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SHP workshop 2016 Sally Thorne
SHP 2016 Sally ThorneMatravers School/Colston's Girls' School
or,
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 networksAccess the information to get better at accessing the informationRecap 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 terms2. Asks for knowledge from another direction3. 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 TheftArson
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 knowledge2. 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.
or ?
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'reThere were lots of changes in Britian
in the 19th century. The population
rose from 7 million to 41 million
industrial cities became very
overcrowded. 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
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
ColoniesBritain 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 over, reconstruct"2. Group exercise - others can fill in blanks you've forgotten.3. Repeats key facts.
SHP workshop 2016 Sally Thorne
ColoniesBritain Advantage?
People
Support
Army: strength
Army: Experience
Navy
Leadership
Finance/resources
SHP workshop 2016 Sally Thorne
Hue and CryLed 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 trails2. 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
PovertyFactories
Good: 2Better: 4Mastery: 6Impossible: 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 organise 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 time2. "Big Picture" thinking3. Can bring in information from previous units of work4. SOLO: Extended Abstract - making generalisations
SHP workshop 2016 Sally Thorne
Encouraging regular revision from the very start
Word walls
FlashcardsTimeline, display
Core testsThree truths and a lie
Starter for fiveStarters 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 LearningLow stakes quizzes: ScattergoriesGoogle forms HW
SHP workshop 2016 Sally Thorne
Just a very small part of the lessonCan be used to show links across different units, eg what was happening during the equivalent time period in the thematic studyDripfeeds 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 one 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
1. Word association2. Ties knowledge to a picture/another memory
Mutilation
Mutilation preferred by church courts Wergild
MurdrumStocksPillory
Name these Medieval punishments
SHP workshop 2016 Sally Thorne
1. Dozens of different ways to use it2. 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 punishmentOutlaws
Sheriffs
Justice of the Peace
Manor Courts
Royal Courts
Quarter Sessions
Shire Courts
Suffragettes
Rebecca RiotsPeterloo
Gunpowder PlotNew technology
Transportation
Arson
King's Approver
Stocks
Pillory
Trial by Consecrated Bread
Bow Street Runners Trial by Combat
WergildVigiles
Praetorian Guard
Urban Cohorts
Robert Peel
SHP workshop 2016 Sally Thorne
Lack of wood Mountain Men
Joseph McCoy
Counting CoupBarbed 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 waterTimber Culture Act
Great Salt Lake
Bone pickersVigilantes
Homesteaders
Medicine Man
Sodhouses
High winds
49ers
Texas Longhorn
Tipi
Red Cloud's WarSod 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 lessonOR weekly homework taskConsistent expectationAllows key knowledge points to be recapped in a different wayHelps 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 ordering 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 howand 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 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 practicedCome up with around five activities that can be offered for a broad variety of different topicsCompare notes with the rest of the table
SHP workshop 2016 Sally Thorne
Element of competition - could be ongoing through the whole yearRequires knowledge recall in pressured conditions - mimic of the examKeeping 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 quiz2. Students have to think very carefully to spot the mistakes
Provide groups of four facts - one of them is wrongMistakes can be very obvious or very sneaky, eg spelling error, incorrect date
SHP workshop 2016 Sally Thorne
You select 8-12 categoriesIn pairs or teams, students think of a word describing that category beginning with a random letter
1. Forces lateral thinking - encourage creative answers2. 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 paperPapers stuck around the wallsAt a given signal, students have to grab a puzzle and complete it
1. Interrupts a stream of learning to recap something from before - good interleaving2. Fairly low impact - these can be copies of your starters from other units
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 testing2. 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 ones 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
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 �ons about Go
6. Pragma �sm vs dogma �
7. The inven �on of prin �
8. The Renaissance
9. The Reforma �o
10. The Dissolu �on of the Monasterie
11. The rise of ra �onalis
12. What a revolu �on i
13. The Scien �fi�c Revolu
14. The Agricultural Revolu �o
15. The Industrial Revolu �o
16. Hooke and the inven �on of themicroscope
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 StudyRationale:
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.