MNEMONICS CPD SPEED DATING The power of mnemonics

MNEMONICS CPD SPEED DATING….

The power of mnemonics…. ■ Incorporate mnemonic strategies as much as possible in your teaching. ■ Apply attributions. (i. e. "If you use these strategies, you will remember the information. ") ■ Induce creation of the strategies. (i. e. "Mollusks are characterized by a soft skin. What is a good way to remember that? ") ■ Help students create strategies and use class brainstorming. – Identify important information or associations. – Create keywords or other relevant verbal elaborations. – Relate the keyword to the associated information. – Execute the steps to retrieve the information. ■ Have individual students create strategies. ■ Monitor and evaluate independent creation of mnemonic strategies.

We don’t hear from Eva/ Daisy in this play. . . Her voice is silent Her silence represents the silent voices of the working class/ women who are disempowered by the powerful Eva Smith/ Daisy Renton Beginning of Act 1: Birling about Eva: She was ‘a good worker. . . they (the workers) suddenly decided to ask for more money. . . so she had to go. ’ Ending of Act 1: Sheila about Eva: ‘ I went to the manager at Milwards and I told him that if they didn’t get rid of that girl, I’d never go near the place again. ’ Inspector forced to stand up and speak for her and people like her. Renton Act 2 (now Daisy Renton): Gerald about Daisy: ‘I didn’t feel about her as she felt about me. . . Daisy knew it was coming to an end. So I broke it off definitely before I went. ’ Act 3 (now Daisy Renton): Eric about Daisy: ‘ She told me she didn’t want to go in but that – well, I was in that state when a chap easily turns nasty. . . And that’s when it happened. ’ TASK: Annotate the quotes and images based on what you have learned/know about Eva/Daisy. The first one has been done for you (woman holding placard).

Challenge me: Paper 2 is about ‘view points’ and ‘perspectives’ Describe what you see: ____________________________________________ Challenge me: what might this exercise suggest about ‘view points’ and ‘perspectives’?

DO NOW: in pairs, complete the table below. . . Always start with the ones you know! (10 MINS) Technique Definition Alliteration Repetition Rhetorical question Emotive language Statistics/ facts Triplets Adverb Challenge me: : ‘Unbelievably, this is home for hundreds of adults and children who scavenge a living from rubbish. ’ Circle two language techniques from the quote above and explain writer’s effect and impact on reader… Example

This week's timed essay! Watch this… https: //www. youtube. com/watch? v=Ja. YLXHRi. HOY https: //www. youtube. com/watch? v=Xs. SIk. Q 4 hw 90 Your school is inviting entries for a writing competition. The topic is: 'It is important for pupils to study 'Britishness' in schools. ' Write your entry arguing for or against this view. Do you AGREE with this statement? Do you DISAGREE with this statement? Vote with your feet!

This week's timed essay! Your school is inviting entries for a writing competition. The topic is 'It is important for pupils to study 'Britishness' in schools. ' Write your entry arguing for or against this view. Now, you have 2 minutes to have a good old rant! Try to come up with around 4 key reasons to support your stance! 1) 2) 3) 4) Rhetorical question Triplets Humour Emotive language Hyperbole ■ Anecdote/analogy Sarcasm

This week's timed essay! (spend 10 mins planning) Your school is inviting entries for a writing competition. The topic is 'It is important for pupils to study 'Britishness' in schools. ' Write your entry arguing for or against this view. Planning: Conclusion/ counter argument: Some people might say… however…. . because…. Argument 3: What is your third argument? Examples? Use some persuasive techniques to reinforce your view Rhetorical question Interesting intro: Start with an anecdote/ analogy then link back to your view Agree/disagree Argument 1: What is the first argument? Examples? Use some persuasive techniques to reinforce your view Argument 2: What is your second argument? Examples? Use some persuasive techniques to reinforce your view Hyperbole Emotive language Sarcasm Triplets Humour But before you start…

Ms Owoh’s Model paragraphs… My opinion? ■ Tea. Scones. Fish and Chips. Are these really matters for the school curriculum? I recently came across an article – a new government initiative from, no doubt, a government official with too much time on his hands – stating that ‘Britishness’ should be taught in schools. The first word that sprung to mind at this absurd notion was simply, why? Do I need to be taught how to breathe? Surely that is what ‘Britishness’ is: it is part of our fabric as British citizens, so why do we need to taught to be who and what we are? ■ What is ‘Britishness’ anyway? The perception of what this term is, according to who you speak to is as changeable as the British weather (pardon the pun). Some harp back to My first old ideals of ‘Great Britain’: of colonisation and superiority over other countries. Some argument? see it merely as the cultural elements that bring us together, such as the food we eat and the cultural associations we commonly understand. Some even disagree entirely with these cultural links and perceive it as a term that speaks of human decency: respect, tolerance of others and morals. My question is, if there is no common understanding of what ‘Britishness’ actually is, how can it be taught in schools? Using the examiner’s criteria, how have I started to hit the requirements for level 4? Highlight and annotate in pairs… (5 mins)

Learning quotes… 3 MINUTES AND THEY’RE GONE! ■ TASK: YOU HAVE 3 MINUTES TO LEARN AS MANY QUOTES AS YOU CAN. WHO SAID IT TO WHOM? Macbeth refers to Lady Macbeth in his letter as his ‘dearest partner of greatness’ Act 1, Scene V "Look like the innocent flower, but be the serpent "Fair is foul, and foul is fair. " (The witches - Act I, Scene I) "When shall we three meet again in thunder, lightning, or in rain? When the hurlyburly 's done, When the battle 's lost and won. " (The Witches - Act I, Scene I) under't. " (Lady Macbeth to Macbeth - Act I, Scene V) Macbeth on first seeing the witches: ‘you should be women and yet your beards forbid me to interpret that you are so’. Act 1, Scene 3 "Yet do I fear thy nature; It is too full o' the milk of human kindness. " (Lady Macbeth to Macbeth - Act I, Scene V) "If chance will have me king, why, chance may crown me. " (Macbeth - Act I, Scene III) ‘I'll do, and I'll do. ’ (One of the witches describing punishing the sailor and his wife – Act, Scene 3)

Final tips…. * Identify the content (concepts, facts, vocabulary) students have most difficulty remembering -- just a few at first. * Find someone to brainstorm with you keywords or other elaborations. Be sure keywords familiar to you also will be familiar to your students. * Use your own art, stick figures, cutouts from magazines, help from an artistic student or colleague, or clip art to create mnemonic pictures. * Practice each step carefully with the class, being sure they have learned the process.