Using the DVD for CPD
This section provides some guidance on using the Active Learning DVD for training or CPD.
Background Context for the DVD
Firstly, some context to begin with. Ideally I’d have filmed real 11 and 14 year olds but the logistics of filming made this impossible to organize – re-takes are inevitable because of sound problems etc and would have made fitting into a school schedule impossible. In addition, costs dictated filming in two sessions, not spread over half a dozen sessions – so this was the best I could manage in budget. My aim was to focus on the choreography of the movement and question types – which doesn’t change whatever the age of the students. The students were trainee primary teachers, a few of whom I’d taught two or three years previously but the majority I didn’t know at all and they definitely wondered what they’d got themselves into! This lack of knowledge of the students and their awareness of the filming, mobile microphone etc accounts for at least some of the wooden-ness of their responses. With hindsight I’d have filmed and cut it all somewhat differently but that’s inevitable with any project.
So much for excuses!
Watching the DVD
Now for the main points to consider while watching the film extracts:
1. What are the main objectives of the activity and what does physical movement or representation contribute to achieving those objectives?
2. What do you need to plan ahead in terms of room arrangements, props and resources, choice of students for roles and planning your own movements and questions as teacher?
3. What would you amend or improve in order to achieve the objectives more effectively?
4. Were any opportunities missed to achieve other objectives and outcomes?
Questions for Each Activity
And now for some questions specific to each activity.
1066 - Could it have happened differently?
How would you keep the students acting as chroniclers more engaged and involved – e.g. ask them questions as you go along? structured worksheets? [ See the activity ]
Je Suis le Roi
How important is it to give students (especially in the north) time to build homes and arrange their farm animals in the north – to give William’s destruction more impact?
When might you refer back to this activity later in KS3? Which post-2008 themes does it link to? [ See the activity ]
Norman Conquest – Change & Continuity ‘Washing Line’
How else could you use this approach in your course?
What variations could you try with other age-groups?
How important is physical representation of structuring writing e.g. paragraphs and essays? [ See the activity ]
Dissolution of the Monasteries
One piece of feedback points out that only one student is engaged at any one moment (see Feedback section of activity) and suggests an alternative way round this problem. Would this suggestion be of benefit? How else might you increase overall involvement?
Why would this activity or something similar make a good way in to studying Henry VIII and the Reformation? [ See the activity ]
Medicine Timeline
What other variations on this kind of timeline activity could you use?
How often and how speedily would you do this activity? [ See the activity ]
A level Activity
What are the problems and advantages of using this kind of activity with Advanced level students?
How convinced are you by the arguments in favour of active learning at this level?
How effective were the ways you were taught at Advanced level? How much should you pay attention to your own experiences as a student when teaching A level yourself? [ See the activity ]
