• On your Own – think of 2 conditions which promote or enhance learning.

• In pairs – list 4 such conditions. (Have you used any techniques described by Kev or James? How have they gone?)

Connect

Today’s sessionBig Picture / Outcomes

1. Introduce the accelerated learning cycle and explain why I think it is valuable and show you why I think it is successful.

2. Give you time to analyse the structure and discuss different teaching techniques that could be incorporated.

3. Describe some techniques that I have used to develop and demonstrate learning

4. Evaluate the session5. Set you a challenge

The Accelerated Learning Cycle

Big Picture / Outcomes

Why am I talking to you about the Accelerated Learning Cycle?

Data from trial

Big Picture / Outcomes

OutcomesALLEverybody will experience what the Accelerated Learning Cycle is and should be able to describe what it is by the end of the session.

MOSTI would like most people to be able to explain how different and varied teaching techniques can be used within it’s structure and think about how they could use it in a lesson.

SOMEI would love some people to be able to evaluate whether it would be useful in their teaching and to go and try and plan a lesson using the accelerated learning lesson planning sheet.

Big Picture / Outcomes

What is Accelerated Learning?Activate / Input

• Poem…• Accelerated learning description

Rapid Progress

• The success lies in hiding/then sharing the criteria. This technique can be applied in all contexts…

Develop

Rapid Revision Progress!!Through Interval Revision Training

ObjectiveTo practise specific exam skills to maximise your marks in the exam

REVISION EXTREME!!

Interval Revision Training

• The science bit…• Bringing together spaced learning techniques

with specific exam advice to show rapid progress towards exam success

• You will learn how to answer 6 mark questions fully by cracking the written answer formula

• In just 60 minutes!• You will complete 6 minute high intensity, high

pressure work followed by short rest periods

Lesson outline• Warm up your brains• You will do 3 repeats of the following and at the

end be a master!!– A) Task: Difficult 6 minute task to get your brain aching!!– B) C) Marking task – how did you do?– D) Try that 1st task again now you know what you’re

aiming for. Can you get full marks??– E) Interval to rejuvenate your tiring neural pathways.

• Consolidate and cool down – what progress have you made?

Warm up…

• Take a deep breath and start that brain thinking

Answer: Banana Split

Answer: Well Balanced Meal

Answer: Square Meal

Answer: Ring around the Roses

Roses

R

I

N

G

Answer: Long Johns

Answer: Big Bird

BIRD

Are you ready…• To go: REVISION

EXTREME!!?!

Let’s Go!8 minutes

• Exam Technique!!• Take 2 minutes to read the passage• Take 6 minutes to write an answer

• Discuss the advantages and disadvantages of the plan to build thousands of offshore wind turbines around Britain and the suggested electricity power link between Britain and Iceland. (6 marks)

TASK 1: PHYSICS

Success Criteria – mark your answer against these criteria. 2 minute limit..How many did you get

Now try again

• Rewrite your answer now you have seen the criteria. 3 minute limit

Mark your answer again – mark your answer against these criteria. 2 minute limit.. Did you get 6 marks?? How much progress did you make from your first

attempt?

Advantages disadvantages renewable (energy resource) low running costs energy is free no gas emissions (when in use) land is not used (up)

unreliable – accept wind does not always blow hazard to birds / bats visual pollution – do not accept noise pollution difficulty of linking turbines to the National Grid large initial cost difficult to erect / maintainCO2 emissions in manufacture (of large number of turbines)

WHOOSH!!

• What is this reaction?• Describe of it is complete or incomplete

what will happen..

• In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.

• Each year in the UK, billions of plastic bags are given free to shoppers. These bags are made from poly(ethene) and are often used only once.

• After being used many of these plastic bags are either thrown away as litter or buried in landfill sites.

• In 2006 over 10 billion of these plastic bags were given free to shoppers.

• In 2009 the number of plastic bags given to shoppers had decreased to 6.1 billion.

• One reason for the decrease was because some supermarkets made people pay for their plastic bags.

• From 2011 a new type of plastic shopping bag made mainly from poly(ethene) had a use-by date of only one year printed on the bag.

• Use the information above and your knowledge and understanding to describe advantages and disadvantages of using plastic shopping bags made from poly(ethene). (6 marks)

TASK 2: CHEMISTRY

Success Criteria – mark your answer against these criteria. 2 minute limit..

How many did you get

Now try again

• Rewrite your answer now you have seen the criteria. 3 minute limit

Mark your answer again – mark your answer against these criteria. 2 minute limit.. Did you get 6 marks?? How much progress did you make from your first attempt?

Answer: Back Door

Answer: Up for grabs

Answer: See eye to eye

Answer: Up to no good

Answer: Big Brother

Answer: Caught in the act

• In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate.

• Plants and animals have become adapted in many different ways to reduce the risk of being eaten by predators.

• Describe these adaptations.• Give examples of animals and plants adapted

in the ways you describe. • (6 marks)

TASK 3: BIOLOGY

Success Criteria – mark your answer against these criteria. 2 minute limit..

How many did you get?

Now try again

• Rewrite your answer now you have seen the criteria. 3 minute limit

Mark your answer again – mark your answer against these criteria. 2 minute limit.. Did you get 6 marks?? How much progress did you make from your first attempt?

examples of clear and detailed biology points made in response:camouflage – the method of camouflage should be described plus a statement that the predator is less likely to see the preymimicry / warning colouration – the method should be described plus a statement that the predator is likely to confuse the prey with e.g. a poisonous organismthorns / prickles / spines / horns – a statement that these are sharp and are likely to hurt a predatorlong limbs / streamlining – a statement that these increase speed and make it more likely that prey will outrun predatorbad taste / poison – a statement that predator will find this unpleasant and ‘spit out’ prey / not attack same prey againlarge ears / position of eyes – a statement that predators will be detected earlier so the prey can escape sooner

Consolidate

• How many did you get for your first attempt of the first question?

• How much did you get for your last attempt at the last question?

• How much progress have you made?• Describe a general approach to

answering these 6 mark questions.

AWESOME JOB

• Don’t forget to keep learning the keywords and testing yourself everyday

• Using the revision guides and past paper questions (with the mark scheme)

• AND get plenty of sleep to keep your brain well rested and drink plenty of water to keep your brain well hydrated.

REVISION EXTREME!!

Brain – Cool-down

• Two girls are born to the same mother, on the same day, at the same time, in the same year and yet they're not twins. HOW CAN THIS BE???!!

Brain – Cool-down

• Two girls are born to the same mother, on the same day, at the same time, in the same year and yet they're not twins. HOW CAN THIS BE???!! TWINS???!!!!

• Answer: They were two of three triplets. (Of course!!!)

Brain – Cool-down

• A man lives on the 82nd floor of a block of flats. Everyday, on his way to work, he takes the elevator down to the ground floor and leaves the building. After work, he re-enters the flats, and takes the elevator to the 43rd floor. He then walks up the other 39 flights. WHY IS THIS??????

Brain – Cool-down• A man lives on the 82nd floor of a block of flats.

Everyday, on his way to work, he takes the elevator down to the ground floor and leaves the building. After work, he re-enters the flats, and takes the elevator to the 43rd floor. He then walks up the other 39 flights. WHY IS THIS?????? THE ELEVATOR.

• Answer: The man was a very small person who could only reach the 43rd lift button.

Collaborative Learning

• Kagan Structures• PIES• Positive interdependence• Individual Accountability• Equal Participation and• Simultaneous Interaction

Collaborative Learning

• Kagan Structures• Team formation / table layout

H HM

LM L

Discussion – where are you?ALLEverybody will experience what the Accelerated Learning Cycle is and should be able to describe what it is by the end of the session.

MOSTI would like most people to be able to explain how different and varied teaching techniques can be used within it’s structure and think about how they could use it in a lesson.

SOMEI would love some people to be able to evaluate whether it would be useful in their teaching and to go and try and plan a lesson using the accelerated learning lesson planning sheet.

Demonstrate

• Review the main points of the learning.

• Use memory hooks (“never eat shredded wheat”) to help students to remember

Never

Eat

Shredded

Consolidate and Connect

Wheat

The Accelerated Learning?Consolidate / connect

CHALLENGE:

USE THE

TEMPLATE AND

LET ME OR KEV

KNOW HOW IT

GOES – SORRY

– NO PING

PONG BALLS…