Posts Tagged ‘revision’
Day Workshop with renowned sociologist and film-maker, Dr Steve Taylor
Strain, Labelling, Realism etc. are still important because they underpin a lot of research in the contemporary study of Crime and Deviance. But supposing your students could demonstrate this with new concepts & 21st. Century research examples?
This Workshop consolidates the key theories and concepts and then illustrates their application with clear, easy to understand up to date research. For example, students read about moral panics, but how much more impressive could an answer be if they were able to bring in the recent concept of ‘amoral panics’?
- Crime, Deviance, Order and Control: clarifying sociological approaches.
- Globalisation & Crime: filling the gaps by linking to familiar sociological approaches
- Researching Crime: methods clarified, evaluated & illustrated with new ideas & interactive Q & A practice.
- Theory & Method: this challenging topic laid bare, simplified and illustrated.
Free Crime and Deviance films provided!
Additional Sessions on Family, Youth Culture & Research Methods, if required.
What Teachers say
“Delivered with a real affection for the subject with pace and professionalism Partly as a consequence of working with Steve we had an excellent set of results”: Stephen Base Verulam College
“Excellent day. He brings in contemporary evidence and great links to exam skills”: Ann-Marie Taylor Coleg Cambria
“Brilliant exam focused training”: Mandy Gordon, Highfield School
“Our students loved it, Steve got them to think outside the box”: Pauline Kendal, Bedford Sixth Form
What Students Say
‘He was even better than in the videos. Loved it.’
‘Makes the theories come alive by linking them to the studies’.
‘Liked learning about the new studies, especially the gang ones.’
‘I feel so much more confident after Steve’s class.’
‘I could never understand theory and methods and now I do.’
Cost: inclusive & regardless of number of schools attending
Half day: £300
For more information, contact:
I recently came across this interesting set of guides for the AQA Spec., written by Lydia Hiraide of The BRIT School.
The guides are dated 2013 – and although I’m not sure how they might fit into the latest Specification, I’m guessing there’s going to be a lot here that’s still relevant.
You can download the following guides in pdf format:
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:
As I noted in a previous post on mnemonics that can be used to help students structure paragraphs for extended answer questions, these are many and varied. Although they all perform much the same sort of function – that of helping students remember to include information in their answers that cover all the required Assessment Objectives (from knowledge and understanding, through interpretation and analysis to the all-important evaluation – it’s probably a question of finding one that you and your students find useful.
To this end I decided to pick the brains of a random selection of teachers on FaceBook about the mnemonics they use with their students and thought it might be helpful to present the various mnemonics they use for you to explore…
It’s probably fair to say students and teachers are constantly bombarded with study advice – what to do, what not to do, why you shouldn’t do what someone else has told you is absolutely essential – and it’s equally fair to say that not all of his advice is necessarily impartial or, not to put too fine a point on things, useful.
The Learning Scientists’ approach has the dual virtue of offering advice that’s free (which is nice) and backed-up by scientific evidence (the clue is in the name. Probably). Something that should be essential in this particular area but which is so often is treated as optional.
So far they’ve released 6 short (1½ – 3 minutes) videos focused on helping students develop coherent study strategies through the application of techniques that have more than just a nodding acquaintance with logic and research.
Although there are a number of mnemonics around that help students structure extended answers in ways that allow them to cover and gain marks for each Assessment Objective (AO1, AO2 and AO3), I particularly like this mnemonic because it’s easy to remember and follows a logical structure for the construction of each paragraph in an extended answer.
I don’t know if this is something I dreamt up (probably not, but you never know) or whether it’s something I came across on my web travels, forgot about, rediscovered on my hard drive and convinced myself I thought it up (I’m leaning towards this interpretation but it would be nice to think it was the former).
Either way, you may find IDEAS helpful.
Firstly, because it’s easier to remember half-a-dozen powerful ideas (culture, socialisation, roles, values, norms, social control…) than the page of text in which they’re embedded.
Secondly, if you choose powerful Key Words, by bringing them to mind you can use them to unlock a massive amount of associated stored information. A simple way to demonstrate this is to write the Key Word “Family” (or “Education”, “Deviance” or whatever) in the centre of a whiteboard and ask your students to add further connected key ideas – you’ll quickly build-up a hugely-impressive Key Word Map of whatever topic they’re familiar with.
All the links that caught our eye this past week in one handy post…
Wealth, Poverty, Welfare
Following from the previous post on sociological perspectives, this map on Media Representations demonstrates how useful these types of revision maps can be for organising student knowledge around quite diverse topics.
As with previous examples, this map is based around keywords illustrated by pictures and fleshed-out where necessary with short pieces of text.
Although revision techniques are many and varied one of my favourite techniques is based on keywords because it’s so highly-adaptable; it’s equally suited to on-course as it is to post-course revision (although I actually believe the former is both more effective and encourages a greater depth of revision).
In basic terms keyword revision simply involves identifying and recording the most important (or key) ideas you encounter on the course. In this respect – and to use a currently-fashionable concept – keywords represent a form of metadata; ideas that provide an underlying structure to further ideas by describing how and why such ideas relate to one another.
To use a simple example, at the end of teaching a family module it should be possible to write the word “FAMILY” at the centre of a whiteboard and expect students to generate masses of relevant data simply by focusing on the keyword and using it (and their underlying knowledge of the topic) to produce further, linked, information. This, in turn, generates further keywords, further data and so forth.
Another checklist put together for the CIE Sociology textbook. No great revelations, but probably helpful to know.
|Practice answering questions under exam conditions.||The more you practice the better you become.|
|Sleep on it||Memory functions best when activity, such a revision, is followed by sleep; during sleep the brain consolidates learning and retention.|
|Read each question carefully||Be clear about what each question is asking and how you plan to answer it.|
|Answer all parts of a question||If the question has two parts then each part will carry half the available marks.|
|Relate your effort to the marks available||Don’t waste time chasing one or two marks if it means you run out of time to answer higher mark questions.|
|Spend time planning your answer to extended questions||This will structure your answer and help to ensure you use all the assessment criteria.|
|Review your answers||When you’re writing at speed under pressure you will make mistakes; of spelling, punctuation and grammar as well as content. By taking a few minutes to read through your answers you can rectify these mistakes.|
|Double space your answers (leave a gap between each line in your answer booklet).||When you review your answers in the final few minutes of the exam you will find mistakes; it’s easier and neater to correct mistakes or add missing words on the blank line above your answer.|
|Present your answers clearly and neatly
|Buy new pens for the exam – old pens often leak and make your answers look messy. Only use black or blue ink. Punctuate properly and avoid abbreviations. Check your spelling and grammar when you review your answers.|
Psychology Revision series for A-level and AP Psychology teachers and students.
This revision film uses the example of obesity to outline and evaluate reductionist and holistic approaches in psychology.
The full film is available to rent (48 hours) or buy from our on-demand site and covers key:
- definitions: reductionism, scientific parsimony, holism
- applications: obesity,
- evaluations: uses and limitations of reductionist and holistic approaches.
Socially-Sensitive Research looks at ways to help you structure exam answers around three key questions:
- Should the research be done?
- How should research findings be used?
- How should research findings be communicated?
The full film – now available on-demand to rent or buy – covers key:
- knowledge: understanding social sensitivity, ethics
- examples: Autism (Baron-Cohen, Auyeung), Kamin, Asbury and Plomin, Sieber and Stanley
- application: understanding socially sensitive research through the examples of autism, genetics and education.
Our latest free film in the psychology revision series for A-level and AP Psychology teachers and students is designed to highlight:
- the ideas you need to grasp (such as how ethnocentrism is defined and socially constructed) and
- skills you need to display (applying your knowledge of researcher, conceptual and reporting bias and evaluating the uses and limitations of the concept) to construct effective exam answers.
You can also check-out our other Psychology Revision films at our On-Demand site.
Exam questions that require you to “assess the usefulness” of psychological research have a high “waffle factor” potential (throwing everything you can think of at the question in the hope some of it might stick) and can be difficult to successfully negotiate unless you have a clear planned structure.
As a general rule, therefore, try to structure your revision around broad questions about:
- the usefulness to psychology.
- the usefulness or value of specific studies
- practical applications and value to society.
- useful for whom?
It’s also useful to narrow this down to key questions:
- Is a psychological theory or model useful for the development of a psychological explanation? Give examples.
- Is a psychology study useful for confirming, modifying or refuting a theory? Give examples.
- Does an approach or a piece of research have beneficial practical applications for society? Give examples.
- And don’t forget, always reflect on the question “Useful to whom?”: what may be useful to some may not be so useful for others.
We’re starting to release the first batch of films in our new Revising Psychology series – short, informative, videos aimed at students and teachers and designed to both consolidate learning and suggest ways to gain the best possible exam grade.
The films can be rented (48-hours) or bought (individually or in selected bundles) and can be viewed in a variety of formats – desktop, tablet and mobile.
While there are loads of ways of different ways of revising and a whole industry dedicated to showing how – and how not – to revise, these “8 tips for studying smarter” offer some simple advice about what might and might not work for you.
You don’t have to use them all but you might find that, once you’ve tried, them one or two do the job.