Short term memory

WALTS Describe and summarise the process of the short term memory. Critique techniques to improve memory

 You have 1 minute to memorise the 20 items on the next slide. After the minute you then have a further minute to write down as many of the items as you can remember.

One minute to write.

 You have 1 minute to memorise the 20 words on the next slide. After the minute you then have a further minute to write down as many of the words as you can remember.

Donkey Confused Extreme Beige Cupboard Esteem Belittle Rope Decimal Fame

Extreme Isobar Memory Window Carpet Love Allegro Existence Sun Air

Short Term Memory model task.

Group
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

Task
Role play Summarise information. Present the model in a different diagram. 1 minute presentation to A Level students with prior knowledge. 1 min presentation to an alien. Dragons Den presentation on a memory technique.

7 Tools for your A4L Toolkit

AFL for IMPACT

Remember is only formative assessment if you do something with the information you collect

POST IT NOTES = quick A4L activitie...

Otherwise it is just summative!

Discuss the 7 techniques in groups How can you use these in your subject area or in your role? (In lessons from tomorrow) What questions do you have about how these techniques work? (Ask us!) Can you share your own experiences of using these techniques or similar techniques?

1.Entrance Ticket

2. Exit Ticket
Can be done in a number of ways.. One idea is repeating the same question twice in a lesson to show how students thinking/ learning has progressed. (Becomes formative when they receive feedback/additional learning activities on the topic based on their answers) Examples Why cant you have a probability greater than 1? What is the difference between mass and weight? Why are historians concerned with bias when analysing historical sources?

Hand out a post-it to each student As they walk into the room and ask them to write the answer to a question posed on the board. (Becomes formative when you glance through the students answers to help decide questions to ask the class, discussion topics, tasks to set or how to seat students.)

3. Alternative questioning Turn your question into a statement

Which country was most to blame for the Why is the outbreak of World War 1? statement more Turns into effective here? Russia was most to blame for the outbreak of World War 1.

4. Alternative listening OUT with evaluative and IN with interpretive

When you listen to students responses you should not be thinking Did they get it? but rather, What can I learn about the students thinking by attending carefully to what they say?

Reveals students thinking

5. Question Shells
Reframed
Why is a square a trapezoid? Why is carbon not a metal? Why is etre an irregular verb? Why is photosynthesis an endothermic reaction? Why is this a clause rather than a sentence? Original What is a prime number? Reframed Why is 17 prime and 15 not? How were the lives of blacks and whites different under apartheid? Why is a bat a mammal and a penguin not? Uses the general structure of Why is______ an example of ____?

Original
Is a square a trapezoid? Is carbon a metal? Is etre a regular verb? Is photosynthesis an endothermic reaction? Is this a sentence or a clause?

Questions reframed in terms of contrasts

What was life under apartheid like? Is a bat a mammal?

6. Post-it notes on a continuum

Each student has a post-it note with their name clearly written on it. The teacher draws a horizontal line on the board with, say, opposing statements at each end and ask students to think about where they would place their postit on the line to reflect their own view ( e.g. Caused entirely by humans versus an entirely natural phenomenon-where would you put Global Warming). Can be developed by: students justifying their decisions Changing their positions through a topic across a series of lessons or at different points in the lesson

7. Ready made plenaries/learner reflections

Can be blown up to A3 Visit at different parts of the lesson/or at the end/across a week Remember to make it formativeUSE the information as quickly as possible!