Sally Thorne SHP 2016 Matravers School/Colston's Girls' School - - PowerPoint PPT Presentation

SHP workshop 2016 Sally Thorne

SHP 2016 Sally Thorne Matravers School/Colston's Girls' School

• r,

sally.thorne@gmail.com 5 mins Starter: Please read the extract from the text while we wait for everybody to arrive.

SHP workshop 2016 Sally Thorne

The Theory Neural networks Access the information to get better at accessing the information Recap in different ways: build new trails; interrupt forgetting From "Make It Stick"...

SHP workshop 2016 Sally Thorne

Teaching strategies: embedding the knowledge from first teaching. Long-term planning strategies: Laying the right foundations before KS4. Revision strategies: encouraging regular revision from the very start.

SHP workshop 2016 Sally Thorne

Embedding the knowledge from first teaching Literacy starters Constructing notes from memory Multi-causal diagrams Key word starters Odd one out/what connects these Annotated maps and timelines Role play Dingbats Write it, say it

SHP workshop 2016 Sally Thorne

• 1. Recaps key terms
• 2. Asks for knowledge

from another direction

• 3. Memory challenge

They write the laws. They make sure the laws are carried out. They judge the laws. He's the most important MP. Member of Parliament. MP for South West Wilts. Legislature Executive Judiciary MP Prime Minister Andrew Murrison It's got liam in it. Parliament Key word starters Give them unusual definitions

SHP workshop 2016 Sally Thorne

Odd One Out/What do these have in common? Odd one out? Petty Theft Arson Selling underweight bread Crucifixion Being branded "Fuge" Exile 1. 2. 3. 4. Theft from temples Deserting from the army Theft of farm animals Trial by Jury Trial by Combat Trial by Hot Iron

• 1. Forces students to recap/

identify gaps in their knowledge

• 2. Encourages them to think

hard to come up with a difference

SHP workshop 2016 Sally Thorne

• 1. Additional knowledge in

book for revision.

• 2. Repeats key facts.
• 3. Very easy to differentiate.
• r

?

• 1. _______ were many changes

in Britain during this time period.

• 2. Rich people became worried

about _______ stuff being stolen.

• 3. Newspapers told exaggerated

stories of crimes to improve ______ sales.

• 4. _________ not much different

today. Copy and complete: Two types of literacy starter There Their They're

There were lots of changes in Britian in the 19th century. The population rose from 7 million to 41 million industrial cities became very

• vercrowded. Old systems of law

enforcement such as legionaries no longer worked. Crimes became more difficult to commit. poverty ment that more people could of committed crimes without being caught.

Copy and correct: Other ideas: Have or of? Its or it's? You have three apostrophes - where do they go?

SHP workshop 2016 Sally Thorne

Task: Create your own starters for classes next week

SHP workshop 2016 Sally Thorne

Look for activities that do these things - forcing students to use their knowledge in some way past just acquiring it.

SHP workshop 2016 Sally Thorne

Colonies Britain Advantage? People Support Army: strength Army: Experience Navy Leadership Finance/ resources

• 1. Constructing notes from memory
• 1. Very simplistic, class

version of "read it, turn it

• ver, reconstruct"
• 2. Group exercise - others

can fill in blanks you've forgotten.

• 3. Repeats key facts.

SHP workshop 2016 Sally Thorne

Colonies Britain Advantage? People Support Army: strength Army: Experience Navy Leadership Finance/ resources

SHP workshop 2016 Sally Thorne

Hue and Cry Led by Constable Sanctuary Escape Caught Sheriff and his posse would hunt you down Go into exile Held by the sheriff in the local gaol Outlaw Die

• 1. Literally running the trails
• 2. Reconstructing from

memory soon after the role play and then at a later date "interrupts forgetting"

SHP workshop 2016 Sally Thorne

How many of these hexagons can you connect?

Agri- culture

machinery

Bigger cities Popu- lation growth Poverty

Factories

Good: 2 Better: 4 Mastery: 6 Impossible: 8

• 1. Encourages lateral

thinking.

• 2. Challenges students to fit

together as many factors as they can.

• 3. Gets them used to

recognising that change is not linear.

SHP workshop 2016 Sally Thorne

#secretspace

• 1. Repetition of what they

have written.

• 2. Provides short revision

videos for them to access later on.

SHP workshop 2016 Sally Thorne

Step 1 - In pairs - cut the cards out and

• rganise on the map in the

correct place Step 2 - Individually - Explain where the hot spots were in the lead up to the Civil War - times and places

• 1. Particularly good for the

new depth studies (I think) - interplay of factors.

• 2. Students have to apply

their knowledge in a different context.

SHP workshop 2016 Sally Thorne

• 1. Change and continuity over

time

• 2. "Big Picture" thinking
• 3. Can bring in information

from previous units of work

• 4. SOLO: Extended Abstract -

making generalisations

SHP workshop 2016 Sally Thorne

Encouraging regular revision from the very start Word walls Flashcards Timeline, display Core tests Three truths and a lie Starter for five Starters from other units Podcasts Dingbats This takes commitment! You need to plan your interleaving carefully to ensure you cover everything across the whole course. Guerilla Learning Low stakes quizzes: Scattergories Google forms HW

SHP workshop 2016 Sally Thorne

Just a very small part of the lesson Can be used to show links across different units, eg what was happening during the equivalent time period in the thematic study Dripfeeds prior learning through the whole course

SHP workshop 2016 Sally Thorne

Starter: Write a caption to go with this picture. Is it a good representation of the American West? What do you think is important to this couple? Apply knowledge to understand source

SHP workshop 2016 Sally Thorne

Peel could introduce the police force because the government was more willing to pay for it. Peel could introduce the police force because people were so scared of crime. Starter: Are you a catstorian or a huskorian? Explain. OR...just give them

• ne and ask them to

prove it wrong. Use knowledge to build an argument Red and green - our student planners have red and green pages in the back so they use these to respond.

SHP workshop 2016 Sally Thorne

SHP workshop 2016 Sally Thorne

• 1. Word association
• 2. Ties knowledge to a

picture/another memory Mutilation Mutilation preferred by church courts Wergild Murdrum Stocks Pillory Name these Medieval punishments

SHP workshop 2016 Sally Thorne

• 1. Dozens of different ways to use it
• 2. Can mirror flashcards

Smuggling Poaching Heresy Treason Highwaymen Thief-takers Hue & Cry Tithings Blood Feud Murdrum Trial by Ordeal Hundreds Royal Courts Constable Watchman Peelers Witchcraft Pointless work Silent system Separate system Vagrancy Church Courts Neck Verse Mutilation Bloody Code Black Act Useful Work Elizabeth Fry Forest Laws Capital punishment Outlaws Sheriffs Justice of the Peace Manor Courts Royal Courts Quarter Sessions Shire Courts Suffragettes Rebecca Riots Peterloo Gunpowder Plot New technology Transportation Arson King's Approver Stocks Pillory Trial by Consecrated Bread Bow Street Runners Trial by Combat Wergild Vigiles Praetorian Guard Urban Cohorts Robert Peel

SHP workshop 2016 Sally Thorne

Lack of wood Mountain Men Joseph McCoy Counting Coup Barbed wire Mormons Buffalo chips Transcontinental Railroad Self-governing windmill Brigham Young Fur trappers Ranching Mining towns Fort Laramie Treaties Sheriff Cow towns Johnson County War Winter Quarters Texas Fever Dry farming John Ilif Homestead Act Billy the Kid Dime Novels Desert Land Act Reservations Pinkerton Detective Agency Prairie Schooner Lack of water Timber Culture Act Great Salt Lake Bone pickers Vigilantes Homesteaders Medicine Man Sodhouses High winds 49ers Texas Longhorn Tipi Red Cloud's War Sod buster Joseph Smith Open Range Cattle rustling Oregon Trail Hard winter wheat Civil War Little Crow's War Fence cutting Great Sioux War Economic depression Abilene Battle of Little Bighorn The Sioux

SHP workshop 2016 Sally Thorne

Focused and productive start to each lesson OR weekly homework task Consistent expectation Allows key knowledge points to be recapped in a different way Helps students to develop good habits in terms of skills

SHP workshop 2016 Sally Thorne

5-a-day starter My version has:

• 1. Source +

question

• 5. Context

recap question

• 4. Chronology
• rdering exercise
• 3. Key words

and definitions

• 2. Change over

time question Rationale:

Source skills get rusty quickly. Sneaky way to recap more context. Encourages consideration of two time

• periods. More subtly, encourages

consideration of difference between how and why. Easy way in. Another straightforward "quick win" My students struggle to contextualise change/continuity

In a 2 hour lesson, this serves as a 10 minute starter, with a further 10 minutes later in the lesson (break of double) and a further 10 minutes to mark at the end. I also use this as homework.

SHP workshop 2016 Sally Thorne

With thanks to Matt Wallace @26mxw

SHP workshop 2016 Sally Thorne

With thanks to Rosie Culkin Smith from Whalley Range 11-18 Girls High School @MissCS_Teach

SHP workshop 2016 Sally Thorne

Task: Create your own "starter for five" sheet Consider what topic you want to focus on and what skills could do with being practiced Come up with around five activities that can be offered for a broad variety

• f different topics

Compare notes with the rest of the table

SHP workshop 2016 Sally Thorne

Element of competition - could be ongoing through the whole year Requires knowledge recall in pressured conditions - mimic of the exam Keeping it low stakes/small facts makes it less invasive when recapping prior learning during another topic

SHP workshop 2016 Sally Thorne

• 1. Provides up to 40 facts

per quiz

• 2. Students have to think

very carefully to spot the mistakes Provide groups of four facts - one of them is wrong Mistakes can be very obvious or very sneaky, eg spelling error, incorrect date

SHP workshop 2016 Sally Thorne

You select 8-12 categories In pairs or teams, students think of a word describing that category beginning with a random letter

• 1. Forces lateral thinking
• encourage creative

answers

• 2. Discussion of the

answers provides alternative points of view

SHP workshop 2016 Sally Thorne

With thanks to Neal Watkin Provide puzzles/quizzes/ short activities on the back of a piece of paper Papers stuck around the walls At a given signal, students have to grab a puzzle and complete it

• 1. Interrupts a stream of

learning to recap something from before - good interleaving

• 2. Fairly low impact - these

can be copies of your starters from other units

SHP workshop 2016 Sally Thorne

• 1. Good for HW quizzes
• 2. Very easy to set up

and mark

SHP workshop 2016 Sally Thorne

• 1. Provides a

separate bank of core facts that will help with understanding the GCSE topics.

• 2. Opportunities for

interhouse/intertutor competition - broadens the scope beyond the GCSE classes. With thanks to Felicity Challis and Joanna James at Holyrood Academy, Chard

SHP workshop 2016 Sally Thorne

We launched 'Core Tests' in History across all Key Stages this year and have found that the students have responded to them with real enthusiasm. The approach is very straight forward and allows the students to quickly identify any gaps in their knowledge so they can close these. The Core Tests consist of twenty questions which is the core knowledge they are expected to retain, building in from an early age the importance of recall and revision. Typically the sheets are double sided (with the same Core Test both sides) so there is always a blank side which they can test themselves from and a side where they have the correct answers written down to mark/correct. At KS4, every four to five lessons they get a new Core Test, for example the current Y11 have twelve Core Tests for Medicine Through Time to focus on the core knowledge. It was Paper Two for SHP where the 'Hundred Club' was launched, as the Public Health exam leant it self perfectly to five Core Tests (100 questions) and we launched this as a massive competition across the year group, with individual and class competitions. This was the first exam topic the Y11s had with the Core Tests; it was a fantastic way to engage them with revision and they were amazed at how much they could recall, making them see the purpose of the tests for the other units. This competitive element then translated across all year groups. At the end of units you can actually draw a lot from these tests to track continuity/progress etc, so they have become totally embedded in our teaching.

SHP workshop 2016 Sally Thorne

• 1. Gets parents

involved in the testing

• 2. Really versatile

Created in Excel for ease of printing Given out at parents' evening of Y11 (before mocks) Encourage them to rank order - four different sets, from the ones they know the best (4) to the

• nes they know the worst (1).

Practise group 1 the most often; cards can move up and down through the sets as necessary.

SHP workshop 2016 Sally Thorne

SHP workshop 2016 Sally Thorne

100 facts Planning your KS3 curriculum

SHP workshop 2016 Sally Thorne

Aim: Improve students' general knowledge to ensure a strong foundation for GCSE Steps:

• 1. Identify 100 pieces of supporting knowledge that students need

to know before they start GCSE History

• 2. Plan an interhouse league for KS3 to encourage students to

memorise these facts

SHP workshop 2016 Sally Thorne

1. The Black Death 2. The Great Plague 3. The departure of the Romans – impact on Britain 4. The importance of the Church in medieval life 5. Medieval no

• ns about Go

6. Pragma sm vs dogma 7. The inven

• n of prin

8. The Renaissance 9. The Reforma

• 10. The Dissolu
• n of the Monasterie
• 11. The rise of ra
• nalis
• 12. What a revolu
• n i
• 13. The Scien

fi c Revolu

• 14. The Agricultural Revolu
• 15. The Industrial Revolu
• 16. Hooke and the inven
• n of the

microscope

• 17. Pasteur and Germ Theory
• 18. 19th century Laissez Faire a

tud

• 19. 19th century electoral reform
• 20. Trench warfare
• 21. Weapons of WW1
• 22. The Ba

le of the Somm My first attempt

SHP workshop 2016 Sally Thorne

Matravers KS3 Programme of Study Rationale:

• 1. Provides a solid knowledge base for the units we'll be teaching at GCSE.
• 2. Should enable students to hit the ground running so that we are filling in

blanks and adding to existing knowledge, rather than starting from scratch.

• 2. Works with our new KS3 assessment model - a linear approach where

students are graded against the new GCSE AOs, using GCSE-style questions, from Y7.

Explain the rationale behind the programme of study. Explain what still needs to be done - careful mapping of first- and second-order concepts, ensuring an even spread of all the different skills required across the year groups etc

SHP workshop 2016 Sally Thorne

Task: Tweak your KS3 programme of study Points to consider: What first-order concepts are students going to need a solid grasp of? (eg empire, revolution) Do you have examples of short, medium and long term scales? What knowledge will be needed to provide the foundation for your choice of development study? How will you build your students' skills in handling sources and interpretations? Using the planning sheets and your programme of study (if available), complete the two grids - one to show where your existing KS3 programme supports the new GCSE, and one for ideas of how it might in the future.

SHP workshop 2016 Sally Thorne

Conclusions Questions?