Getting the students to teach lessons is what makes the lessons more active and fun. The students are interacting with other fellow students in order to help them learn in a comfortable way. It is also helpful to the student’s teachers as it helps them learn new things from the feedback and they pick up points through constructing their lesson. I myself find the student lessons constructive and helpful as I can understand the work, which is set to our group’s ability and the student teachers are able to come up with new and interesting ways of teaching the curriculum.
In geography, we use a technique called hot maps, which can be on the causes of things, effects of situations and similarities and differences within topics. This helps us widen our knowledge and have an effective layout of information that will help us when it comes to revision.
These are from my Geography GCSE class where we are working on rivers and coasts.
What is Relay Racing?
Relay Racing is a new learning technique, which our school is using that enables students to successfully learn in a different way. I currently use it in GCSE PE. Instead of listening to a lecture and having to remember all the information being given, teachers create a distinctive learning strategy to ensure we achieve the potential grades we need to achieve. This technique helps the students remember the majority of the information because they have to work strenuously to find the information within the resources they are given. Therefore, they cannot take the easy alternative of asking for the teacher’s knowledge; they have to take responsibility for their own learning. Also, the students have to decide which resource they would like to use - which determines if they will get the correct information - improving the skill of decision making for future references.
How do you do Relay Racing?
To triumphantly complete Relay Racing each group have at least two people so one individual at a time searches for the information they need, like athletes do in a relay race. The teacher will give the class a specific topic for the class to study (meaning that the students will understand what they are looking for). Only one person is allowed to be at the resources finding the information for a set amount of time, after the time pairs have to discuss and write down what they have just discovered. This sequence repeats until one group wins the race by possessing all the correct answers.
This learning technique draws out the competitive side of everyone resulting in students wanting to be in class and learning in an unusual way, therefore making classes more interesting as a whole.
By Bethany Hart
In Geography we use the SOLO technique a lot to help the way we structure our writing and to help us become the best that we can be. There are three ways that you can use SOLO to help with your learning: through the teacher making their own steps whilst following the SOLO structure, by making the students create the steps for themselves to do whilst following the SOLO structure and by giving students an exam question for them to do but they have to answer it using the SOLO structure.
We used the first technique in our Geography lesson when it was the start of the new topic about rivers. This helped because we learnt some brief things about rivers but we also went into a bit more depth with other things to do about rivers. This was also useful because it was finished within one lesson and it kept me and the other students interested because we had to move about and it didn’t just involve writing as we also used the iPads and were drawing graphs.
We used the second technique a bit later on in the topic about rivers when we learnt about the Boscastle flood. In this lesson we had to create our own tasks for the structure table shown at the bottom. This helped us show what we thought we were capable of and it gave us a bit more freedom to do what we thought was useful under the watchful eye of the teacher. This turned out very well because everybody cracked on and finished the outstanding work in good time. We decided to make a model out of card and paper Mache (with labels) for the extended abstract stage which we completed and were successful with.
We used the third method not long ago when we had a test on rivers. Many of the students used Solo taxonomy which helped them a lot because almost all the students got great marks, which was helped by the structure of the writing and the detail.
Yesterday (19th March) I had a really great lesson using solo stations. In catering, Miss Shirley had created a booklet for each of us. Each page was one stage of solo taxonomy. The idea was that you work your way through, filling in exam questions and research tasks and marking them after each page. The lesson was on vegetarianism, which to be fair I knew nothing about, except for the obvious: they don’t eat meat. I really enjoyed it because using this way of learning enabled me to fully understand everything, especially how one thing built upon the next – for example, that lacto vegetarians can eat dairy products, which means that when planning a menu for them anything made from dairy products was okay. I hope we do this in more lessons because it can make topics less confusing and it shows you where you are in understanding the topic.