Mr Hudson
During this project I have tried to solve the following issues faced in the maths A level:
•Extremely large workload •Vastly increased level of difficulty from GCSE •Involves abstract concepts that make self instruction difficult To overcome this problem I have encouraged my students to use examsolutions.net. This website gives students a step by step guide on how to tackle exam questions. The link to the website is examsolutions.net The impact of my project can be seen tin my PowerPoint presentation below. |
tlc_2_presentation_tom_hudson.pptx | |
File Size: | 53 kb |
File Type: | pptx |
Mrs Dargie
I was interested in using a range of techniques to engender a more independent approach with an AS English Language class. Initially I wanted to trial a tick sheet designed to encourage students to work independently outside the lesson. In the end I used a variety of techniques in the lesson as well to try to focus the students’ learning and enable them to understand how they could make progress. In order to gauge the impact of these strategies I gathered student voice responses via a Survey Monkey.
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r_dargie_6th_form_impact.pptx | |
File Size: | 149 kb |
File Type: | pptx |
Mrs Cameron
Validating independent revision work done by Sixth form students has been an issue for me for a number of years. My aim was to set structured independent revision work prior to mock exams, I hoped that revision resources handed in on time (day of the exam) and which were completed to a good standard would have some correlation to them doing well in the mock. Whilst the results don’t show a direct correlation I felt the project brought a number of benefits such as identifying specific gaps in the knowledge of weaker learners who often struggle to articulate what exactly they don’t get. The project also helped me to hold the students more accountable for their grades as I was able to draw on the revision document they filled out.
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s_cameron_sixth_form_tlc_project.pptx | |
File Size: | 1299 kb |
File Type: | pptx |
Ms Fergus
A lot of the coursework units promote independent learning since, once each report is introduced, students are given bullet point guidance on structure and content but are expected to independently research and write each report. I am there for overall support and guidance but I am quite strict that students carry out quality, independent research. As this is not a skill they come into sixth form with, I have now got a set of resources used to help EPQ students gain independent research/report-writing skills and I will be using these for the first week of the Applied Science course in future.
My project was directed at improving independent learning for the exam unit. Twice weekly, students are taught exam content. This year, due to slipped coursework deadlines, we had less time to teach so I decided to design an independent self-study mini unit on Homeostasis. I felt students could learn this without teaching as they had covered a lot of this at KS3 and KS4 – albeit with some extra content detail. I have described this in the attached PowerPoint. Overall, I felt the materials were comprehensive and appropriate and some students used these well. The problem lay with a couple of students one of whom is not working at all much away from lessons (this was demonstrated in his lack of progression through the past paper file and his query two weeks before the exam about whether he had to learn the content as well as complete all past paper questions). The other student who really struggled was one who shows a general lack of understanding across all exam content. Although keen, I feel this student will struggle to pass the exam even with a lot of help and support. Overall I felt the Homeostasis unit worked as an independent learning tool but it is important to allow time at lunch/after school for general follow up support. Given the comment from the auditory learner I will alter and future resources and add in a couple of Khan Academy resources on Thermoregulation and Blood Glucose regulation and Diabetes. I also introduced the weekly learning log which Rachel Dargie had shared. I thought this was a great way to encourage students to learn in a variety of ways and I modified it for my set of students. This was a lot less successful in that only a couple of the six students had a go at this and it fizzled out. I would like to have another go next year but I will introduce it as part of the learning from the start of the exam unit work.
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Mr Longster
Biology has a huge factual content with a lot of difficult but key words. Students struggle with a) learning the facts and b) applying them in the context of often obtuse exam questions.
Objectives ·To produce a set of revision sheets for both AS and A2 on many of the topics I have taught. ·To encourage them to produce written revision notes. ·To encourage them to respond to command words often found in questions such as describe, explain and suggest. ·To encourage the use of key words/ phrases that examiners will be looking for. ·To improve their ability to learn the relevant facts. ·To make better links between the specification content and the exam questions. |
k_longster_developing_independence_&_responsibility_in_the_sixth_form.pptx | |
File Size: | 737 kb |
File Type: | pptx |
Mrs Waddington
I have been focussing on my A2 group gaining confidence in the listening paper for music. There are only 3 students, so a small group!
I started the group on individual papers but soon realised they all had different weaknesses. I then got them working collaboratively on one paper where they all had to agree on an answer. This was interesting to watch as they had to show each other how they would go about working out certain questions. This meant students who were not confident on certain parts were being taught by others in the group how the question should be addressed. It was interesting sitting back and watching them work in this way. I felt it had a positive impact and their results from recent listening tests are proof that this had a positive impact. |
Mrs Cunningham
In my project I have focused on two key areas; coursework and exam theory content.
For the coursework part of the course we get students to work independently within this framework and encourage them to design for a ‘live’ client. To develop independent learning within the theory part of the course we : •Ensure lessons include tasks which allow for different learning styles (visual, kinaesthetic and auditory). •Put all theory lessons on EDMODO for students to refer to at any time •Include individual, paired and group tasks in most lessons •Provide students with an overview of the lessons to be taught, allowing them to prepare in advance. •Encourage the use of ‘Take away challenges’ to deepen their understanding •Involve students in the planning of revision session topics |
v_cunningham_tlc_ppt.pptx | |
File Size: | 748 kb |
File Type: | pptx |
Mr Carder
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I decided to produce a learning mat for my A2 6th form English Literature class in an effort to promote more independent learning. The general response was that they found the tasks useful but they preferred lessons where the teacher was more involved. They agreed though that it was a more useful way of understanding the criteria. Personally, I feel the independent work was a useful way for them to realise the amount of effort they were putting in and the resultant effect on their work.
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Mr Kehoe
One of the biggest challenges for my A level students is that the Spanish exam questions are on complicated subjects such as capital punishment and the students need to have topical vocabulary which they don't always know in English. To counter this:-
I encourage my students to watch and listen to the news and form their own opinions about key events. I play them news reports in Spanish and get them to interpret them. I show them images from the news and get them to list as many Spanish words related to this as possible. I also get the students to create their own resources about certain topics please see the la inmigracion self teach document. |
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