1. Flip Learning
A review

2. GCSE PE Antagonistic Pairs
•Pupils were given a homework task to watch the video and create an information sheet. Students were given questions as prompts for their information sheet.
•The following lesson: The first task was for the students to teach the really ‘low ability’ teacher. They then had worksheets to fill out, link the work to their own sport and answer exam questions.
•All tasks were student led and based on their homework.
•For those that done the homework they found the classroom work accessible and were able to answer the questions and fill out the worksheets without any help. BONUS!

3. Things to be aware of:
•Not all students will find this homework interesting so will not bother doing it.
•I prepared for a couple of people to not do it – however it turned out to be half the class!
What did I do:
•I did not punish those that had so therefore carried on with the lesson
•I had set up for the students to complete the worksheet using the revision guides and text books.
•I did not let them in the lesson until they had done this!
•When back in the lesson they were seated away from the rest of the class and on their own desk.
Things to be aware of:
•The class not taking the lead with their learning and still wanting you to do all the work.
What did I do:
•Sat them all around a table – like a seminar set up
•Tried my hardest to get them to share their work by asking questions
•I even got my little biceps out and performed the movement!
•After having a good laugh at me they eventually came round and started talking about what they had found.

5. Y8 Learning Support groups
 On YouTube search for ‘Fireman Sam gives a Bonfire Night message to the children of Wales’ [6 minutes long]  You need to watch the video, even though it is aimed at young children. Your task in the lesson after the holiday will be to present the same message, but aimed at students your own age.  While you watch the video, make a list of the key points and top tips for staying safe.  For extra marks, think of and write down any good ideas you have that will make your new version age appropriate to 12 year olds. Print out your work and bring it to our next lesson

6. Evaluation [ twilight post-its task]
Evaluate how well the video meets the success criteria given for the task:  Suitable for Y8 students  Factual information correct  Humour and/or acting ability shown  Able to organise the group so all roles shared Group Good points about the video Bad points about the video Thomas Alfie Scott John Nathan Libby Molly F Aimee Molly O Katy

7. KS3 Year 8 Food Technology
•Pupils were given instructions to watch a silent demo on the w:drive (no sound) and from that they had to observe closely the skills, method and finished product that was produced.
•They were given a blank time plan to complete that they would then use to follow in the lesson, to make the required dish.
•All tasks were student led and based on their homework.
•Students who had observed the video closely were able to independently come into the room and start cooking with no questions. They demonstrated excellent Hygiene and Safety, Quality Control and Time Management with minimum input from me
Homework: To watch the demo video on the W:Drive and complete a time plan to follow in the practical lesson. Remember to observe skills, method, quality control and hygiene and safety checks

8. Things to be aware of:
•Not all students will find this homework interesting so will not bother doing it.
•I had some method sheets available for my lower ability students, who may have found it more challenging to get the steps in the right order when writing them down.
What did I do:
•Students were not given consequences for no plan, so long as they bought their ingredients so they could be included in the lesson.
•I prepared for these students by having copies of the recipe sheets ready for them to follow.
•I paired up those that had completed a plan with those that hadn’t so they could share information about the practical, and use each other for support.
Overall Conclusion:
Probably one of the most effective homework tasks I have carried out, as it encouraged more independence from the students. They did not know there would be recipe sheets available so ALL students demonstrated knowledge that they had at least watched the video, and could therefore recall most of the steps and explain the skills required.
It also opened up more discussion at the end of the lesson when students were peer assessing how they worked, and being more open about how they felt they worked and why.

9. Example of Completed Time Plan from the Video Demo
EXAMPLE OF HOMEWORK This is a time plan that was produced by one of the students who watched the silent demo. As you can see it is very detailed with excellent step by instructions, accurate time management and Quality control and Hygiene and Safety steps in the correct places. The advantages of the video demo was the ability to watch it as many times as possible to get the steps in the right order, with as much detail as possible. This allowed complete independence in the practical lesson and resulted in a well timed, finished quality dish.

10. Task 1:
Students were asked to watch a research video and answer an accompanying question sheet
The following lesson students fed back their observations and we carried out class evaluation of this piece of research as part of our unit on methodology and social research
Benefits:
–I was able to support the weaker students while the higher ability students discussed their findings
–We could use the lesson to develop evaluation skills as opposed to delivering content
–Students were able to learn at their own pace
–Students were able to ask questions in the lesson based upon their pre-learning

11. Task 2:
Students were asked to research the concept of ‘social control’ in groups
The students were set a ‘mission’ to create a new form of social control for the UK and come to the next lesson prepared to pitch their new idea to the rest of the class
Benefits:
–My role in the lesson and my planning time was dramatically reduced as the students did all the planning and delivery themselves
–It allowed creativity from the students and encouraged group work outside the classroom
–Development of research skills and independent learning
–Students found out what social control was without having to be spoon fed this information

13. Task:
I tweeted a link to a clip from a topic that we had not covered in class yet and asked students to watch it, make notes and come to the next lesson with questions relating to the clip
Benefits:
–Students could learn at their own pace
–As I asked them to prepare questions, it encouraged them to ask these questions in the lesson without feeling embarrassed
–This allowed me to focus on answering questions, evaluation and exam application as opposed to content delivery in the lesson
–As I told the students that this learning was in preparation for the next lesson, they were more inclined to do it

14. Fractals Investigation (due in Thursday 27th November) Using the link below and any other links you think are suitable you need to investigate Fractals. http://www.suffolkmaths.co.uk/pages/Maths%20Projects/Fractals.htm You can pick a certain type of fractal or look at them generally, but by the end of this investigation you must have produced the following:  A report for the school newsletter explaining what you have done  A presentation for the class which will be delivered (27th-28th November)  Your own fractal (this can be a drawing or a 3D shape) You can:  Work in pairs or individually  Use any resources you think are suitable  Prepare a plan to map out your time over the next three weeks  Investigate anything to do with fractals that interests you (there’s no limit!)

15. Next week in triads…
•EdLounge
•A review of Wednesday mornings– online survey