A perpetual classroom problem is that students translate what we say into what they want to do. How many times have you come back from time off to see that students answered questions 1 and 10, not 1 to 10? Sometimes this is deliberate awkwardness. Sometimes it’s an actual lack of understanding, either of what the task was or why we’re asking them to do it in what seems ‘the hard way’. I’ve long been a fan of the template approach, giving students a framework so they’ve got a place to get started. And I produced a bunch of resources, some of which may be useful for you. I’ve shared these before, here and there, but figured a fresh post was worthwhile. This was mainly prompted by a tweet from a colleague:
You know when you set ‘revise for the test’ as the homework and the class hear ‘no homework this week’? That. 😭#markingtests
— Helen Rogerson (@hrogerson) October 3, 2016
So here’s a quick reminder of some printable resources. I’m not going to go through and remove the QR code, but it now goes to a dead link. Feel free to mess around with them as you see fit.
- review-hw
- review-c-words
- lessons-cornell
- hwtaskdifficulties
- exams-written-as
- exams-maths-qs
- blank-revision-checklist-and-priorities
- lesson ticklist
- exam paper debrief
- learningtoolkit (20 pages for displays)
- eca boosting grade (Biology example)
- Quarters Revision
- Concepts Cues Consequences
- answers_and_questions
Some of these can be downloaded as Office files, mainly docx and pub (links to a GDrive folder). There may also be jpg versions available for adding to Powerpoints or websites. If there’s no editable version of an example above that you’re after, add a comment here and I’ll dig it up.
If you’ve not already seen it (not sure how, but it’s possible), can I strongly recommend the excellent posters and resources available from the team at @acethattest, AKA The Learning Scientists. On my long and growing jobs list is producing some Physics specific versions to show how they could be applied within a subject.
Teaching Science 