CPD Day Monday 3rd February

Resources:

A whistle stop tour of AfL

Goodbye Jessen

Assessment for Learning Activities

Plenary Cards

How do we improve pupils' analysis skills?

After marking many, many pieces of Business coursework over that last few weeks it is clear to me that there is a huge gap between those who can analyse their findings and those who really can't.

I am always telling pupils that if after reading an answer, I can still ask them why something is the way they have said it is, then they have not gone deep enough with their analysis. 

Training pupils in this seems to be one of the hardest parts of my job. We do practice question after practice question yet are still struggling when it comes to the real thing.

ICT and English Curriculum Workshop

Most of the spelling strategies suggested we already attempt in both ICT and Business.

Examples: 

• Pronouncing the word as it is spelt.
• Breaking the word in to syllables.
• Using words within words to remember them (Don't forget my mate Ron in Environment/Eve in achieve).

New methods that we could try are:

• Writing a list of similarly spelt words on the board.
• Using rhymes to jog pupils' memories. (This would require learning the same ones used in English.)

CAT3 Digital Group Visual-Verbal Learning Profile

Differentiation SIG Intro

My aim - to collect resources and ideas for teaching low/below pupils in Business and preparing them for their controlled assessment.

What are your viewpoints on differentiation?
Resources - edited the book.
Not publicising the fact they need extra support but allowing pupils to have the choice.
Questioning
Reflecting on realistic targets - May be not completing a task.
Emphasising the positive
Not dwelling on what they haven't done.
Helping them/more support without the pupil realising.
Dealing with being wrong/failing.
Interpretation of questions.

Definition of Differentiation:
Making a task accessible to all students whilst ensuring they are still be challenged.