Date post: | 06-Sep-2014 |
Category: |
Education |
Upload: | martin-brown |
View: | 309 times |
Download: | 1 times |
Biology Spring Workshop 2014
Practical Activities for Differentiated Revision
Agenda
• Participants will explore differentiation and practical activities for varied learners
• Participants will share and discuss tips for examination success• Kinaesthetic revision activities will be examined for use in the
classroom• Participants will use a tool to classify their students learning
styles• ICT resources for use in Biology revision class will be accessed
What is Differentiation?
Differentiation is…not treating all learners the same but knowing how different students learn
“There is nothing so unequal as the equal treatment of unequal people.”
Thomas Jefferson
“Teaching things differently according to observed differences
among learners .”
Peter Westwood(2001)
“When a teacher tries to teach something to the entire class at the same time, chances are one-third of the kids already know it; one-third will get it;
and the remaining third won’t. So two-thirds of the children
are wasting their time.”
Lillian Katz
These are many influences on student learning
Feedback Teacher-Student Relationships Mastery Learning
Challenge of Goals Peer Tutoring Expectations
Homework Aims & Policies of the School
Ability Grouping
0.730.720.580.560.550.430.290.240.12
Effect SizeJohn Hattie Visible Learning
Activity -Think – Pair – Share
1. Think about how students in your class differ
2. Discuss these thoughts with your neighbour
3. Share these examples with the full group
Our students differ based on…
• Ability• Learning Style• Multiple Intelligence• Motivation• Interest in Subject• Time of Day• Culture
• Background• Parental Support• Literacy and Numeracy• Study Skills and habits• Self-esteem• Physical state• Learning experiences/ successes
to date
Diamond Nine Activity-Rank student difference according to how much you think it impacts learning
1
2 3
54 6
7 8
9
• TES nine diamond resource
????????????Title
We learn best by talking
Dale’s Cone of Experience
How can we do more when revising Biology?
We have a terminal summative examination in Biology which all students must sit…
Section A
6 questions= with 2 question each from Unit 1/Unit 2/Unit 3 and answer 5
Section B
3 questions= based on prescribed practical activities and answer 2
Section C
6 questions= 1 from unit 1- 2 from unit 2- 3 from unit 3 –Answer 4. All words that put spell fear / disaster for students (and for teachers!)
Marks Distribution- Total 400 marks
Section A Section B Section C
5x 20marks=100 marks
2x30 marks= 60 marks
4 x 60 marks = 240
Throughout teaching and before the exam
1.Ensure students are familiarwith the paper structure
2.Practice questions using examination papers
3.Know the marking structure and use marking schemes
Learning for Recall
Techniques for remembering and recall are useful for BiologyStudents should try to:
• Connect what they are learning to prior knowledge• Learn in small manageable chunks• Transfer knowledge from short term to long term memory by
repeating or reviewing 5 times over a period
So we differentiate by identifying what students MUST-SHOULD-COULD know or do for Biology exams
Must Should Could• Practice previous questions and know the syllabus content• Know biology is usually marked in 3 marks per point• Know that points are as good as sentences unless
otherwise stated• Definitions can require precise wording• In section A questions a wrong answer cancels a correct
answer (This can also apply to Section C)• Read exam paper slowly and carefully and begin with a
familiar topic question• Ensure to answer every part of long questions• Read back over your answers
Why use the MUST-SHOULD-COULD?
• There are multiple intelligences and varying learning styles in your classroom
• Different students learn differently• By varying activities within your lesson you provide a better
opportunity to ensure the ‘must’ is a given for all, the ‘should’ for some and the ‘could’ for a few.
• It raises expectations as learners can see a trajectory of where their learning could go
However…rememberStudents cannot do well in the examination unless they have
learned and understood the information required of them and the research tells us…
These are many influences on student learning
Feedback Teacher-Student Relationships Mastery Learning
Challenge of Goals Peer Tutoring Expectations
Homework Aims & Policies of the School
Ability Grouping
0.730.720.580.560.550.430.290.240.12
Effect SizeJohn Hattie Visible Learning
So students learn from each other…and need regular feedback
• Differentiated revision in biology can cater for all learners through activities that challenge and get them talking, giving feedback and assessing each other
Back to the MUST- SHOULD- COULD
We should try to get the students revising together in the classroom more of the time rather than whole class or independent revision. HOW?
TEA/COFFEE- Activities after coffee
Station 1
• In pairs arrange the short questions answers with their questions (2 sets)
• You do not need to do them in order• A goes first and places the answer of one question beside
where it goes• B agrees or disagrees and then goes next- Give feedback!• Complete the activity together in 5 minutes• Place the activity back as you found it for next group
Station 2
• Gather round the main projector screen. Click this link to go on http://freerice.com/#/english-vocabulary/1550 and click change subjects. Select sciences/human anatomy. In turns answer a questions to earn some rice for the third world
Station 3
• Go to the activity 3 station laptop 1 and 2• Explore the study stack biology revision resource. • Answer the questions alternately giving feedback before
deciding correct or incorrect• Try out the other games• Ask for help if you need it
Station 4
This is the COULD station as it is really fun kinaesthetic activities used during revision or during
a topic.
How did that work?
Skills for the most able students
Learning Styles
• Visual Learners – prefer to see information
• Auditory Learners – prefer to hear information
• Kinaesthetic Learners – learn best by doing, touching or making
What Learning Style are you?
Differentiated Teaching Methods
Differentiation Content
Outcome
Process
Depth of treatment will vary for different learners-Must-Should-Could
Students will produce work in different ways to learn e.g projects
Different activities help different students learn e.g visuals
Other ways to Differentiate in Biology by outcome
• Diagrams in Experiments• Mind maps to revise• Presentation of work• Models of cells/plants• Projects as extension work• Writing good notes• Teaching work back to a partner
What differentiated activity might you try with your class before they leave?
CD Navigation
That’s all folks except to leave your evaluations!
and