With all my resources I try to find a balance between clarity and creativity, aiming to stretch and challenge as well as train. Most of all, I want to 'knock on the doors of the mind', introducing students to a wider range of texts, ideas, activities and experiences. Although English is my speciality, I've also got a keen interest in Biology and Geography, which occasionally manifests in resources. Let me know if there is a text not catered for anywhere and I'll see what I can do.
With all my resources I try to find a balance between clarity and creativity, aiming to stretch and challenge as well as train. Most of all, I want to 'knock on the doors of the mind', introducing students to a wider range of texts, ideas, activities and experiences. Although English is my speciality, I've also got a keen interest in Biology and Geography, which occasionally manifests in resources. Let me know if there is a text not catered for anywhere and I'll see what I can do.
These tasks lend themselves to the revision of any topic or content subject and all you have to do by way of preparation is apply the tasks to the specifics of your subject and provide the postit notes.
Slide one has 6 images – choose any icon to click on in a way that engages the class [throw a di, ask a question, choose a quiet student to make the choice]. A hyperlink will take you straight to the relevant slide, where the tasks will come up in steps on your click [adapt the wording of these to suit your specifics if you wish]. At the end of the lesson ‘end show’ to get back to slide 1 for the next lesson.
Each task is explained in your ‘recipe for success’ word document and alternatives or ways to differentiate suggested. The central idea is to get students helping each other while you facilitate only when required.
We all know it is no revision at all to tell students to write loads of past papers in timed conditions – only a few would do it. These tasks lend themselves specifically to the revision of essay questions of any topic or content subject [R.E., Biology; English; History; Geography...] and all you have to do by way of preparation is apply the tasks to the specifics of your subject, particularly your exam board and provide some guidance as to where students can find information, whether that’s in the text book, online or reference books. Your exam board’s website should be able to provide you with sample questions, mark schemes and sample answers. Before using these tasks you will need to prepare the material, but chances are you’ll have it to hand anyway as it is what you’d be revising: this resource helps you approach it in a different way and gets the students actively involved in their revision. On the task prompt sheet is a ‘You will need’ list to help you prepare.
Slide one has 6 images – choose any icon to click on in a way that engages the class [throw a di, ask a question, choose a quiet student to make the choice]. A hyperlink will take you straight to the relevant slide, where the tasks will come up in steps on your click [adapt the wording of these to suit your specifics if you wish]. At the end of the lesson ‘end show’ to get back to slide 1 for the next lesson.
Each task is explained in your ‘recipe for success’ word document and alternatives or ways to differentiate suggested. The central idea is to get students helping each other while you facilitate only when required.
And I’ve added a bonus task in recognition of the price rise – you should get at least 8 lessons out of this pack – Enjoy!
241- Keep this resource in store for those times when you’re overloaded and need to let the students do a bit of the work. Begin with homework – 1 or 2 depending on amount and complexity - that don’t require marking. The first task will be the ‘flipped learning’ or revision content you want students to research, the second checks they’ve done it. Although these are designed for revision, set in advance of a new topic and you’ve got students engaged already.
These tasks lend themselves to any topic or content subject and all you have to do by way of preparation is apply the tasks to the specifics of your subject and provide some guidance as to where students can find information, whether that’s in the text book, online or reference books.
Slide one has 6 images – choose any icon to click on in a way that engages the class [throw a di, ask a question, choose a quiet student to make the choice]. A hyperlink will take you straight to the relevant slide, where the tasks will come up in steps on your click [adapt the wording of these to suit your specifics if you wish]. Once homework is set, ‘end show’ to get back to slide 1 and store for the next session.
Each task is explained in your ‘recipe for success’ word document and alternatives or ways to differentiate suggested. The central idea is to get students helping each other while you facilitate only when required.
