This is something I saw shared that I have adapted to encourage the students to think about performers in more than one topic area. I printed this onto A3 and the idea was that students could use this template at home for revision by simply adding in different performers.
This blog contains a brief summary of dual coding. There are also a lot of very useful links at the bottom of the page to add further explanation and examples to it.
A simple competitive recall activity
- 2 players against each other with a different coloured pen each
- Every time a question is answered correctly a circle is coloured in/crossed out
- If a question is answered incorrectly, the opponents colours in the circle
- The aim is to get four in a row
A useful read about the worth of checklists.
Another activity for student recall. Add questions to the boxes and give students dice.
Meta-cognitive and self-regulation strategies (sometimes known as ‘learning to learn’ strategies) are teaching approaches which make learners think about learning more explicitly. This is usually by teaching pupils specific strategies to set goals, monitor and evaluate their own learning. Self-regulation refers to managing one’s own motivation towards learning as well as the more cognitive aspects of thinking and reasoning. Overall these strategies involve being aware of one’s strengths and weaknesses as a learner, such as by developing self-assessment skills, and being able to set and monitor goals. They also include having a repertoire of strategies to choose from or switch to during learning activities. (EEF)
Attached is a resource that I prepared for Year 11 as we began to prepare revision materials in class and at home. This gave them some time to begin identifying their strengths and weaknesses. I chopped up post-it notes for them to list the topics, then gave them some time to look back over their paper 1 mock and place the topics in the appropriate box. The idea behind the resource is that as time goes on, there will be less in the red box.
I also added a box in to encourage them to focus on the AO’s.
Challenge Grid forces students to recall content from the previous lesson to earlier in the course. More points are awarded for answering questions from way back than the previous lesson.
This serves to give students feedback on what content they need to be revisiting in their personal study time.
Attached is a template I have created following a discussion we had in the new staff induction around command words and skills. There is also an image taken for the Mrs Humanities blog who shares lots of excellent resources. I assume it will need a little adaptation for different subjects areas as in the explanation of each IDEAL, or it may not suit your subject area at all.
If you follow the link below you can read the full post.
Knowledge organisers were developed and adopted by the famous Michaela Community School, whose motto is ‘Knowledge is Power’. These have recently become very popular and link both to our focus on linear learning and independent learning. If you run a google search you will find lots of examples for different subject areas. I have created one, attached, which I am going to try with my Year 11s to support their revision for mock exams.
On their website in their vision they state:
‘…we have, for too long, been teaching skills and neglecting knowledge. In English, we have taught any novel, or any poem, thinking that the thing that is important is the ‘skill’: of reading, of inferring, of analysing. And yet, novel finished, what have the children learned? Daniel Willingham says that memory is ‘the residue of thought.’ The problem with skills-based lessons is that they don’t require thinking about anything you can commit to memory. Nothing is learned because nothing is being remembered. Over years and years of skills-based teaching, children aren’t actually learning anything. They are simply practising some skills in a near vacuum.
We hugely underestimate how vital knowledge is. Skills-teachers across the land cannot work out why their kids cannot improve their inferences, cannot improve their analysis. Why can’t their ideas about the text just be a bit, well, better?
The children who grow up being taught facts and knowledge will thrive in their national exams. They will use all their background knowledge and cultural literacy to deliver deft insights in glorious prose, and sweep up the top grades with ease. The children taught through skills will improve slowly, painfully, and nowhere near fast enough to compete. They will endure two years of teaching to the test and lose any love of learning they might have gleaned in the previous years.
Is there another way? Of course: teach a knowledge-based curriculum from the very start.’
This link describes the knowledge organisers.
Teachers prepare these for particular topics and students go away and learn/self-test this as homework, there is a big emphasis on the testing effect. This is then tested in lessons via starter activities so that teachers can monitor progress.
Are you already using a similar approach? Have you tried knowledge organisers? I’d really like to hear about it if you are, perhaps this is something to discuss at one of our next 15 Minute Forums or the T and L group. Do you think it is ‘spoonfeeding’? Do you think it is an approach we should adopt? Do you think students should be creating their own knowledge organisers?
More information can be found here:
And here in a podcast shared by Steven which is very useful https://soundcloud.com/user-907153766/kirb-your-enthusiasm-for-knowledge-organisers-1
A resource with ideas for revision activities.