здесь

Blog

Welcome to the ShortCutstv Blog

Saturday, December 23rd, 2017

This is the part of the site we use to post anything we think might be of interest to teachers and students of Sociology and Psychology – from announcements about new Sociology, Psychology and Criminology films, to teaching and learning Notes, PowerPoints, web sites, software – just about anything that piques our interest, really.

At the time of writing (October 2018) there are over 500 individual posts on the Blog, so we’ve included a range of functions (on the bar to the right) to help you find the stuff you want:

• Search Box: if you’re looking for something specific (it’s not very clever so try to Keep It Simple).
• Popular Tags: identifies the most popular keywords used in posts (the larger the word, the more posts there are about it).
• Popular Posts: identifies the post that have had the most views.
• Categories: allows you to filter posts by Sociology, Psychology, Simulations and Toolbox.

Finally, you can use the Subscribe box to be notified by email each time a new post appears on the Blog (we guarantee not to do anything with your email address other than send automatic notifications).

One Minute Strain Theory | The Animated Version

Sunday, April 21st, 2019

Painstakingly hand-drawn.

Each frame individually-coloured to bring out the full liquid motion of the film.

Many days of patient, mind-numbing, editing.

Much wailing, gnashing of teeth and teensy-weensy temper tantrums.

That’s the way we would have had to do it in the past.

Now, it’s just a question of applying a filter and, 20 minutes later, we have an animated version of One Minute Strain Theory that looks-and-feels like a relatively cheap cartoon, circa 1994.

If I was feeling generous, I’d say that was the look we were going for but, not being known for my magnimanity, it was more a question of fiddling with a few options and hoping for the best.

We can do better.

We strive for greatness.

But mainly we settle for “Yeah, that looks quite interesting”.

New Sociology Learning Tables

Saturday, April 20th, 2019
Family and Household

It’s been a while since I last posted any Sociology Learning Tables / Knowledge Organisers (Psychology teachers and students have been better-served in the interim, even though I’ve still got a load more that I need to get around to posting), partly because I haven’t really been looking for any and partly because I haven’t found any.

The two could be connected

Luckily – for you and me both – TheHecticTeacher has been busy creating a whole host of new learning tables for your download pleasure in three areas:

Family

Perspectives
Diversity
Marriage, Cohabitation and Divorce
Domestic Division of Labour
Social Policy
Childhood and Children
Demographics

(more…)

Sociology Flipbooks

Saturday, April 20th, 2019

A Flipbook is a way of displaying a pdf document online so that it has the look-and-feel of a paper-based magazine, one whose pages you can turn using a mouse (desktop) or finger (mobile).


A Flipbook.
Not Actual Size.
Unless you’re using a mobile.
Then it might be.

That’s it, really.

I could talk about stuff like whether this creates a greater sense of engagement among students than the bog-standard static pages of a pdf file, but since I’ve got no idea (and I don’t know of anyone who’s bothered to try to find out) that would just be me trying to find a deceptively- plausible way to encourage you to try them.

So, if this Big Build-Up has piqued your curiosity and / or whetted your appetite for Flipbooks you’ll be pleased to know I’ll be adding a variety of the little blighters to this page on what might be charitably termed an ad-hoc basis (translation: whenever I can be bothered or can find the time).

(more…)

Mass Media 4 | Representations

Friday, April 19th, 2019
Media Representations: Click to download pdf file

The fourth chapter in what’s turning into, for me at least, an interminable churn through reams of notes and dtp design follows Defining and Researching the Media, The Ownership and Control Debate and The Selection and Presentation of News by focusing on Media Representations.

More-specifically, this set of personally hand-crafted (“artisan!”) notes looks at representations in terms of:

1. Class, Age, Gender and Ethnicity: The first part of the chapter focuses on identifying a range of key illustrative examples of various forms of media representation.

2. Explanations: The second part of the chapter looks at how different sociological approaches (Marxism, Pluralism, Feminism and Postmodernism) have explained the meaning of different forms of media representation.

The original notes that form the bulk of the chapter were produced around 5 or so years ago, but I’ve updated them with more-recent stuff as and where I felt it necessary.

Revision Tips and Techniques

Sunday, April 14th, 2019

As you may be aware, The Daily Telegraph isn’t my go-to source for Education (in either the tightest or loosest sense of the word), but I did happen upon this set of revision tips and techniques they published a few years back (roughly 5 or 6 years ago). Although they’re a bit of a mixed-bag, the articles are relatively brief and to-the-point, so it’s possible you might find something useful that could be applied in either the short or long term.

In no particular order of relevance, significance or usefulness, these are the articles:

Top 10 last-minute exam revision tips:
Exactly what it says in the title – and while there are no earth-shattering revelations here, just a load (well, 10, obviously) of simple tips to help you come to terms with last-minute revision, the advice seems solid enough.

5 top tips for managing revision time:
Again, does exactly what it says: 5 simple tips to help students manage their revision time to best effect.

Revision techniques: how to learn complex concepts:
Break big ideas down into their individual component parts. Simple.

Revision techniques: The secret to exam revision success:
A number of simple tips and techniques to help improve memory and recall through revision.

Example of a Spider Diagram

Spider diagrams: how and why they work:
Spider diagrams (or Mind Maps if you’re planning to construct something much grander that includes diagrams etc.) are an incredibly useful tool that aids recall and planning in an exam. This short article shows you how to create them. If you want some AS / A2 sociological examples, you can find a selection by following this link.

Revision techniques: how to build a memory palace:
This technique, as featured in Sherlock, is not really something you’re going to pick-up as a last-minute thing, but it is a hugely-effective tried-and-trusted memory technique that’s been around for a long time. In basic terms, you make connections between related ideas by constructing a narrative around them. It’s not difficult, but it does require time to master.

The real test of learning? Not forgetting:
If you’re looking for a short-term revision fix this may be a little late. However, in the longer-term it’s an algorithmic process that uses a variation of the “spaced revision” technique that will stand you in very good stead once you’ve mastered it.

Revision techniques: How to learn boring facts:
Spoiler Alert: create mnemonics. And if you don’t know what they are, this article will show you. While I’ve always sworn by them – for reasons much too dull to mention – they’re not everyone’s cup of tea. But, on the basis you shouldn’t knock something until you’ve tried it…

Revision: from GCSE to A-level it is all about the scheme:
In a nutshell. Plan your revision. And if you don’t know how, this article has some tips and techniques to help.

Try to rise to the exam challenge:
A few simple tips focused on how to approach and handle revision, exam preparation and the exam itself. Nothing too revelatory, but every little helps. And if you’re reading this when you should be revising, you may find you need every little bit of help you can get.

10 ways to survive the exam season:

Some Very Sensible (this is the Telegraph, remember) ways to manage pre-exam stress.

Without giving too much away, one of these is sleep.

It’s so important we even made a film about it.

5 Research-Backed Studying Techniques:
This short article isn’t from the Telegraph but I thought I’d tack it on the end anyway, because it contains some useful study techniques (well, 5) to help you “avoid ineffective studying habits in favour of ones that increase learning outcomes”.

And you can’t say fairer than that.

Sociology in Focus for A2: Theory Resources

Friday, April 12th, 2019
Theory Map

It’s been a while since I posted anything (busy is as busy does) and since I’ve just finished editing a new sociological methods film I thought I’d turn my hand to posting the final set of resources designed to enhance your experience and enjoyment of the free A2 textbook.

This set focuses squarely on sociological theory.

Admittedly, theory’s not everyone’s cup of tea, but personally I find it fascinating and not a little challenging.

The two are probably not unconnected.

Anyway, since trying to make the challenge a little-less daunting is my middle name (it’s not, obviously. That would just be ridiculous – akin to, say, a Mr and Mrs. Johnson naming their child “Alexander Boris de Pfeffel”. Less a name, some might say, than a drunken slip of the pen) these resources might help.

Overview Map: This is just a simple one-page guide to what has to be covered. As such, it could serve as a useful introduction to the topic (or “overview” as it’s technically known).

Revision Maps: These are more-substantial and detailed content overviews, focused around keywords / concepts in a spider diagram format. Aside from a basic “What is sociological theory?” map the main focus is on an historical overview of modern / postmodern theories: from the classic (Marx, Durkheim, Weber) to the more-esoteric (Lyotard, Baudrillard) by way of globalisation, structure and action. You probably get the drift.

Activity Answers: The Textbook has a whole host of activities that include lots-and-lots of lovely questions to keep your students amused for hours. Marking their answers might not be quite so amusing, so I’ve included example answers to every question. That way you can get your students to mark their own work. Tell them it’s good for their soul. Or whatever.

Worksheets: If, for some reason, you run out of questions and yet still need a little more “me time” hit them with these worksheets (not literally. It’s probably a sad indictment of Our Times that I have to include this disclaimer, but there you go). Some are individual questions, some involve small group work and yet others can be used for whole-class teaching / discussion (probably the ones to be using should some passing member of SMT be nosing around).

Mass Media 3 | The Selection and Presentation of News

Monday, April 1st, 2019
New bits have been added…

Following hot on the heels of Defining and Researching the Media and The Ownership and Control Debate comes a new set of notes looking at The Selection and Presentation of News.

When I say “new”, the bulk of the text was actually written around 5 years ago but I’ve updated it slightly to take account of newer research on areas like:

  • News Values – more specifically, Harcup and O’Neill’s (2017) recent re-evaluation of their 2001 study that looked not just at possible changes to old media  news values but also news values related to new media – Facebook in particular.
  • Gatekeeping and the impact of computer algorithms on new media sites such as Facebook and YouTube
  • Neo-Marxism – a few statistical updates relating to concept of hegemony and levels of trust in old and new media.
  • New Right: I’ve expanded this section slightly to include new examples of anti-competitive behaviour in new media and I’ve added a short section on the Cairncross Review (2019) in the context of State attempts to regulate old and media to encourage competition and innovation.
  • Postmodernism: This section has seen a fewer minor changes to clarify things like Goffman’s ideas about Frontstage / Backstage applied to new media and how Baudrillard’s concepts of simulacra and hyperreality relate to news selection and presentation.
  • It’s quite a large file (18 or so pages) and, in places, a little complicated (particularly the postmodernism section). If you use this with your a-level students you may need to check that it’s an appropriate level.

    Otherwise.

    Happy Days!

    Sociology in Focus for A2: Beliefs in Society Resources

    Thursday, March 28th, 2019
    An Overview Map.
    Actual size.

    Having completed the resources for the free AS Textbook it now leaves me free to focus on the last couple of resource sets for the equally-free A2 Textbook.

    Having posted resources for Media, Crime and Methodology (which sounds like an interesting module but is, in reality, just three different sets of resources), the penultimate set is for Beliefs in Society – by which I mean “religion” with “a bit of Science and Ideology to lighten the tone”.

    The format is exactly the same as the resources for previous modules, so if you liked them, you’ll more-than-probably like these.

    And if you didn’t.
    You more-than-probably won’t.

    For those still interested, the resources follow the same basic format as all the previous sets:

    An Overview Map setting-out the broad content of each of the Modules students will be covering in the Unit.

    Spider Diagram for
    Theories of Religion.
    One of many.

    Revision Maps: Spider diagrams based on the content of each Module in the Textbook. These effectively map this content to a series of memorable key ideas.

    Activity Answers: The Textbook includes frequent questions / activities you can use to test / consolidate learning and you might find suggested answers (approved by The Author Himself) useful.

    Or not.
    It depends.
    Maybe.

    Worksheets: The marmite of the teacher’s toolbox, these either involve a combination of individual and group-based tasks that can be used to consolidate and check learning or a complete waste of everyone’s time.

    As ever.
    You choose.
    You Decide.
    Just don’t bother me with your “well-considered and pertinent” objections.
    I’m not going to be interested.
    Thanks.

    Exam Focus: As per, a range of question decoding / annotated answers / commentaries that may or may not bear any actual relationship to the types of questions currently being asked in AQA exams (Disclaimer: Other exam boards are available which, all things considered, just adds to the general confusion).

    Anyway, the Tips Are Solid (as well they should be since they were written by a Top Examiner for a Well-Known Exam Board That Starts with an “A” and Also Ends with an “A” But Which No-One is Actually Allowed to Name. For some peculiar reason that escapes me) so they should be useful even though they are a bit dated.

    Some things never change.
    Although, as I’ve just said, that may not apply to exam question formats.

    Mass Media 2 | The Ownership and Control Debate

    Tuesday, March 26th, 2019
    Ownership. And Control

    Another set of Notes in the Mass Media series (following the initial Defining and Researching the Media set) that fell-victim to a dispute between the Publisher* who commissioned them and an Exam Board who, for reasons of personal probity shall remained unnamed**, these divide the ownership and control debate into three main sections:

    1. Defining ownership and control – a brief overview of what we mean by these concepts.

    2. Trends and patterns in media ownership is focused around concepts of media concentration and conglomeration. This section also includes an outline a various forms of media integration – horizontal, vertical and diagonal.

    3. Theoretical explanations offers a couple of contrasting interpretations of the significance of media ownership and control: Marxism (considered in terms of its Instrumental and Hegemonic variations) and Pluralism (with a focus on concepts of globalisation and the audience selection model).

    As befits their textbook origins the Notes aren’t hugely-detailed (lack of page space being a prime, if not over-riding, factor in their construction) but they should serve as an introduction to the main themes and arguments in the debate. You might find them useful as a supplement to the other resources (textbook or otherwise) you bring to the table.

    * Philip Allan, in case you were wondering. They were promptly taken-over and banished from the face of literary existence by Hodder in a move that was probably unconnected with my personal trials and tribulations, but I like to think wasn’t. On the plus side, I did get paid.

    ** Ha. Who am I kidding? It was OCR.

    Mass Media 1 | Defining and Researching

    Friday, March 22nd, 2019
    Second half…

    Kicking my heels between edits I thought I might dig-out some old Notes (they were originally written around 5 years ago for a professional publishing project that, for one reason or another, never came together) and knock them into some sort of shape in the sincere belief that someone might find them useful.

    The “shape knocking” mainly involves slotting the text from a plain Word format into a slightly-more-attractive pdf format (with a few pithy pictures thrown in to prettify things a bit). I haven’t done much actual updating of the basic text – there are a few newer bits-and-pieces where I decided something needed a little more contemporary polish – which is why it doesn’t contain much that’s particularly up-to-the-minute in terms of research studies. Although these tend to be a few years old, I’ve mainly (but not necessarily always…) referenced them when I want to establish a particular point or principle that has contemporary relevance

    I’ve started with Defining and Researching the Mass Media, mainly because I haven’t done a lot in this area over the past few years and it’s a topic I’ve always found reasonably interesting and as far as content goes, this particular set of Notes is something of a game of two halves:

    (more…)

    Psychology Learning Tables | 8

    Tuesday, March 19th, 2019

    Another batch of lovingly-curated and assiduously alphabetised Learning Tables / Knowledge Organisers to keep your appetite for these very useful tools whetted, if not entirely satiated.

    Graded PEEL Learning Table

    As usual (if you missed the previous sets of Tables you can check them out here) the tables are a mix of styles – some are plain Notes, others are organised into a PEEL format and a few are PEEL Graded – and most are single or double A4 sheets. The exception is the Obedience Bundle, where I’ve gathered half-a-dozen or so Tables and bundled them together in one Word document. I’m not sure why. It just seemed the right thing to do at the time.

    If you fancy branching out a little, these professionally-produced Factsheets might prove a useful addition to the teaching toolbox.

    Psychology Learning Tables | 7

    Sunday, March 17th, 2019

    I haven’t posted any new Psychology Learning Tables / Knowledge Organisers* for a while (because I’ve been too busy / lazy**) so I thought it was about time I roused myself sufficiently to put another batch together based, once again, on the tried-and-trusted “alphabetical list” method (i.e. they’re in no particular order except that ordained by the alphabet).

    Learning Table…

    If you’ve missed any of the previous batches (Learning Tables 1 – 6), you can find them here.

    Once again, they’re from a couple of authors (Miss K. Elles and Georgia Banton) and if you’re especially keen to discover “who done what” the metadata will tell you everything you need to know, including the year they were created in case you were wondering about their relevance to the Spec. you’re currently teaching / following.

    As with previous Tables, they’re a mixture of formats (some are built around Assessment Objectives, some are built around PEEL and some are just Notes in no particular configuration). All, however, have been left in their original Word format in case you want to edit them for any reason.

    Knowledge Organiser…

    Cultural Variations in Attachment
    Custodial sentencing
    Data Types
    Defining and measuring crime
    Definitions of Abnormality
    Descriptive Data
    Differential association
    Dispositional Explanations
    Duck’s Phase Theory AO1 and AO3
    Equity Theory AO1 and AO3
    Evaluating Findings
    Evolutionary explanations for food preferences
    Experiments
    Explanations for the success and failure of dieting
    Eysenck’s theory
    Factors Affecting Attraction – Filter Theory AO1 and AO3
    Factors Affecting Attraction – Physical Attractiveness AO1 and AO3
    Factors Affecting Attraction – Self-Disclosure AO1 and AO3
    Features of the Memory Stores
    Fight or Flight Response
    Genetic and neural explanations
    Infant Caregiver Interactions
    Interference

    * You say Po-tart-oh, I say Po-Tate-oh

    ** Please delate according to your current state of credulity.

    Graphic Organiser: W3 | Paragrapher

    Saturday, March 16th, 2019

    This organiser is based around the W3 (What? Why? Where?) method of structuring information and ideas and it can be used in two main ways:

    Firstly, as a way of preparing structured notes about a theory, method or concept.

    Secondly as a means of creating a solid, consistent, paragraph structure for answering essay-type questions (questions that test skills of knowledge, interpretation and evaluation). Used in this way it’s similar in scale and scope to a whole range of structuring mnemonics (from PEEL to PERC and all points in between…) with which you may be familiar.

    One salient feature of the W3 organiser, however, is that it’s extremely simple for students to remember and apply:

  • Topic: The organiser starts with a topic to consider, such as a theory.
  • What (do you think is important)?
    In this section students identify something significant they want to say about the theory / concept / method.
  • Why (do you think it’s important)?
    A brief explanation of why they think this idea is important.
  • Where (is the evidence, for and against)?
    In this section students identify and briefly explain examples of evidence (such as studies) for and against the theory (or, if the topic was research methods, this section might look at strengths and weaknesses).
  • Sociology in Focus for AS: Methods Resources

    Wednesday, March 13th, 2019
    Overview Map

    The final set of resources to accompany the free Sociology in Focus AS textbook is for Research Methods aka “Everyone’s Favourite Module” (Said no-one. Ever).

    Although the textbook is aimed at AQA, everyone, everywhere, does research methods so there’s little here that won’t be familiar, whatever the Specification.

    Probably.
    I’d be inclined to check, though.
    Just-in-case.

    If you’ve been following these posts over the past few weeks (and if you haven’t you might want to think about Registering with the Blog to ensure you’re notified whenever a new post happens along) you’ll be familiar with the format – activity answers, spider-diagrams, worksheets and teaching tips – and so won’t be disappointed that this is exactly what you’re getting here.

    Or maybe you will. Who really knows?

    To be a bit more specific, the bundle features:

    Worksheet

    An Overview Map that sets out the broad content of the Unit in terms of the different Modules. This can be useful as a way of introducing the Unit and giving students a broad outline of the content they will be expected to cover.

    Revision Maps: These spider diagrams map-out the textbook content on a module-by-module basis. This makes them useful for both end-of-Unit revision (the focus is on identifying keywords in the text and relating them to other, linked, content) and for introducing the basic content of each Module.

    Teaching Tips: These include suggestions for some hands-on, “Doing Sociology”, approaches to research methods, plus a general introduction to what was, at the time (around 10 years ago) a new and highly-innovative type of research method called Visual Sociology. It’s moved on a bit in the meantime and while it’s not exactly a mainstream method it’s something you might want to investigate if you have the time and / or inclination.

    Activity Answers: If you set your students any of the activities / questions in the book, a set of standard answers would be quite a handy thing to have. Luckily, I’ve written some handy suggested answers to all the questions so you don’t have to.

    Worksheets: In moderation worksheets can be a useful little weapon in your teaching armoury, particularly for small-group work / flipped learning. The worksheets involve a combination of individual and group-based tasks that can be used to consolidate and check learning.

    Religion: Two New Films

    Sunday, March 10th, 2019

    We’ve added a couple of new Religion films to the Sociology section of the site with a couple more (Secularisation / Religion and Spirituality] currently at the scripting stage.

    The first, Religion: What It Is and What It Does, features Professor Eileen Barker (of “Making of a Moonie” fame). It’s a basic introduction to two ways of defining religion: substantive definitions that focus on the essential and unique features of religion and functional definitions that conceive of religion in terms of the functions it performs for individuals and societies.

    The second, New Religions: alternative spiritualities introduces students to the concept of New Religious Movements through well-established examples such as Scientology and the Moonies, in addition to much newer movements, such as the Missionary Church of Kopimism. The film looks at some of the common characteristics of NRM’s and explores these in the context of movements such as the Moonies and Heaven’s Gate.