Archive for November, 2016
Firstly, they allow students to type / cut-and-paste content directly into their PLC. You can, for example, provide a list of required content in text format for your students at relevant points in the course and it’s quick and easy for them to add this content to their PLC.
When you examine the template you’ll see I’ve allocated a lot of space to content (25 pages, each with space for 24 pieces of content) and it’s not obligatory to fill every line of every page with course content. The reason for including so many pages is simply technical; unlike with the paper-based version you can’t add pages as and when they’re needed.
Secondly, they can be stored and accessed electronically. The pdf file format allows data to be entered and saved and this file can be stored somewhere like Google docs or wherever you normally store such files.
This allows you to quickly and easily access student PLC files to see how they are coping with different types of content – something you can do at any time because students don’t have to carry around physical copies of their PLC. This also means it’s easier to makes copies of student PLCs and they’re less-likely to get lost or damaged than paper-based ones. (more…)
Personal Learning Checklists (PLCs) are a simple and effective tool for identifying the extent to which your students feel confident they have grasped the key course content you have defined for them. Although the basic idea has been around in various forms for a number of years, if you’re not familiar with it, PLCs involve:
- Teachers identifying essential subject knowledge.
- Students keeping a record of their understanding of this knowledge.
In other words, PLCs are a way of recording work covered and whether or not it’s been understood and while there are different ways to construct PLCs, the basic format is broadly similar: a list of key subject knowledge against which students rate their understanding.
As you might expect from a Sociology department consistently ranked as outstanding by Ofstead their approach is:
- Thorough – the booklet includes a comprehensive set of revision notes.
- Informative – the document is annotated with helpful suggestions about how to demonstrate various assessment objectives in written exam answers.
While it’s probably fair to say that teacher-created GCSE revision resources are a bit thin on the ground (and take a bit of finding), there are useful resources “out there” if you’re prepared to do a lot of searching. To save you the time and trouble, here’s some I found earlier (the quality’s a bit variable, but needs must etc.):
Unit 2 Topics – keywords / concepts
Unit B671 (Sociology Basics) Revision: Methods / Culture / Socialisation / Identity
And if you want something to add to your classroom walls, they’ve also produced some basic Sociology posters:
Distil topic notes into key knowledge points, add illustrative examples and brief overviews of advantages and disadvantages, throw in some exam tips and short “test yourself” questions, call it a factsheet and sell it at a very reasonable price to teachers – which is exactly what the Curriculum Press (http://www.curriculum-press.co.uk) has done.
If you want samples of the various factsheets (their web site lists around 160), there are a few scattered around the web that I’ve cobbled together and presented here for your viewing pleasure: (more…)
Today’s dose of “Sociology Stuff” is a complete Global Development chapter (or “World Sociology” as it was when these notes were written) originally created by Mark Peace and cobbled together from pages in my possession and those shared by Bridget Gray. Because of the somewhat arbitrary recreation of the chapter some of the initial pages / numbers aren’t strictly sequential but they should still make sense…
While it’s not the most popular of a-level options there are areas in the chapter – such as global inequalities and the nature of social changes – that those teaching and learning other areas of the Specification might find helpful.
Having said that, these notes are around 10 years old and the pace of global change has increased markedly over this time period, so you probably need to approach the statistical content with care – the more-theoretical areas, such as theories of development, are probably more-robust in terms of their long-term relevance.
Whatever your teaching situation or level of experience, Other People’s Lesson Plans can sometimes be a bit of a god-send – particularly when they come from the pen of practising teachers: whether you’re looking for a different way to teach a familiar topic, a set of basic ideas you can adapt to your own working style or just something quick’n’easy for a Monday morning when inspiration has temporarily gone AWOL, you might find something helpful in these 3 lesson plans.
As an added bonus the Plans are designed to be delivered either with the teacher present or as stand-alone lessons that can be completed by students in the absence of a teacher.
As far as I can tell they come from a book published by Philip Allan Updates, probably around 2006/7, but I haven’t been able to track down the exact title.
- Investigating domestic roles within the family The reference in the document to “more up-to-date statistics” at www.sociology.org.uk/as4aqa.htm still works, but it’s probably easier to download the file here (although keep in mind these are around 10 years old and you probably have more recent stats).
- The relevance of class in the modern UK
- Religion in modern society
A few more pdf pages from the inestimable pen of Mark Peace that, in no particular order (and with no particular logic), cover the following:
One of the simple pleasures of Wandering the Web™ for a living, made all the more enjoyable by that intangible sense of the unexpected (I know, I live my life through contradictions), is coming across Stuff That Is Free.
My not-so-little face lights up at the mere thought of finding Something For Nothing, even though that “Something” invariably ends up stored somewhere on a half-forgotten hard drive, waiting for that magic moment when “it might be useful to someone, sometime”.
This behaviour, which I’m calling “Simple Squirrelling Syndrome” – because I can – has a yet deeper dimension (I’m toying with the idea of “Simple Squirrelling Syndrome Squared”, but it may need some work). Some years after the initial find-and-save I get to spend further pleasurable hours sifting through multiple hard drives “looking for that study I know I saved somewhere, under a name that made perfect sense at the time but which is now largely meaningless”, during which I rediscover all kinds of things I’d forgotten I had. My pleasure is quite obviously redoubled. Probably. I’m not altogether certain I’ve quite mastered mathematical analogies.
Anyway, be that as it may, the actual point of this rambling preambling is that I came across this sample chapter on Research Methods from Holt and Lewis’ “A2 Psychology: The Student’s Textbook” and thought of you.
On the downside it looks like a chapter from the 2009 edition, but on the upside you have to ask yourself when was the last time a textbook said anything startlingly-new about the Hypothetico-Deductive Model? Or “the Research Process”? Sampling? Probability and significance? My case rests.
The chapter also has a very pretty, colourful, layout, which in my book counts for quite a lot.
- A basic structure for students to follow when making notes about the different kinds of evidence they can use to support or question theoretical explanations for differential educational achievement.
- A standardised format for sharing information around the class electronically (using Padlet / Google Drive for example).
- A basic structure for students to follow when examining different theories of differential educational achievement. It allows them to record information in a simple, consistent, way.
- If you’re sharing information around the class electronically (using the Padlet / Google Drive options I suggested, for example) the summary sheet represents a standardised format that will be consistent across all students.