Teaching and learning
Original ideaJohn Leggott
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Starter
Main
Plenary
The 6 part lessonJohn Leggott
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Starter
Student centred phase
Exam Question
Target setting
Teacher led intro
Teacher led summary
Action plans
John Leggott College
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Learning Outcomes
• To be able to describe the structure of the heart including the four chambers, vessels and valves.
Learning Outcomes
• To be able to describe the structure of the heart including the four chambers, vessels and valves.
• Make sure that you are confident on these before next lesson. Use two sources of information to help e.g. powerpoints (moodle), revision guide, youtube, internet etc.
Student centred learning
John Leggott College
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Working individuallyJohn Leggott
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• Using a powerpoint / animation to understand a process
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Working in pairsJohn Leggott
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• Half the class use one resource to answer questions (based on learning outcomes) – the other half use a different resource e.g. internet, powerpoint, textbook. Students then pair up to compare answers.
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Working in pairsJohn Leggott
College
• A3 Paper + Resource and questions.
• Convert an exam question into a resource sheet with questions. Students answer on A3 using a pen. Good for generating discussion.
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Working in pairsJohn Leggott
College
Rally Coach
• One student has their notes and prompt’s the other one
• The other student has to run through a process unaided
• Swap roles
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Working in pairsJohn Leggott
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Taboo
• Students write a list of key definitions
• They describe the word to a partner without using the word itself
• Swap roles
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Working in three’s
John Leggott College
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Role’sJohn Leggott
College
• Artist / Architect• Researcher• Spy• Manager• Designer
• Each student takes on a different role to complete a common aim e.g. diagram of a process
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DelegationJohn Leggott
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• Laptops• Teacher• Hand outs• Textbook• Animation• Student table
• Student to complete a question sheet detailing key points by visiting different stations
• Followed by discussion in three’s.
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Working in fours
John Leggott College
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Jigsaw 2John Leggott
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• Four home groups
• Send one person to each table
• Variations: Students produce revision resource (+conch) / connect together a process containing four parts.
DifferentiationJohn Leggott
College
Ideas
• Extra slip• Extension question on starter• Laminated exam questions with mark scheme
on back
• Chance for all learners to hear answer?
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Should provide extension of learning for high achievers as well as support for others
Checking the learningJohn Leggott
College
Can be done by either
• Teacher- Walk round and look at students work – are
there checkpoints?- Ask students to bring it to you?- Ask for an exit slip
• Students
Self assessment using mark scheme
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QuestioningJohn Leggott
College
Most commonly used questioning in classroom
InitiationResponseEvaluation by teacher
The teacher does most of the hard work!
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QuestioningJohn Leggott
College
You should keep the focus on the students and get them to evaluate each others answers.
e.g. ‘Do you agree?’‘How would you improve that answer?’‘Can you summarise what has been said so
far?’‘How did Josh know the answer to that?’
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