Using the playdoh and Lego figures create models

Using the playdoh and Lego figures create models that represent the difficulties of teaching 6 th form.

Active Learning in the th 6 Form Aims To demonstrate some active learning examples. To share examples and participate in the creation of a toolkit.

What is Active Learning? Active learning is about engaging with the subject and taking on the bigger picture. The student gets involved with the information and seeks out, investigates and creates further ideas for development. More than this they must engage with higher order thinking skills, such as, analysis, synthesis, and evaluation.

Why? • Students, even at A-level have different experiences, concepts and socialisations. • Differentiation • Challenge • Engagement – brain is biased towards novelty • Punctuality • Independence • Retention • Ownership • Efficiency!

Group 1 Group 2 Zoe Farmer Alan Johnson Sahima Ahmed Martyn Henson Paul Rogers Peter Rainey Group 3 Group 4 Rob Valentine Geneen Paul John Price Martin Kelsey Simon Manhare David Ferguson

Map from Memory 1. 2. 3. 4. 5. You will work in groups of three. There is a diagram outside the room. You will take it in turns to look at the diagram. You have 30 s each time. When you return you have to draw what you can remember. 6. This will continue until the group finishes. 7. Compare your version with the original 8. Add any details from the original on your copy. Skills focus: What skills will you need to produce a really good map? Think about this as you complete the exercise. Write down a list of the skills you used.

Time to line up… Get yourselves into chronological order of birth Get yourselves into an order of notoriety that you can broadly agree on, from the most famous to the least famous

Thinking about significance and impact of people An event/development is significant if they are: • Remarkable – it was remarked upon by people at the time and/or since • Remembered – it was important at some stage in history within the collective memory of a group or groups • Resulted in change – it had consequences for the future • Resonant– people like to make analogies with it; it is possible to connect with experiences, beliefs or situations across time & space • Revealing – of some other aspect of the past Reasons for a person being significant. If s/he: • changed events at the time they lived. • improved lots of people’s lives – or made them worse. • changed people’s ideas. • had a long lasting impact on their country or the world. • had been a really good or a very bad example to other people of how to live or behave.

Get to know your character • Read the information sheet on your character • Think about how ‘significant’ your character is in relation to our criteria

Meet and greet… Walk around the room and speak to at least 2 other women Share information about your characters (in your own mind, try to decide how ‘significant’ your character is in comparison to those you meet)

Get in line… Get yourselves in order of significance, with the lady who has had the greatest impact on one end the least impact on the other. Think about how we judged significance and impact earlier Be ready to explain your position

Other active ideas • • Human timeline Verbal boxing / wrestling Oral essay Video diary Facebook characters Role-play with headline reactions Playdoh, drawing, charades representation

Other examples Dominoes – key words Delegation – different aspects/factors of a topic Marketplace Information hunt – competition Silent conversation – good for exam questions Pass the buck - good for exam questions

Toolkit In pairs (different subjects), discuss other examples of active learning which you have seen or used. Please share the ideas. Please fill out a survey sheet with the details of your activity. Discuss with your partner how their activity might be used in your subject area.