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Posts Tagged ‘revision’

Cherry-Picking Revision

Thursday, May 21st, 2020

Cherry-Picking Revision is a simple Presentation based on an original idea by History-teacher James Fitzgibbon. While the basic idea is much the same as his – getting students to identify key ideas they can “cherry-pick” to answer exam-type questions – I’ve converted it to PowerPoint and extended it slightly:

Cherry-Picking Answers…

1. To make it a little more interactive.

2. To provide a range of different “revision options” to use with students.

3. To potentially cover a wider range of questions, from simple 2-markers to essay-type.

As you’ll see, once you fire it up, there are now 3 different types of resource contained within the Presentation. While these are all minor variations on the same basic theme, they provide a few different options for any revision exercise, depending on what you’re trying to do with your students:

Pick-Your-Own: Students select options from a range of ideas to answer a question.

Cherry-Picking: This has 3 different sub-options you can use it to get students to answer a wide range of questions.

Pick-The-Best: Students are presented with 7 possible ideas they can use to answer a question, from which they need to pick 2, 3 or 4, depending on the type of question asked, but some are red-herrings they will find difficult, if not impossible, to apply.

Finally, since the Presentation only provides a single sample question to familiarise you with its mechanics, I’ve provided a Template slide you can use to devise and implement any question(s) you want to use. I’ve tried to make it as simple as possible to create new questions and answers, particularly if you’re not familiar with the creation of slightly more-complicated forms of slide interaction.

I’ve also included reasonably extensive Notes under each slide to explain the basic purpose of each type in the Presentation.

Research Methods Booklet

Thursday, May 21st, 2020

I came across this Booklet on the Padlet site of Mrs. Booker-Parkinson and, I’m now reliably informed, it was created by Steven Humphrys, based on one of Ken Browne’s many Sociology textbooks. I don’t know which one but since the Booklet’s dated 2018 I chose the most recent.

Probably.

I can’t keep up.

Also, when I say “guessing”, the Word version has a bank page that says “Ken Browne Scan”, which might be considered some sort of a clue.

Be that as it may, the content covers pretty-much everything a student would need to know and revise about (AQA) research methods (other Exam Boards are available – but since its Research Methods the content’s going to be pretty much applicable across the board, so to speak), organised into a number of discrete sections:

  • Methodologies (positivism and interpretivism)
  • Practical, Ethical and Theoretical research considerations
  • Research design
  • Methods – from experiments to observation via questionnaires.
  • Sampling techniques
  • Triangulation (although this is treated minimally. And then some).
  • Each section is generally presented in terms of two categories:

  • keywords and concepts outlines the basic information required for the exam. This includes the aforementioned (visually signposted) key ideas, some elaborative material and, where relevant, a table of advantages and disadvantages.
  • exam focus provides a range of exam practice questions.
  • As you’ll see from the image I’ve used to decorate this Post, the document formatting is a step up from most booklet’s of this type – and therein lies a slight problem. Word is predominantly a word processor (there’s a clue in there somewhere) and while it has tried to evolve over the years into what it likes to think of itself as some-sort of all-round Desktop Publishing type program, it really isn’t.

    While you can DTP in Word, as this Booklet demonstrates, it’s not ideal because you have to be very careful about the options you set when anchoring text to graphics. To cut a long story short, if you get it wrong and the text moves slightly – which can happen when documents are uploaded to the web – so do the images…

    What I’ve done, therefore, is correct some of the formatting problems that appear in the original Word document and saved it as a pdf file. I haven’t changed any of the text, so both versions are identical (although I’ve removed the blank page from the pdf version). However, if you want a version to edit, choose the original Word one. If you want a version whose contents won’t slide around the page if you cough too loudly, choose the pdf one.

    Teaching Techniques: Pre-Questioning

    Friday, May 15th, 2020

    “Asking questions” of students is pretty-much a staple of any teacher’s toolkit, which is fair enough, because as Jarrett (2107) notes:

    The “testing effect” is well-established in psychology: this is the finding that answering questions about what you’ve learned leads to better retention than simply studying the material for longer. Testing is beneficial because the act of recall entrenches learned material in our memories, and when we can’t answer, this helps us make our future revision more targeted”.

    Testing, therefore, has a range of educational benefits for both teachers – such as checking how effective their teaching of a particular topic has been – and students in that answering questions appears to encourage better information retention.

    This type of practice, for reasons that are somewhat obvious, can be called post-questioning: students attempt to learn something, by viewing a short film, for example, and are then questioned on what they’ve learnt “after the event”.

    This, you may be thinking, makes sense and is how it probably should be.

    And you wouldn’t be wrong.

    There is, however, another way of asking questions that is slightly more counter-intuitive in that it involves asking questions before students have studied something. This is known as pre-questioning and, on the face of things probably sounds a little pointless.

    Bear with me however, as I outline two types of pre-questioning and suggest exactly how and why they might be useful to your teaching in different contexts.

    Type of Pre-Questioning

    Year 12 Sociology

    Wednesday, March 25th, 2020

    A web site that is both a name and an accurate description of what it contains, Year 12 Sociology has a range of resources created by Stephanie Parsons, mainly based around what seem like Lesson Plan PowerPoint slides that have been saved as pdf documents.

    What you seem to get in each resource is a complete lesson on a particular topic, one that includes things like short notes, questions and student exercises, but without the teacher talking.

    Obviously.

    The Resources…

    Revising Perspectives

    Saturday, March 7th, 2020

    I’ve been trawling through some of the old ATSS material I seem to have collected and “stored” (oddly, enough, behind bookcases and stuffed towards the back of filing cabinets) over the years and came across this simple revision activity by Warren Kidd.

    I’ve adapted it very slightly from the original but in the main it’s more-or-less as Warren wrote it.

    Preparation

    1. A set of cards (playing card size will be fine) labelled with the perspectives you want to test: e.g.

  • Marxism
  • Functionalism
  • Interactionism
  • Feminism
  • Postmodernism
  • You can vary the labels as you see fit for whatever is being revised / tested. You might, for example, want to test neo-functionalism, neo-Marxism or different types of feminism (such as liberal, radical or post-feminism).

    Example Perspectives Cards (with some blanks). You can cut-out-and-keep the pre-prepared cards on use the blanks as a template for making your own set.

    2. A set of cards, probably around 15 or 20, depending on the size of the class and what’s being revised, labelled with either general topics (crime and deviance, mass media…) and / or issues and debates within a particular topic.

    If, for example, you’re revising a single topic, such as crime and deviance, select issues / debates that reflect key theories / concepts / themes within that topic. In this instance one issue / debate might be “Does Prison Work?” or “Who are the Criminals?”. You can, if you wish, include the topic being revised.

    Example Issues Blank Cards: To use these cards you will need to add your own issues / theories / concepts etc.

    How to play the activity

    Crime and Deviance Resources

    Thursday, February 13th, 2020
    Globalisation and Crime

    For some reason I seem to have collected quite a lot of crime and deviance resources that are just sitting-around taking up space on my hard drive when they could be doing something useful like helping students revise or teachers plan lessons.

    And from this intro you’ll probably have guessed that what follows is an esoteric – not to say serendipitous – collection of resources (Presentations, Worksheets, Booklets – there’s even a Quiz in there somewhere) that I’ve bunged together under a general heading (“Resources!”) and posted on the web.

    And because there’s quite a lot of stuff I’ve generally kept description to a minimum – partly because if something looks even vaguely interesting you can download it and assess it for yourself and partly because it’s a bit of a chore and I’m making the space to spend a bit of Quality Time with Teddy my dog.

    So, in no particular order of quality or significance:

    Resources…

    Family and Household Revision Guide

    Tuesday, February 11th, 2020
    Family Revision PowerPoint
Click to download

    This is an extensive PowerPoint Presentation I’ve picked-up from somewhere (who knows…), stored on a hard drive and rediscovered when looking for something else.

    So, no surprises there.

    It is, though, fairly recent (probably 2017) and reflects the content of the latest AQA Specification – which is a little more unusual.

    I’ve no-idea who put it together – which is a shame because it’s a bit of a labour of love covering 70 informative and colourful slides split into 6 sections. These cover:

    1. Couples: the domestic division of labour, resources and decision-making, personal-life perspective on money, domestic violence.

    2. Childhood: social construction of, globalisation, history, changes in position, the future of childhood.

    3. Family Theories: Functionalist, Marxist, Feminist, Personal Life perspective (Interactionist).

    4. Demographic Changes: Births, fertility, death, ageing, migration.

    5. Changing family relationships: divorce, partnerships (marriage, cohabitation), parents and children, step-families, ethnic families,

    6. Family Diversity: Modernism and nuclear families (Functionalism, New Right), postmodern families, personal life perspective.

    While the Presentation’s aimed at a very specific UK Sociology Specification with its own particular quirks (such as an insistence on rebranding action approaches to family life as “the sociology of personal life”) there’s enough general information in the Presentation to make it worthwhile for teachers of other Specifications, such as OCR, Eduqas or CIE.

    Just chop-out the slides you don’t need.

    Psychology: Aspects of Sleep

    Monday, January 20th, 2020

    Four short teaching films, now available On Demand, covering different aspects of sleep research:

    1. Why Do We Sleep? [4.20]

    We’ll spend about a third of our lives asleep. But why?  Why do we need to sleep? Filmed at a University Sleep Laboratory, this short film demonstrates the effect of lack of sleep and why it is so essential to brain function and, ultimately, to survival.

    2. The Structure of Sleep [2.30]

    Until relatively recently what happens while we sleep was a mystery. But that changed with the advent of polysomnography, the electrical recording of brain activity. This short film provides students with a clear visual introduction to the stages of sleep. It also shows why we can’t fully understand our waking lives without understanding how sleep works.

    3. Insomnia: Causes and Treatments [5.32]

    ‘Insomnia’, says one of the respondents we interviewed, ‘can be as debilitating as a physical injury’. This film looks at the causes of insomnia, the cycle of sleeplessness, and Professor Kevin Morgan explains some of the treatments and their effectiveness.  

    4. Sleep, Memory & Learning [3.32]

    While sleep rests and repairs the brain, it continues to be active and sleep psychologists believe one of the things it’s doing is helping to consolidate memories. This short film looks at Professor Gaskell’s research comparing participants who learn in the morning and are tested in the evening with those who learn in the evening and are tested in the morning after sleeping. It also provides students with very good for advice about the best time to learn new information.   

    Lord of the Rings: Family Revision Quiz

    Sunday, December 15th, 2019
    Just click to download the file

    This simple PowerPoint Quiz, created by Leanne Trinder, uses a Lord of the Rings theme around which to deliver 10 multiple-choice questions on various aspects of family life.

    Each question has 3 possible answers and, unusually for a PowerPoint quiz it’s very forgiving of incorrect answers – if you get a question wrong you can just go back and have another try.

    The metadata says it was created in 2003, which means it’s either been lurking on my hard drive for a good few years (always a possibility) or it’s something I’ve recently found that just happens to be a little old. I’ve slightly-modified the file by changing the screen dimensions (to 16:9 from 4:3), aligned the multiple-choice answers and corrected the odd spelling mistake. Other than that, the file is as it was originally created.

    Either way it’s quite a diverting little revision resource that you can expand and modify to your heart’s content – which you may need to do in order to tailor the questions to your own particular teaching. There may, for example, be writers / studies you don’t teach that may require replacing with those you do teach.

    Changing the questions is, however, very simple and straightforward – it just involves adding and removing text.

    Adding more questions is a little more complicated but if you know what you’re doing it’s a simple enough process. If you’re not confident messing around with the basic structure, however, just create several copies of the Quiz using different questions – something you can do from scratch if you want to use the format for other areas of the course.

    As it stands the resource is aimed at A-level Sociology but there’s nothing to stop you modifying the questions to GCSE level or adding a new set of questions for a different subject entirely.

    One Pagers

    Wednesday, November 27th, 2019
    Click to download Perspectives One Pager
    Perspectives One Pager

    The basic idea underpinning the concept of a “One Pager” is that it represents a one-page (no, really) response to something.

    Conventionally, given the concept’s origins in literature studies, this a piece of text.

    Somewhat less conventionally, in the context of sociology / psychology we can widen the definition of “text” to include just about anything you want – from a perspective or theory, through a research method to a specific concept you need students to understand.

    In other words, One Pagers are a way of getting students to condense their Notes on a particular topic or idea into a single page – which can, of course, be linked if necessary – that eventually builds into a simple, efficient and well-organised, revision system.

    In order to do this a One Pager needs to have some sort of structure – otherwise it’s just a blank sheet of paper – but what that structure might be is up to you (if you want to provide strong guidance) and / or individual students (if you’re confident enough to allow them to create the different structures that work for them).

    If students are new to the idea – and need a bit of encouragement to adopt it – it might be useful to develop One Page templates together to cover different aspects and types of Note-taking. This can, of course, include various forms of visual Note-taking (pictures, drawings, doodles…) as well as more-conventional text.

    Once students are confident with the idea and happy to use it you may find they develop their own, personal, structures that you can share with students who may be struggling to develop a style of their own.

    How various One Page templates develop will be strongly-influenced by what students are expected to know, the skills they are expected to demonstrate and so forth. In Sociology, for example, “evaluation” is an important skill that can be reflected in Notes that focus on things like the key strengths and weaknesses of a theory, method or perspective.

    In this respect, there are a couple of Template examples I’ve created you might find useful / instructive. I’ve presented these as Word documents (so they’re not pretty and pretty basic) rather than pdf files because most teachers / students will find it easier to edit the former.

    Template Examples

    Are you feeling lucky?

    Saturday, September 14th, 2019
    Well, do you?

    When it comes to Sociology Knowledge Organisers I’m starting to feel like Clint Eastwood in Dirty Harry: in all the excitement I’ve kinda lost track of what I have and haven’t posted.

    So, moving quickly past the stuff about “44 Magnum’s” and their undoubted ability to separate parts of your body from other parts, we can go straight to the bit where you’ve got to ask yourself just one question:

    “Do I feel lucky?”

    And if the answer’s “yes” then this small batch of A-level Organisers and Guides from Kate Henney (to add to the GCSE Family and Education Revision Guides I’ve previously posted) should be a very welcome addition to your growing pile. Presupposing you don’t already have them from some other post I’ve forgotten about. In which case, please ignore what follows:

    Family Organiser

    Families includes two types of KO – blank and completed – on:

  • Structures
  • Diversity
  • Nuclear families
  • Alternatives
  • Functions
  • Divorce
  • Changes
  • Education covers the following:

  • Functionalism
  • Marxism
  • Interactionism
  • Types of Schools
  • Social Class
  • Gender
  • Ethnicity
  • Question Guide

    Beliefs includes two types of KO – completed and cloze (fill-in-the-gaps):

  • Ideology
  • Religious Change
  • Organisations
  • Social Characteristics
  • Secularisation
  • A-Level Exam Guides – simple overview of question types and how to answer them.

    Key Studies – a list of key names plus a one-line summary of their work for:

  • Families
  • Education
  • Beliefs
  • Crime and Deviance
  • Question Planning Sheet – detailed walkthrough showing how to successfully answer 10 mark education questions.

    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).

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    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.

    Graphic Organisers: The 5 Points of the Star

    Wednesday, February 27th, 2019
    The 5 Points of…

    A previous post outlined the basic ideas underpinning the graphic organiser, introduced an example of the genre (the Frayer Model) and teased the possibility of further examples of ready-made organiser templates (as opposed to the more free-form examples you can find in the Revision section here).

    So, in the spirit of actually trying to deliver what may or may not have been promised (about which I can unfortunately make no further promises) I thought I’d start with what I consider one of the most potentially-useful: the “5-Point Star” template.

    And when I say “start” I’m suggesting there will be more examples to follow.

    Which indeed there may well be.

    I’ll see what I can do.

    (more…)

    Sociology in Focus for A2: Methodology Resources

    Monday, February 11th, 2019

    If you’ve bagged yourself a copy of the Sociology in Focus for AQA A2 textbook and you’re wondering what to do with it beside read it, help is at hand with the addition of the resources originally produced to complement and supplement the text.

    Revision Map

    These, in no particular order, consist of:

    Overview Map: An introductory overview that maps the broad content in the book to each Unit in the Methodology Module.

    Revision Maps: Complementing the introductory overview, these spider diagrams delve a bit deeper, mapping specific content to each Unit in the Module.

    Activity Answers: One of the major features of the text is the activities / questions posed throughout and if you need suggested answers – to allow students to quickly check their learning, engage in a little peer review and marking or simply because it’s easier to mark student work when someone has already provided guideline answers – you’ll love this set of resources.

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    Sociology in Focus for AS: Culture and Identity Resources

    Saturday, February 9th, 2019
    Culture and Identity Overview Map

    Having previously posted a copy of the Sociology in Focus AS textbook, I thought it might be useful to throw-in a little additional something by way of the resources that were originally produced to accompany the text.

    While there’s nothing outrageously brilliant about the resources, you might find some – or indeed all – of them a useful addition to the textbook. To allow you to pick-and-choose which resources you want, I’ve posted them in 6 separate categories that do exactly what they say on the tin:

    Overview Map:

    A spider diagram that broadly maps the main areas covered in each Unit in the Module.

    Revision Maps:

    More-detailed spider diagrams that map the main content of each Unit in the Module

    Activity Answers:

    Although Johnny Nash may be firmly of the opinion there are “More questions than answers“, in this particular instance he would be wrong. There are exactly the same number of answers here as questions. Which, all things considered, is probably as it should be.

    As to their function, you might find them useful if you want students to quickly check their own learning.

    More adventurously they can be used for things like peer review and marking.

    Worksheets:

    A Worksheet…

    While worksheets aren’t everyone’s cup of hot chocolate, these are slightly different in the sense they place less emphasis on individual working and more emphasis on small-group and whole class work. For each module there are three types of question, each of which is designed to promote different types of responses:

    • Consolidate questions, designed for individual work to ensure students have “grasped the basics”.
    • Apply questions designed to promote analysis, discussion and application through small-group work.
    • Evaluate questions designed for whole-class discussions around arguments / evidence for and against a question.

    Teaching Tips:

    Some fairly rudimentary ideas for different ways to teach various aspects of the Module., including some simple classroom activities.

    Exam Focus:

    Specimen questions and exemplar student answers. Be aware that the types of questions asked and the marks awarded to each type of question may have changed in the 10 years since this text was originally published.

    Revision Game: Crumple and Shoot

    Sunday, January 27th, 2019

    Crumple-and-Shoot is a simple, whole-class, team-based, revision game that’s similar to the GrudgeBallUk revision game I’ve previously posted.

    It’s revision, Jim, but not as we know it…

    The main difference between the two is that Crumple and Shoot (or as I’d like to call it, “Bin It to Win It”) is much easier to set-up and play and requires very few resources: some questions, pieces of paper on which to write group answers and the all-important waste-paper bin.

    It’s a game devised and developed by Jennifer Gonzalez and you can find a video explanation of what the game involves and how to play it on her Cult of Pedagogy website.

    In addition there’s a How To Play pdf file available with a detailed description of the (minimal) rules.

    You can, of course, adjust the rules to suit (such as awarding groups points for answering a question correctly as well as gaining the chance to score extra points in the “crumple and shoot” part of the game).

    While the game can be played as part of end-of-year revision sessions, the simple set-up particularly lends itself to quick end-of-week / end-of-module revision – something that has the added bonus of encouraging students to see revision and review as an integral part of their GCSE or A-level course.

    Research Methods Tables

    Saturday, January 12th, 2019

    I’ve previously posted a couple of pieces of Liam Core’s work (a Sociology Literacy Mat and an A-level Evidence Bank Template) and since these have proven very popular with teachers I thought I’d tap him up for a few more resources.

    Research Methods Table

    And, sure enough, he’s delivered.

    This time it’s a handy research methods table students use to record key aspects of a range of methods (from questionnaires to public documents). The (Word) format’s easy to replicate so if you need to add or subtract different methods before you let your students loose it’s relatively easy to do.

    In terms of completing the table, for each research method students are required to note its:

  • Key features
  • Strengths
  • Weaknesses
  • Practical issues
  • Ethical issues
  • How you use the table is, of course, up to you but it’s a resource that could be useful for revision, as a prompt sheet for timed essay writing and so forth.

    Methods Mat

    The resource packs a lot of research methods onto a single A4 page and some teachers / students might find this a bit restrictive, so if you decide to use this as a paper-based resource the author suggests you enlarge it to A3 before giving it to your students. Alternatively, if you find A3 materials a little unwieldy, you might like to try this Methods Mat – an A4 document focused on a single method.

    A-Level Evidence Bank Template

    Tuesday, December 4th, 2018

     

    Instructions and Example

    When it comes to a-level exam success, one of the key things is preparation: the ability to turn the mass of disparate information students have dutifully recorded over the course of a couple of years into something manageable from which they can revise.

    And however your students choose to revise – from my preferred-option of “little-and-often” to the ever-popular “cram it all in between the end of the course and the start of the exam” – you can help and encourage them using this latest resource from Liam Core

    The Evidence Bank is a deceptively simple idea that involves getting students to record and revise details of research studies as and when they encounter them.

    In other words, it’s a way of encouraging students to spend a little bit of time after, say, a class has finished, to record and review a study or studies to which they’ve been introduced (although there’s no reason why this couldn’t be built into the normal teaching process if you think that’s what your students need). This record then forms part of an expanding Evidence Bank from which it should be possible to revise easily and effectively.

    The Evidence Bank format also encourages students to think about where the research can be applied to different parts of the course, which is always a bonus when thinking about transferrable knowledge. Noting some major strengths and weaknesses of a study is also, of course, a quick and simple way to introduce evaluation into an argument.

    Theory Bank Template

    Although the Evidence Bank template was specifically created to help students collect and organise information around “research studies as evidence” it struck me that the general format could probably be applied to other areas of an a-level course, such as theories or even concepts. Students could, for example, create a Theory Bank to run alongside and complement their Evidence Bank.

    The original document was formatted as “3 tables per A4 page” and whileI’ve kept examples of this formatting I’ve also added a couple of different types – an A5 “2 tables per page” format and an A4 “1 table per page” – just to give you a few more options if you want them.

    I’ve also kept the original Word document format in case you want to edit the template to your own particular needs or requirements.

    Although the template was originally designed for A-level Sociology students I see no reason why it couldn’t also be used by Psychology students.

    Sociology Revision Cards

    Monday, November 26th, 2018

    Back in the day, before the invention of Learning Tables / Knowledge Organisers, students had to make do with Revision Cards – lists of all the key ideas and concepts you might need to know for an exam (you’ll find a selection here if you want to take a trip back to a time before mobile phones ).

    Anyway, I chanced upon a mix of PowerPoint and Pdf Revision Cards (dating from around 2014 so they may require a bit of editing to bring them into line with the latest Specifications) on Chris Deakin’s SociologyHeaven website. I’m guessing the PowerPoints were designed for whole-class revision but if you want to give your students the slides as Revision Cards just use the Export function to create pdf files.

    If you find the Kristen ITC font used in the files a bit too racy for your taste, just convert the text to something like Arial.

    (more…)

    When All’s SED and Done: Write. Review. Revise

    Monday, May 21st, 2018

    Reviewing and revising student work at GCSE or A-level is a crucial part of the teaching and learning process and one way to encourage this is to use a simple formula: Save, Erase, Develop (SED). This post looks at how your students can review and revise their written work using this  formula. It can also, if you use them, be easily integrated into Structure Strips.

    As someone who writes stuff for a living – from sociology textbooks, through film scripts, and biographies to the odd – actually, very oddnovel in my spare time – one of the very few things I’ve learnt is the importance of reviewing and revising what I’ve written: what eventually appears on the printed page or screen is never what first appeared on my page. Everything I’ve ever written has gone through a process of review and revision that involves:

    • keeping stuff that works.
    • removing stuff that doesn’t.
    • developing stuff that needs more work…

    And if you’re wondering what this preamble has to do with your teaching and learning, wonder no more.

    I chanced across this basic idea on Pinterest through an idea called “Keep it, Bin it, Build it” broadly aimed at helping younger students redraft their work to bring it into line with various assessment objectives (such as “answering the question”…). I have no idea who originally created it but I thought it was a helpful idea that could be applied to just about any level of work or subject. As is my wont – and because I can – I thought I’d make it a little bit snappier (hence “Save, Erase, Develop”) and turn it into a simple mnemonic.

    Again, because I can.

    And also because it gave me a little pun to use as a title.

    Anyway.

    The easiest way to understand what SED involves (and like some of the very best ideas, it’s incredibly easy to understand and simple to use) is to have a look at it. I’ve created a couple of different versions you can use with your students, depending on how they create and submit work:

    (more…)

    Three More GCSE Sociology Revision Guides

    Saturday, May 12th, 2018

    These revision guides were created for the WJEC exam board so if you don’t follow this Specification you need to be careful about the areas that might be included in your Specification that are not covered in these guides.

    And vice versa, of course. There’s not a great deal of point revising material from these guides if it doesn’t appear on the Specification you’re following. Even though education – like travel – may well broaden the mind, if you’re looking around the Internet for a GCSE sociology revision guide there’s a fair bet you’re not actually looking to do a great deal more than you actually have to…

    Keeping this very important caveat in mind, these resources hail from Corby Technical School and while there’s no named author they are dated 2017. This, somewhat unusually, makes them bang up-to-date at the time of posting.

    Even if you don’t teach WJEC there’s plenty of information here that you’ll probably find useful, whatever GCSE Specification you follow:

    Crime and deviance
    Family Life
    Society and the Individual

    Structure Strips

    Thursday, May 3rd, 2018

    6 mark structure strip with basic questions

    This general idea – a simple and effective way to help students structure exam answers – has been around for a number of years and although structure strips were originally created for use in primary education (5 – 10 year olds) it’s an idea that can, with a few modifications, be applied to both GCSE and A-Level teaching. If you want a relatively simple, clear, explanation of what structure strips are and how they have been used, have a read of this blog post.

    If you haven’t followed this link, structure strips were originally colour-coded and made to be stuck into the exercise books of primary school children. In this A-level version, however, the idea is to create the strips as Word format templates that students can either use to word process their answers to exam questions or print out to complete by hand.

    In this respect think about structure strips as being like training wheels when you’re learning to ride a bike: they’re designed to help you keep your balance and stop you falling over until you’ve mastered the skills required to safely venture out on your own (at which point they can be removed).

    Similarly, when answering exam questions, while all of your students may start-off needing help, some will probably require more help than others – and structure strips can be used to guide how they approach and respond appropriately to different questions. (more…)

    Globalisation and the Digital World: Revision Stuff

    Saturday, April 21st, 2018

    Colourful PowerPoint Presentation summarising the OCR Globalisation and the Digital World Unit, plus a range of 6 / 9 mark exam practice questions.

    It’s somehow typical that you see nothing about this OCR A-Level Sociology Unit for months and then, just as you’ve posted a “6 week course” guide, you stumble across a couple of PowerPoint Presentations that actually complement this quite well.

    The first is a Big, Bold and Colourful Revision Presentation by Marc Addison that covers:

    • What is the relationship between globalisation and digital forms of communication?
    • Developments in digital forms of communication in a global society
    • The Marxist Perspective
    • The Feminist Perspective
    • The Postmodernist Perspective
    • The Impact of Digital Communications
    • What is the relationship between globalisation and Conflict and Change?
    • Cultural homogenisation, hybridity or resistance?

    The second is neither Big, Bold nor Colourful because it doesn’t aim to be. It just wants to do its job quietly, efficiently and with the minimum of fuss. So, if you want to give your students some practice 6 and 9 mark questions, based around the PEEL mnemonic, this Presentation should fit the bill nicely.

    Sociology Revision Booklets: 6. Culture and Identity

    Saturday, April 14th, 2018

    Somewhat surprisingly, at least to me, there seems to be a positive dearth of Culture and Identity related revision material, at least of the Word / Pdf variety (PowerPoint users seem much better served). Why that should be I don’t know but I have managed to find a few resources you and your students might find helpful:

    1. Revision Checklist (K.Birch): I’ve included this because it’s one of the few revision resources I’ve been able to find for the OCR Board and while it’s not particularly exhaustive it does provide a list of key concepts, some simple practice questions and some sample exam-type questions for each topic in the Culture and Identity module.

    2. Sociological Perspectives: Some quite extensive notes dedicated to different types of sociological perspective.

    3. Culture and Identity: This is another set of paged Notes by Mark Gill that I’ve collated into a single document for the convenience of everyone involved. I’ve kept it as a Word document so that you can easily separate-out sections if you want to give your students Notes on a specific topic. As ever with these Notes there’s quite extensive coverage of a range of areas: socialisation, perspectives, identities and globalisation.

    4. Culture, Socialisation and Identity: This combines short Notes focused on the concept of culture with simple student exercises (and in case there’s any confusion, it’s the exercises that are simple, not the student).

    5. Culture, Identity and Agents of Socialisation: Short Notes mainly aimed at illustrating the relationship between different identities (gender, age, ethnicity, etc.) and different agencies of socialisation.

    6. Facebook and the Presentation of Self: This is an article originally published in Sociology Review (2017) that uses the example of Facebook to illustrate arguments about structure and action. While it’s not exactly a revision piece it might help students clarify this relationship if they need it. It also looks at how personal and social identities relate to structure and action.