Last year I started prototyping with teaching and learning strategies based on cognitive science. I was particularly interested in how to design and structure learning to support students to consolidate knowledge and skills into long term memory. Some of the things I did were:
Prototyping promising practices with retrieval practice, goal setting and metacognition with the science and HSIE faculties at my school
This year I want to prototype knowledge organisers. A knowledge organiser is an A4 template that succinctly shows the reader (student/parent/teacher) what is essential to know for a particular topic. Knowledge organsers are not new. I’ve seen them on UK EduTwitter for a number of years but I think they are not that widely used in Australia. For a really good post on knowledge organisers, see Joe Kirby’s blog on how knowledge organisers are used at Michaela Community School.
For me I’m trialling knowledge organisers with my Year 7 maths/science class. I’ve made these knowledge organsiers so far for the introduction to high school science topic.
This is how I’m going to use them:
Students to use the look cover check correct process to learn one section of the knowledge organiser at a time. Students choose one section of a knowledge organiser to focus on, read the information, cover that section, write what they remember, check their retrieved version with the knowledge organiser and then correct it with a different coloured pen. This will first be done in class and then moved to homework tasks. Students will receive a copy of the knowledge organisers in their homework folders so that their parents/carers know what they are learning at a glance and can use them to quiz their children.
Use the knowledge organiser to develop low-stakes quizzes. Students can also use the knowledge organiser to quiz each other.
Once students have practised using knowledge organisers in a range of ways and have these routines automated, retrieval practice using knowledge organisers can become the class work students do when the regular teacher is absent.
I make the knowledge organisers in PowerPoint. Click on this link to download the PowerPoint files and make a copy if you’d like to edit the knowledge organisers to suit your needs and the needs of your students.
The new school year is about to start in Australia. This year my school is starting a new middle school initiative where Year 7 science, maths and some aspects of geography will be integrated and taught by the one teacher. And I am lucky to be one of these teachers. Since almost three subjects will be combined and taught by the one teacher, I will see my Year 7 class A LOT for a typical high school teacher. I’ve done this type of middle school/integrated curriculum before at my previous school and I always kick off the year with a project that allows each student learns about learning. This year the driving question for our first project will be ‘How can I learn effectively and achieve my personal best in maths and science?’
So I wanted a hook activity to launch the year and this project. It needs to be an activity that captures the excitement of the project (and the year’s learning) and allows me to see their existing group work skills. I played around with some ideas and thought an escape room will be good.
I have thought about escape rooms before but they seem to take a mammoth effort to create. But I thought I’d give it a go. I used the general guidelines from Bespoke ELA’s blog and was inspired by her use of Super Mario as the background story (Super Mario is one of my favourite video games series). I am using the introduction to Super Mario 3D as the background story for the escape room. If you haven’t got the time to view the video, the gist of the story is that Bowser has captured seven Sprixies (fairy-like creatures) and each time Super Mario and his pals complete a world, they rescue a Sprixie. For my escape room, a world will be a challenge and each time students complete a challenge, they rescue a Sprixie.
I also followed Bespoke ELA’s instructions on using Google Forms to create a digital escape room, using the section and validation features in Google Forms for students to enter codes to unlock rooms.
Students gain the code for each challenge by completing questions in small groups. The images below show each challenge. Challenge 1 was inspired by an activity in Stile, which currently has two online escape room activities. They are definitely worth checking out if you’re interested to see what other educational escape rooms can look like. I used Discovery Education Puzzlemaker to create some of the challenges.
All of the challenges are designed to be quite basic for this particular escape room as the purpose is to see how a group of new Year 7 students work together after knowing each other for a few days. However, escape rooms can be used as retrieval practice activities. I am planning to use this same escape room structure for my Year 12 classes, but have sample and past HSC exam questions in the challenges.
Have you created or used escape rooms before? How did you find them?
I’m big on learning routines. I’m a strong believer that predictable lessons that follow a similar structure every time allows students to learn more effectively. I started at a new school last term and learning routines have been particularly important in establishing my expectations with my students.
I always start the lesson in the same way. Every lesson kicks off with a “Quick Quiz”. For most of my classes, the Quick Quiz involves me writing three to four sentences on the board with missing words (key vocabulary or concepts for the topic). These sentences are based on the concepts of the previous lessons or topics. The Quick Quiz is always on the board before students enter the classroom. As soon as they enter the room, they have to copy and complete the quiz. The quiz takes about 5 minutes to complete. I’ve been doing the Quick Quiz in 3 different schools now and have found it to be effective. I really like the Quick Quiz routine because:
Students are regularly revising the key concepts.
It’s a great settling routine. It encourages students to take out their equipment immediately as they enter the classroom.
It gives me sufficient time to do administrative tasks like mark the roll, check uniforms, lend pens to students who need them and settle students who need additional assistance.
It’s accessible to all students. If they don’t know the missing words, they can still copy the sentences. I also encourage them look back in their books to search for the answer if they don’t know.
It’s a form of formative assessment. I end the Quick Quiz by randomly selecting students to provide their answers (I have a no hands up rule for answering questions and use the Randomly app to select students to answer). It lets me gauge how well they have remembered the key concepts from previous lessons.
I have had to adjust the Quick Quiz routine at my new school for my Year 9 class who told me they found the filling in missing words too easy. The limitations of using a cloze passage style quiz is that it mainly allows revision of key terms and concepts based on recall. So I’ve changed the Quick Quiz for Year 9 to be on a worksheet with a combination of multiple choice questions, cloze passages and open ended questions. I place the worksheets near the door so as the enter the classroom, they take a worksheet and complete it. I still use the Randomly app to randomly select students to give the answer to each question. So far the Year 9s have said they prefer the worksheet version of the Quick Quiz.
This version of the Quick Quiz requires more effort and preparation from me and I don’t think I’d be able to do this for all of my classes on a long term basis. But so far it has worked really well for Year 9s.
How do you start your lessons? Do you have lesson starter routines that you find particularly effective?
Last term I had the privilege of team teaching with a colleague who is teaching a Year 7 class this year for English, Maths, Science, Geography and History (at my school Year 7s are taught these subjects by the same teacher as a middle years strategy). This class, like many classes, consisted of students of varying ability levels and were learning English as an additional language. We wanted to utilise technology in a way that enabled more differentiation. personalised learning and more opportunities for teachers to help students one-to-one.
So we decided to use OfficeMix to flip the classroom. We didn’t flip the classroom in the traditional sense of getting students to watch video tutorials at home and then do activities in class. Instead, we did a brief introduction of the lesson (eg. brainstorm, linking the lesson’s content to previous learning, pre-loading metalanguage) then students watched an OfficeMix presentation on their own devices with a follow-up activities (eg. quiz or a worksheet). Students were told they can watch the OfficeMix presentation as many times as they need to in order to complete the follow-up activities successfully. This meant some students only watched the OfficeMix presentations once or twice while other students watched it many times. When students found the follow-up activities challenging, they were able to watch the OfficeMix presentation to work out how to do it. This allowed me and the teacher I was team teaching with to offer intensive one-to-one support to the students who needed it most.
Here’s an example of one of the OfficeMix presentations we used for this class:
Using video tutorials is not new but what I like about OfficeMix is that it utlises PowerPoint. PowerPoint is a software that many teachers are familiar with so it is an easy step-up for for them to use the OfficeMix add-on. Many teachers already have many existing content presented in PowerPoint so they can easily turn them into video tutorials with minimum workload. What I personally found the most useful is that OfficeMix presentations works on all devices. The class I was teaching in had students bringing Surface Pro’s, Windows laptops, Macbooks, iPads, iPhones and Android phones. OfficeMix worked on all of them.
My next step is to have students making their own OfficeMix presentations to show their learning.
Gummy bears are not only a delicious treat, they also have multiple uses in science. This term my year 9 class are completing a project called Project Mars. Project Mars is a joint project with the Powerhouse Museum where students can remotely control a Mars Rover to perform experiments on a recreated Martian surface to find out whether Mars could support life.
To collect and analyse the data from these experiments on the Martian surface, students need to learn about atoms and waves, and this is where gummy bears come in. Gummy bears have come in really handy for two experiments showing the properties of light.
(1) Gummy bears and laser experiment
Gummy bears can be used to show how light is absorbed, transmitted and reflected. This activity show why objects have different colours.
Students shined a red laser light onto red gummy bears and green gummy bears. The red light will transmit and reflect on the red gummy bears, but absorbed by the green gummy bears. Students then shined a green laser light onto red gummy bears and green gummy bears and compare the observations. This experiment makes the concept of absorption, transmission and reflection of light more real to students.
(2) Gummy bear wave machine
I came across this experiment on YouTube. Gummy bears, skewers and duct tape is used to make a wave machine to demonstrate a range of properties of waves. I really like this experiment as it is a hands-on and visual way to show students properties of waves and works a lot better than skipping ropes and slinkys.
This is probably not new but this term I’m trialling a different way of doing homework with Year 9s.
I try to make homework so it doesn’t become a workload burden for myself and my students. A lot of my students have extra-curricular activities like sport and I have had quite a few parent phone calls raising the concern between balancing their family lives and homework. I’ve also had the issue of different access to resources from home. A lot of my students love doing homework activities online, but not all of my students have internet access. To create a set of online homework activities and then another set of offline activities, for all four of my classes became too labour-intensive that there was very low return-of-investment.
So this term I’m doing something different with Year 9s. They will be given a choice in what kinds of homework they want to. The topic is on the nervous system, endocrine system and immune system.
I’ve made sure there are activities that are quite basic (like completing a table) to activities that are higher-order that require the creation of products like video. I’ve also made sure that students can choose HOW they complete their homework. They can do things electronically or on paper.
Not sure how this will go, but is worth trying. I’d love your thoughts on this, whether you’re a student, parent, teacher or anyone else.
My principal shared this video with me today. It’s called Our Story in 2 Minutes. The video summarises the Earth’s history from the Big Bang till now in two minutes.
This inspired me to come up with some similar story-in-2-minutes activities where students can create a video using images only to represent the development of an event. It doesn’t even have to be two minutes. It can be one minute, three minutes, however long you and your students like. A video of images can be made to sequence the events in the evolution of life on Earth, the development of our current understanding of the universe, development of the cell theory, development of our understanding of genetics … the list goes on and on and it can be used in subjects other than science.
What I like about this activity is that it’s simple and yet allows students to create and engage in deep learning that extends from a subject area and even be part of a cross-KLA activity. It’s simple for both students and teachers as it involves searching and selecting images that represents certain ideas and events and then inserting the images into a video-editing program such as Windows Movie Maker or even PowerPoint. Technology tools that don’t require a high level of technical expertise from either teachers or students and are available to most students. The activity is also simple in the sense that it does not have to take long, which can be a good activity to suggest to teachers who are concerned about being pressed for time.
To create stories in 2 minutes also allow students the opportunity to learn about digital citizenship. Can students use any images pulled from the web? Do they have to search for creative commons images? How do they acknowledge the source of images? This activity is not only about the content of a subject area.
Finally creating stories in 2 minutes can be adapted into project-based learning or provide an opportunity to create a product that can be shared with a public audience beyond the classroom. Creating a story in 2 minutes require students to first understand the content, select and justify appropriate images that best represent the content and sequence them in a logical order. It allows students to apply higher order thinking skills.
I teach in Sydney, Australia so my school year is starting in about a week’s time. I will be definitely using the story-in-2-minutes concept this year.
Over the past few years I have been constantly changing the way I teach due to introduction of 1:1 laptop initiatives in some classes and a continually-developing understanding of how students learn. In a lot of cases it has involved turning things upside down and completely rewriting units of work. This is tiring. Worth it but tiring. But I found out recently that small, minor changes can make a huge difference too. The Student Research Project (SRP) has been around since I was in high school. It’s an oldie but a goodie. The SRP involves students planning, doing and reporting on an experiment of their choice. It is a compulsory activity for all Year 7-10 students in NSW, Australia. Each student must do at least one SRP once in Year 7 and 8, and another one in Year 9 and 10. By doing the SRP, students learn how to design a fair experiment, a must-have skill for all scientists! See here for more info on the SRP.
It was the Year 8’s turn to do the SRP in September this year. The traditional way of doing the SRP is for students to choose an experiment, plan it, do it and then submit a written report. This year my faculty decided to revamp it and not just rehash the status quo. However this didn’t involve major changes that would stress everyone out. It involved a few tweaks that would have the most impact. Like always we gave students the choice of whatever experiment they wanted. My class were doing experiments ranging from water absorption of different types of soils to whether particular types of video games would improve people’s reaction times to using Gary’s Mod to run a simulated experiment. However instead of forcing students to do a written report, we decided to let students choose how to present their SRP findings in whatever medium they wanted. Some students still chose to submit a written report (but by sharing it as a Google document to make the feedback process more efficient) while other students chose to create Prezis or videos. Students had to justify why their chosen medium would be the most effective in communicating their findings to others. At the conclusion of the SRP, students shared their findings with their class over a two-day conference, just like real scientists.
An experiment that investigated how citrus fruits can create electricity
An experiment that tests the strength of paper towels
An experiment that tests whether the amount of cocoa in chocolate affects people’s preference for the chocolate
In the presentations I would usually get students to give each other feedback (one medal and one mission) by writing it down on a piece of paper, which I will take home and collate and then give back to students. This was a really inefficient way of doing it. Students had to wait at least 24 hours to get peer feedback and it took me time to type of the students’ feedback. This time I decided to create a backchannel on Edmodo that students used to give feedback to each presenter. Students did this by using laptops. A designated student had the role of creating a post for each presenter and then the whole class will reply to that post with a medal and mission for the presenter. Doing it this way meant that the presenter got the feedback as soon as they finished presenting; they didn’t have to wait till the next day after I’ve collated the class’ feedback. Students really liked the immediacy of the feedback they got from the Edmodo backchannel. There was also one student who made a video for his SRP, but he was ill over the two days of the presentations. His video was still shown and he was able to receive feedback on it at home from his peers via the Edmodo backchannel.
A sample of the Edmodo backchannel
So just with a little of tweaking, the good ol’ SRP has been thrusted into the 21st century. I didn’t have to completely re-write it or turn it upside down. Just by adding Google docs, more student choice and Edmodo, the SRP was made a million times better for students as a learning process. From the end-of-term evaluations, many students from across all Year 8 classes identified the SRP to be their favourite activity this term because it gave them choice, it let them use technology and they learnt by doing.
Next time I’d like to have students sharing their findings with a global audience, or at least with an audience beyond their class. But one small step at a time 🙂
I am so lucky this year that I get to teach with my primary school colleagues from our partner primary schools. For the last two terms I taught Year 5s from Hilltop Road Public School and for the rest of this year I am teaching Year 5s at Merrylands East Public School and Merrylands Public School.
Teaching with primary school teachers have been one of the best professional learning experiences I have had. Here are the main things from primary schools that really speak to me:
-It’s all about students and learning. It isn’t about particular subjects and pushing content. Everything from what is displayed on the walls to the activities is all about the learner.
-Primary school students can do a lot more than you think. While I have never been one of those teachers who think Year 7 students are babies, the level and rigour of learning in primary schools continue to amaze me. Kids are making stop motion animations, blogging, producing their own news … The level of richness is their learning is often unknown to high school teachers.
-I learn so much from watching how primary school teachers structure learning. From how they break down complex tasks to how they use the wall space as another teacher. I have learnt so much from Brett Kent and Karlie Hindmarsh (@karliehindie)
So if you are a high school teacher, you should see whether you can teach with your primary school colleagues. It will be one of the best learning experiences. Plus you get to teach while sitting on a yoga ball. Why wouldn’t you want that experience! 🙂
Student voice is something that I really value. In the perfect world students would have a complete say in what they learn and how they learn. But in the meantime the confines of syllabuses I still like to give my students a say in the learning that’s happening in the classroom. What things do they like learning about? How do they like to learn? Is what they are learning too difficult or too easy? What parts of the classroom learning design do they think needs improvement? What can I do as their teacher to make learning better for them?
My Year 8 class gave their feedback on their learning this week as Term 2 in NSW, Australia drew to a close. Here’s what they thought:
The main topic we studied in Term 2 was called Water Water Everywhere, which is essentially using the particle model to explain the properties of solids, liquids and gases and why one state of matter changes to another when energy is added or removed from the system. This topic is probably one of the most difficult and often disengaging topic for students because it involves an abstract concept. The particle model lends itself to a lot of student misconceptions and is generally something students find difficult to understand, which I have discussed in a previous post. To overcome this the learning was designed so to involve lots of interesting hands-on experiences such as making quicksand and using technology for students to increase their conceptual understanding and allow their misconceptions to be picked more and addressed more frequently.
From the students’ feedback, scientific metalanguage was emphasised as an area they thought needed improvement, so next topic there will be more activities that emphasise the use of scientific metalanguage.
What I also find interesting is students’ decisions on whether they will continue with Science in the post-compulsory years of schooling. What I find particularly interesting is that quite a few students who consistently say they find the learning in Year 8 science fun, interesting and related to the real world, do not want to study science in Year 11 & 12 because their chosen career does not need science. There seems to be a perception with my Year 8s that science in Year 11 and 12 are for people who want to be scientists. This perception is also found in evaluations completed by Year 9 and 10 students.
So one of my challenges for the rest of the year is how am I going to design the learning for these students value science and view it as important to learn, even though they aren’t going to pursue a career in science.