Acid Tankers Levelled Differentiated Task Example

Acid Tankers Levelled task

This is a differentiated task Vic and Nim designed in science.

How to ensure progress for all (challenge/flow/independent learning)
Ensure progress for all by checking their understanding on their individual tasks and either increasing teacher input or directing them to resources (page numbers present on their task sheet) in order to move them on.
Flow will be managed by regular questioning of progress and questioning as to how much longer they will spend on each task.
Independent learning will be achieved through the students working on the tasks set on their “Acid Tankers” levelled task sheet to help them achieve progression

How to ensure progress of LA (challenge/flow/independent learning)
The lower ability students in the class will achieve at least level 3/4 through the manner in which tasks are broken down for them (main task success criteria ladder). LA students will work with HA students to improve their answers. HA will model good answers. I will also help them to model good answers.

How to ensure progress of HA (challenge/flow/independent learning)
I believe that there are some higher ability students within the class (past class work). I have therefore set higher order questions on the main task (success criteria) to help enable these students to make progress. These students will also take reasonability in co-coordinating their groups and present findings near the end of the lesson (presentations)

Vick and Nim

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Zest in Media Studies

I am writing this to share some of the new developments in modern technology that help enhance teaching and learning and thereby adding ‘Zest’ to media studies lessons.

I am currently using the alternative English subtitle track available via the main menu on most DVD’s to enhance and encourage literacy in media lessons. This ensures that students read as they watch films improving both spelling and accuracy of note taking.
Another useful function available on many DVD menus is the alternative audio track known as a ‘Director’s Commentary’ which enhances students understanding of film making and film language.
An example of this is Ridley Scott’s audio commentary for the film Gladiator where he takes the viewer through a scene by scene analysis of the film making process. The students are then able to take relevant notes while watching the film enabling them to complete a GCSE controlled assessment assignment on film language.
Blu Ray technology has further pushed the boundaries of technology in the classroom for students by enabling the viewing of films in high definition (when set up with a compatible HD television)
High Definition and in the near future Ultra High Definition enable the use of picture in picture(PIP) technology when watching a film in the classroom. This effectively means an extra smaller screen on the TV running simultaneously but separately in conjunction with the main screen. This facilitates direct storyboard planning to finished film comparison as well as enabling students to watch an old classic film on the small screen while simultaneously watching and comparing the modern remake on the big screen(or visa versa).
The DVD and Blu Ray of Titanic has branching digital learning pods which open up during key moments in the film highlighting the production process.

I hope this gives an insight on what it is now possible to do using recent advancements in HD digital disc technology.
Chrys Perera
Head Of Media Studies

Teach to Learn: Issue 2 – Literacy at Roding Valley High School

Teach to Learn: Issue 2 – Literacy at Roding Valley High School

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Feedback on Edmodo to DAZ Group

Student feedback through Virtual Learning Environments

Having taken the challenge to revise my use of virtual learning environments over the last half term I thought it was about time for an update. Having used Edmodo as a space where students can be set homework or interactive classwork, it was surprising how quickly the students were able to adapt to using the new technology.
One of the main issues with the old VLE was that information really only went in one direction, from the teacher to the student, and was limited to chunks of text or links to websites. Edmodo allows the students far more opportunity to comment on the work they are set and for teachers to give feedback on completed assignments. Below is an example of students explaining what they thought the assessment was like and my comments and feedback to them: All helpfully shown on a single page.

MCO Edmodo Feedback DAZ

Edmodo has one other trick up its sleeve when it comes to student
feedback. The website allows teachers to simply annotate students work without
the need for printing the work off and handing it back. As can be seen the
students work can be annotated with tools which are at the top of the screen.

Although, some students are still finding their feet with this way of working it has provoked discussion and allowed students access to a range of resources that they would not otherwise have found. I am still a long way from using Edmodo with all my classes or even every week with classes. However, if we expect students to feel confident in a world where many jobs require social media skills it is necessary to challenge both ourselves and students to engage with their school work online, at home and at school.

Update on Edmodo to DAZ group

Matt Cocker