English Homework for Key Stage 2: Activity-Based Learning (Active Homework)

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What have you found to be the muddiest point so far in this assignment? What topic do you find to be the least clear? Asking students to write down what they find to be the least clear is a powerful exercise because it compels them to grade or rate their own knowledge of a topic. In short, the exercise helps students reflect on the lesson and identify concepts needing further examination or study. From your perspective, the activity can serve as an insightful source of feedback. Once you have completed an assignment or lesson plan, select a topic that is suitable for discussion and debate.

The topic should serve as an appropriate subject for providing arguments from both sides. In its simplest form, divide the class into two sections and coordinate a class-wide debate based on a selected topic. Then, have students debate the proposals discussed during a mock town hall meeting. This approach can help cultivate active learning in the classroom by encouraging students to:. A flexible and multi-faceted approach to active learning, peer instruction encompasses a range of scenarios where students instruct skills or explain concepts to classmates.

Peer teaching activities help boost vital skills and behaviors including student interaction, accountability, group processing. This is the epitome of active learning…. Math games and websites are at the forefront of delivering active learning through technology. Create and sign into your free teacher account here :. To use this strategy effectively, ensure that students adhere to the following pattern:. This process can be repeated across a variety of topics, with your guidance to stay on track and help stuck students. The benefits of rotating chair group discussions are not only limited to the speakers.

Knowing that they may be called upon to summarize the previous topic, all students are engaged in attentive listening, frequently jotting down notes and ideas to stay on track in the spaces between speaking. This strategy is rewarding for students because it encourages powerful and direct engagement with course material. And, critically, the benefits of active learning go both ways, helping teachers as well as students.

They mix and match a variety of … tactics to ensure that students not only learn more, better, and faster — they also learn smarter. As many of the techniques above are open-ended, the active learning strategies underpinning them may differentiate for different types of learners. Be sure to consider how you can differentiate instruction while still enjoying the benefits of these active learning strategies. This will help you get a feel for the lesson. While all of the active learning strategies outlined above can be deployed in traditional, lecture-oriented classrooms, the physical arrangement of your room and the number of students in the class can make some of them difficult to perform easily.

While a flexible seating classroom arrangement may ease this challenge, such a solution is not always possible. Effective feedback depends on task-focused comments, rather than ego-focused comments. They might also be scared of trying something they find difficult in case they lose their high place.

Weak learners can feel as if there is nothing they can do to get better. You should aim to provide feedback to each learner that praises task-focused aspects of their work, but also contains targets about how to improve their learning. Now, can you think how you can make the description of the main character more striking? Reflection Think about a time when you gave feedback to a learner that could be described as more ego-specific than task specific.

What might you have done differently? In this video, Dylan Wiliam explains why task-focused feedback is more effective than ego-focused feedback. In this handout, by the RAPPS project, you will find lots of suggestions for different ways of giving classroom feedback.

Primary Teaching Resources: Activities for KS1 and KS2 | Tes

This feedback is based on an understanding of what makes a successful piece of work. The teacher is vital to this process, as teachers know their learners and can help them to develop their critical and reflective thinking skills. Giving learners independence is a great way for them to take responsibility for their own learning. Peer feedback also helps learners to develop their social skills and to use higher-level skills such as thinking critically and analytically. A successful peer feedback session requires learners to 'think like a teacher' for each other.

The learner then has to give their partner ideas for how to improve the work. In doing this, they will both be increasing their own understanding of what makes a successful piece of work. For example, learners could use pictures to describe positive and negative aspects of the work. Reflection Watch the video of learners taking part in a peer feedback session. Notice how independently they are working. Would this be effective for your learners? In this video, learners explain what they like about peer feedback.

Learning cannot be done for them by the teachers. In self-assessment a learner evaluates their own work, and thinks about their own learning. This helps them to make sense of what the teacher says, relate it to previous learning and use this for new learning. Ultimately, self-assessment enables learners to set their own learning goals and be responsible for their own learning. However, be aware that learners cannot become reflective learners overnight. It takes time and practice to develop these skills, and the role of the teacher is crucial in encouraging this.

Introducing learners to self-assessment When you introduce self-assessment to your learners, carefully guide the process. To start with, give learners a list of questions to ask themselves, and write down the answers. Ideally, you will talk to each of your learners individually to guide their thinking until they feel comfortable with the process. Self-assessment is an activity which requires one-to-one tutorials to be fully successful.

In these short sessions, you can ask questions to help your learners to reflect on their studies. Having thought about how their work could be improved, your learners can then set themselves targets to make their work better. These targets can cover any aspect of learning, from time management to asking more questions in class if they do not understand something.

However, learners often have to take summative school tests such as end-of-year exams or final exams. Return marked test or exam papers to learners, so that they can spend time understanding where they earned most marks and where they had misunderstandings. After the exam or test, find out which questions were answered less well by most learners.

This will give you important information about what subjects, ideas and skills your learners need to work on. You can then focus on explaining the areas of the syllabus that gave problems to most learners. Your learners could also re-work exam questions in class in pairs or groups as a peer-learning activity. How effectively am I using questioning?

It is a good idea to structure questions so that learners give detailed answers, revealing exactly what they understand about a subject. Try waiting for at least three seconds after asking a question to get better responses from your learners. How effective is my use of feedback? Giving your learners task-focused feedback instead of ego-focused feedback can help your learners to feel motivated to try harder with their work. How effective is my use of peer feedback? Encourage an atmosphere of mutual supportiveness in your classroom.

It is helpful to explain to your learners why peer feedback is being used and how they are going to benefit from it. It is a good idea to start a peer feedback session with an in-depth discussion of success criteria. You could show your learners examples of successful work from previous years.

Fourth-Grade Games & Activities on Sentences & Sentence Fragments : English & Writing Lessons

You know your learners, so you can judge whether to put them into small groups or pairs, and whether to put learners in a group with their friends. How much do I use self-assessment in my practice? Students initially learn self-assessment from their teacher: they follow your lead when you give them feedback about their work.

Homework issued during week ending 20 September 12222.

Self-assessment will be most successful if you encourage your learners to practise regularly, e. It is also helpful to give your learners open questions to get them started, e. Am I helping my students learn effectively from summative assessments? If possible, always return marked tests or exams to your learners so they can learn from their mistakes. It is also helpful to select questions that gave most learners problems and go through them in class. It can be successful to adapt your future schemes of work based on what learners found difficult to allow more time to teach challenging concepts.

What is the best way to get started with AFL? Here are four straightforward ways to introduce AFL into your teaching. Try out as many of these activities as you can.


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Afterwards, reflect on your experiences and consider how you can develop the technique to fit into your regular teaching schedule. Questioning and discussion: Think Pair Share What is it? Then each learner discusses their ideas with a partner before the conversation is opened to the whole class. This strategy encourages all learners to get involved in classroom participation. It gives them time to formulate their own ideas as well as an opportunity for all learners to share their thinking with at least one other learner.

What happens? You can use this routine after asking the class any open question. For example, after reading a chapter of a book, the teacher asks all learners to reflect quietly on a question about it for one or two minutes. During this time learners record their own ideas on paper. Next, the teacher instructs them to turn to their neighbour, or a small group of neighbours, and discuss the question for several minutes.

Then, the teacher calls on several pairs to tell the class what their ideas were. Feedback from the teacher: Comment-only marking What is it? Choose one piece of work per month on which to give detailed written feedback to your learners. The feedback should be focused on success criteria that the learners are made aware of. Include specific praise about aspects of the work that the learner has done well and give learners specific targets for improving their work. Feedback can be given orally if you prefer.

Chapter 3 - Remedial Teaching Strategies

At the start of the next lesson, give back the work with the comments. Then allow time for the learners to improve the assignment, responding to your comments. When designing and using teaching aids, teachers should first consider their practical use and assess whether the aim of remedial teaching can be attained.

The design and organization of teaching materials should be pupil-oriented. They should be selected and collated systematically to serve the purpose. Teaching materials provided by the Education Department or other academic institutions may also serve as a reference for teachers A list of references can be found at Appendix In this way, it is more easy to achieve the aim of teaching.

The teaching environment should be designed to support remedial teaching and group activities. Seat arrangements of pupils should be flexible to meet the specific teaching purposes of each learning activity. For example, teachers and pupils may form of circle when holding discussions; and the two pupils or group members involved may sit together during peer group or small group learning.

Teachers should prepare a rich, pleasant and comfortable learning environment for pupils. An example of classroom setting is shown at Appendix 9. Teachers may display the teaching materials of the week or the learning outcomes or products of pupils at prominent places to stimulate their motivation in learning. Geared to the learning needs of individual pupils, the Individualized Educational Programme aims to reinforce the foundation of learning, help pupils overcome their learning difficulties and develop their potentials. Individualized Educational Programme should include short-term and long-term teaching objectives, learning steps, activities and reviews to ensure that the programme is implemented effectively.

Teaching can be done in small groups or for individual. Remedial teachers hold meetings regularly to evaluate the effectiveness of work and gather opinions for refinement. Peer support programme helps pupils reinforce their knowledge, and develop their communication and cooperation skills as well as good interpersonal relationship. To enhance the effectiveness of the programme, remedial teachers must provide training to the pupils concerned beforehand and make regular reviews on its effectiveness.

Generally speaking, this programme is more suitable for pupils of higher grades. It aims at guiding pupils to set their own objectives and plans, and positively reinforcing their good performance. No matter what reward is provided, the most important thing is to help pupils cultivate an interest in learning and gain a sense of satisfaction and achievement during the learning process. When designing the rewards offered, remedial teachers should take note of the following:. Remedial teachers should observe the following when dealing with the behaviour problems of pupils:.

Teachers should list out the problems and set the priorities with an aim to improve one or two of them at a time;. Remedial teachers should help pupils develop good learning habits and attitudes, such as complete the assignments tidily, keep their promise and be responsible and disciplined.

Pupils should be helped to master basic self-learning skills and abilities. For example, teachers may teach them how to set appropriate learning objectives and priorities, time management, note-taking, reading skills and examination taking skills, etc. Remedial teachers can also make use of information technology to motivate and teach pupils to learn according to their own pace, help them cultivate the habit of self-learning, so that they will benefit from such training for their whole life. Pupils can be taught to solve problems by different methods, tools or by drawing insight from their past experiences.

For example, teachers can teach them the use of dictionaries, as well as the skills of seeking and handling information obtained from the school and public libraries. Teachers should train pupils to establish good interpersonal relationship so as to facilitate effective communication and collaboration as well as to enhance the team spirit of students. Assessment plays a very important role in teaching and learning. By means of assessment, remedial teachers can know the learning progress as well as strengths and weaknesses of pupils; hence, they may design different teaching activities accordingly to help pupils learn in an effective manner.

Besides, it is also a means to measure the discrepancy between IRTP pupils and ordinary pupils so that teachers may decide whether it is desirable for the pupil s concerned to withdraw from IRTP. Teachers can understand and assess the learning abilities of pupils from their daily classwork and homework as well as individual or group projects, such as model making, drawing, information collection, measuring activities and the way they relate daily events to the topics they learnt in class, so that they can revise the teaching content accordingly. The weighting of questions and marks should be balanced.

Different types of questions should be included. Remedial teachers should keep a detailed personal record for each pupil under IRTP. They should assess the progress of pupils regularly and systemically. A comprehensive record provides information on the learning progress of pupils and serve as a reference. In addition, teachers should make reference to the teaching objectives in evaluating the effectiveness of teaching, and revise their teaching plans according to the learning needs.

In order to help pupils with learning difficulties, schools must liaise closely with parents. In such cases, remedial teachers have to explain to the parents about the characteristics and abilities of pupils so that they may help their children to learn in a pleasurable manner. Remedial teachers must keep in close contact with other teachers. Remedial teachers should also liaise with other related professionals to seek for professional support with a view to helping pupils solve their problems. Last revision date: 01 July All rights reserved.

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