challenge 1gavinholden
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Year 7 students at Abbot Beynes school participated in a two-week chocolate challenge to assess their skills in teamwork, reflection, independence, and creativity (TRICs). Students formed chocolate companies, designing products and marketing campaigns. They worked independently within roles like Company Director. Using iPads, students researched existing products and created advertisements. They pitched their products to judges, gaining confidence. The challenge allowed students to develop their TRICs skills through practical application.Ipadagogy v2
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The document provides tips for developing questioning strategies in the classroom and differentiating instruction. It suggests using colored cards (red, amber, green) to provide feedback to students on their answers. Questions should be targeted to different learning objectives and ability levels. Extensions can be used to challenge more advanced students. The document also discusses using questioning to demonstrate progress and engage competitive spirits, as well as providing feedback through EBI cards during practical lessons.Connectives briefing
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Connectives are words that link ideas and make relationships between concepts clear. They are important for writing, communication, and developing understanding. Connectives can join parts of sentences, relate different ideas within paragraphs, or connect full paragraphs. Teachers should encourage students to use a wide variety of connectives to clarify relationships between concepts both in writing and speech.More Related Content
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This document provides instructions and tips for using the Popplet app, which allows users to capture ideas, thoughts, and information visually by creating "popples" or notes that can be linked together. Key features highlighted include the ability to double tap to create popples, change and add to popples, and link popples together by dragging connectors between them. Various uses of Popplet are also listed such as for peer/self assessment, reflection, research, project planning, diagrams, and recording thoughts through notes and lists.100 minute reflections - Performance
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This document outlines ways that intra-class competitions and collaborative work groups can enhance student learning. It suggests that competitions within a class can increase motivation and encourage experimentation with different learning styles. Working in groups allows students to develop skills like teamwork, independent inquiry, reflection, and time management as they work towards presentations or virtual competitions.100 minute lessons - Social Studies
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The document discusses ways to engage students in their learning through real-world examples and discussion. It suggests using music, group work with targeted discussion, varying seating arrangements, hands-on activities like demonstrations, making, acting or singing, and field trips. It also addresses allowing uncontrolled time for students to work on assignments and providing time for reflection and editing during controlled assessments.100 minute lessons - Performance - Art
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Ìý
Students in the art department have been able to expand and consolidate their skills into practical work through 100-minute lessons, which has allowed them to become more independent learners by exploring a variety of techniques suited to their personal learning styles. The longer lessons also provide staff with enhanced time to differentiate one-on-one assistance for students and take risks in their lesson delivery and curriculum planning.100 minute lessons - STEM
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The document discusses 100-minute lessons in health and social care. It proposes structuring the lessons in three parts: 1) tuition and preparation, 2) a guest speaker or interview, and 3) evaluation and reflection. This allows students to invite real sector workers into the classroom and visit local workplaces. The long lessons also provide opportunities for linking topics that use similar skills, evaluating peer work, and incorporating cross-curricular links between subjects.100 minute lessons - Communications
100 minute lessons - Communicationsgavinholden
Ìý
Scaffolding is important in 100 minute lessons. This allows teachers to show students expectations, give them time to meet standards, and focus on developing quality work. Students have chances to do learning walks, see what others are doing, comment, and apply ideas to their own work. Teachers are able to build in individual time and tutorial lessons to provide feedback. Reflection points are also built in to track progress towards learning objectives.Top tips questioning - wait time
Top tips questioning - wait timegavinholden
Ìý
The document discusses the importance of wait time when teachers ask questions in class. Research shows that the average wait time teachers allow after asking a question is only one second or less. Increasing wait time to three seconds or more has benefits - it improves student achievement and retention, increases higher-level thinking responses, and decreases interruptions and failures to respond. The type of question also matters - lower cognitive questions benefit from three seconds of wait time, while longer wait times foster greater engagement for higher cognitive questions. The document provides strategies for teachers to incorporate appropriate wait times and question types into their classroom practices.Top tips - post its
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This document provides tips for using Post-it notes in education. It lists three uses: 1) As a question wall where students can post questions for teachers or peers to answer during class; 2) For students to self-assess their understanding against learning objectives; 3) For planning essays by writing ideas and outlines on Post-it notes. The Post-it notes allow for interaction, feedback, and rearranging of information and questions.Post its
Post itsgavinholden
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This document lists various ways that post-it notes can be used in the classroom to facilitate student engagement, feedback, assessment, and learning. Some examples include: having students write questions, key points, or feedback on post-its to share; using post-its for students to self-assess or peer assess against objectives; and distributing post-its with topics, words, or questions to incorporate into class activities and discussions. The post-it note techniques seem aimed at encouraging interaction, reflection, and demonstration of understanding of the lesson content.Competency curriculum chocolate challenge 1
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Ìý
Year 7 students at Abbot Beynes school participated in a two-week chocolate challenge to assess their skills in teamwork, reflection, independence, and creativity (TRICs). Students formed chocolate companies, designing products and marketing campaigns. They worked independently within roles like Company Director. Using iPads, students researched existing products and created advertisements. They pitched their products to judges, gaining confidence. The challenge allowed students to develop their TRICs skills through practical application.Ipadagogy v2
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Ìý
This document discusses how iPads can be used to transform learning according to the SAMR model, moving from substitution and augmentation to modification and redefinition. It emphasizes that iPads should enhance and transform learning by personalizing and differentiating instruction, increasing student engagement, and supporting the school's learning model through new creative activities designed for real audiences rather than just digitizing traditional tasks. Teachers are encouraged to experiment with iPads and specific apps to impact learning and move from survival to innovation in their own technological proficiency.Top tips march 2013
Top tips march 2013gavinholden
Ìý
The document provides tips for developing questioning strategies in the classroom and differentiating instruction. It suggests using colored cards (red, amber, green) to provide feedback to students on their answers. Questions should be targeted to different learning objectives and ability levels. Extensions can be used to challenge more advanced students. The document also discusses using questioning to demonstrate progress and engage competitive spirits, as well as providing feedback through EBI cards during practical lessons.Connectives briefing
Connectives briefinggavinholden
Ìý
Connectives are words that link ideas and make relationships between concepts clear. They are important for writing, communication, and developing understanding. Connectives can join parts of sentences, relate different ideas within paragraphs, or connect full paragraphs. Teachers should encourage students to use a wide variety of connectives to clarify relationships between concepts both in writing and speech.