1. Ready to learn: Spot the difference
Subject development session 1
Ready to learn: Spot the difference
ASPIRE RESPECT ENGAGE ACHIEVE

2. What could modelling look like in Humanities?
Monday, 17 September 2018
L.O- To review modelling and deconstruction to improve outcomes in humanities.
Now
How?
End
Staff have increased awareness of effective strategies for modelling and deconstruction.
Staff have a take away idea which they have agreed to trial.
CPD- Modelling
Learning Journey
Active learning
Subject development
Homework menus
High expectations
Modelling
Review and share
Teach meet
Session 1- Ideas
Session 2- Reflect
Share
Session 3- Teach meet
To be printed and placed on desks.
Is this the slide that you normally use with them?
Literacy Focus:
To listen to team members and communicate effectively.

3. The Process of Modelling
Setting the context
Learning and Skill
Independent construction
Modelling and deconstruction
Joint construction

4. Strategies covered today:
Modelling
Strategies covered today:
Rank Order (Law)
Annotations
Magic Dots
Command words
Pass the book
Structuring an exam answer

5. Rank Order/ spot the difference
Modelling
Rank Order/ spot the difference C A B
Jodie

6. What is the difference between the Level 4 and Level 3 response?
Seeing it in practice
1. What level and marks do you think each answer achieved: Decide on the LEVEL, using the descriptors. Write this on a post-it.
Why do you think this?
2. Highlight and annotate:
Potential Content
Examples – Annotate examples of cases and Acts that can be used to satisfy AO1.
Explanation – where have they explained their answers?
What is the difference between the Level 4 and Level 3 response?

7. Magic Dots Students receive a model answer with various coloured dots…
It is up to the team of students to work out what the dots mean.
Kieran

8. Explain Define Identify Examine
Command words
Ready to Learn: If this is the answer… What was the command word?
1) Answer: There are various processes involved in the formation of an oxbow lake. Firstly, the process of erosion which comes in the form of hydraulic action causes the banks of the river to wear away over time. This causes the bend in the meander to increase…
2) Answer: Urbanisation is the growth in towns and cities, often leading to increased air pollution due to the rise in industry and traffic.
3) One measure of the Human Development Index could be life expectancy.
4) Changes in altitude can affect the type of ecosystems because as altitude increases the diversity in biodiversity tends to decrease due to a lack of oxygen and cooler temperatures. As a result less plants can survive which in turn means less animals can survive in such areas. An example could be mountainous regions such as The Andes.
Explain
Define
Identify
Examine
Kieran
Stretch- Explain how you knew which command it was and can you identify which topic the answer belongs to?

9. What a good one looks like…
Examples
Examples
Positive impacts are…
Negative impacts are…
Evaluate the impact of modelling on HPA students.
Measure strengths and weaknesses and give a reasoned judgement
Key focus area…
Jodie to talk about groupings
Command words
Key positive points
Key negative points
Examples to support
Challenge- Add explanation to other responses.

10. Pass the book Today’s question… Command words Key positive points
Key negative points
Examples to support
Challenge- Add explanation to other responses.
Today’s question…
Measure the success and come to an overall judgement
What effect does it have?
Jodie
Support:
Use the literacy mat provided to help improve your vocabulary

11. Structuring an exam answer
What are the key elements of an essay
‘History model answer’
HPA- Sam, Natalie, Nic, Kiran, Jake
LPA- Beckie, Jason, Tara, Bal
Kieran

12. 5 tips for high quality modelling
Model live
Let your class see your thought processes and how you would tackle a question.
Show empathy
Pre-empt the setbacks and emotional anxieties a task or problem might lead to and guide your students through strategies that overcome these as you model.
Punctuate with questions The most effective modelling often goes hand in hand with quick-fire questioning. Two types of enquiry are particularly important: “What am I doing?" and "Why am I doing it?".
Use multiple exemplars Use one example to model together, then use further examples for independent construction. Use examples that allow them to apply the skills to different contexts or to draw out their misconceptions.
Don’t overdo it Beware that modelling doesn’t lead to a dependency culture. Sometimes models should be removed to allow students to think and make mistake for themselves. 

13. What have we learned to put into our brain today
What have we learned to put into our brain today? Write down 1) 1 Idea (stretch do 2) 2) How you will make it bespoke for your group. 3) How you will share it faculty/ whole school

14. Are we modelling what we want our students to do, in such a way that they will be able to do it well themselves, with an increasing degree of independence and excellence?