** How is recap going with classes? A thread **
Useful recap session with Y12 on the fieldwork paper. I used a retrieval practice approach (low stakes quiz) to recap on some content covered in June. Pleasingly, good recall was generally shown by most who had engaged. #nigeogmeet
Useful recap session with Y12 on the fieldwork paper. I used a retrieval practice approach (low stakes quiz) to recap on some content covered in June. Pleasingly, good recall was generally shown by most who had engaged. #nigeogmeet
But one common misconception on river velocity remained. This was one that I had identified in June & tried to address in one of my videos. I had used an analogy to do with streamlining of vehicles & related that to friction & its impact on velocity. 
Interestingly, once I showed the photos of the analogy, that was enough to trigger the memory for most of the role of attrition making the bedload smaller & more rounded and thus exerting less frictional drag on the water. Full video here:
My reflections:
• Using a retrieval practice style approach (low stakes quiz where the pupils have to think to recall information rather than just hear me repeat it) is an effective way of making the pupils think and do the work needed to consolidate their learning.
• Using a retrieval practice style approach (low stakes quiz where the pupils have to think to recall information rather than just hear me repeat it) is an effective way of making the pupils think and do the work needed to consolidate their learning.
• It also is a good way for me to diagnose the extent to which both the pupils as a whole and as individuals have picked up the lockdown learning
• Pupils who didn't engage during lockdown are now in the room, benefiting in part from the learning of others as we repeat work
• Pupils who didn't engage during lockdown are now in the room, benefiting in part from the learning of others as we repeat work
• I am able to diagnose any misconceptions pupils might have picked up (this was one I anticipated, and indeed it turned out to be the case) and so I am able to re-explain the content (including using the videos I created during lockdown).
• A very useful typology to help us reflect on learning needs is from @NoelPurdy shown below. To this I would add 'Learning Misconceptions' which needs re-explaining, paying particular attention to countering the cause of misconception.
stran.ac.uk/bridging-the-l…
stran.ac.uk/bridging-the-l…
• We managed to have fun together doing this, with a good bit of energy in the room, and it reminded me of something that is core to why I do what I do - I really enjoy teaching teenagers!
