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Posts Tagged ‘revision’

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.

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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.

Sociology Flipbooks

Tuesday, January 22nd, 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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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.

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    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.

    Education PowerPoints: Part 2

    Wednesday, April 11th, 2018

    Part 2 of the Education Presentations gives you more of the same, only less of it.

    More PowerPoints, in other words, but fewer of them than in Part 1.

    Most of these are fairly straightforward “Teaching Presentations” but some contain YouTube videos (again, I’ve converted the links so they will play directly inside the Presentation) and one, the Social Class revision exercise, is a simple “sift-and-sort” activity designed to help students clarify “inside” and “outside” school factors in class differential achievement.

    The Presentations, in no particular order:

    1. Marketisation (Leigh Rust-Ashford)
    2. Social Class – revision exercise
    3. Ethnicity and Achievement (Leigh Rust-Ashford)
    4. Material Deprivation (Leigh Rust-Ashford)
    5. Anti-School Subcultures (Leigh Rust-Ashford)
    6. Feminist / Postmodernist Perspectives (Leigh Rust-Ashford)
    7. The Purpose of Education

    Education PowerPoints: Part 1

    Tuesday, April 10th, 2018

    Alongside the Revision Guides I seem to have collected a large number of Education PowerPoints that, while not explicitly geared towards revision, could be used in this way. Alternatively, they could just be used as part of your normal classroom teaching.

    The Presentations are by a mix of authors (where known) but the majority are by Leigh Rust-Ashford, so they have the same “look and feel” and follow a similar format – clear teaching points, a few questions and simple exercises, a couple of illustrative YouTube videos (the only changes I’ve made to the files, apart from deleting dead links, is to format the video links so they use the PowerPoint video player) and so forth.

    I’ve split the Presentations into two parts, in no particular order:

    1. Meritocracy
    2. Functionalism (Leigh Rust-Ashford)
    3. Interactionism (Leigh Rust-Ashford)
    4. Organisation of Education
    5. Postmodernism4. organisation-of-the-education-system (N Sharmin)
    6. Working Class Culture and Achievement (Leigh Rust-Ashford)
    7. Locality and Achievement (Leigh Rust-Ashford)
    8. Gender and Achievement (Leigh Rust-Ashford)
    9. Class and Achievement (Leigh Rust-Ashford)
    10. Postmodern education (Leigh Rust-Ashford)
    11. Marxism (Leigh Rust-Ashford)