It’s that time of year again – end of year assessments. You do everything you can for your students, including ensuring all students get their SEN entitlement … but have you ever wondered if extra time actually works? Can you prove to a student that staying those extra 15 minutes is worth it? Does your SEN co-ordinator ask for evidence?
Image credit: Paper Mate Flair (my favourite felt tips as a child, now relaunched)
Now, let’s make this clear – I’m not fussy about pen colour in marking and I’d never penalise a student for not having a fancy colour pen. Student work in blue or black is fine by me.
Back to the extra time element. When extra time kicks in, get your students to change pen colour. At the end total up the marks gained in regular pen and the marks gained in coloured pen. Total them up and you have your assessment result. You also have what they would have got if they hadn’t had extra time. You have just got evidence for the SEN department and you can demonstrate whether it made a difference.
In conclusion, I did this with my Y12 students and for two students it showed they can do the work, they just needed processing time – it made a two grade difference!
If you can guess where today’s blog image came from you obviously consume too much damn fine cherry pie and fresh coffee!
Image credit: Pinterest
You may have guessed that the topic of this post is logs. If you are introducing the rules for adding and subtracting logs or revising them, I have just the resource for you. It’s a basic proof of both rules with a twist. The instructions are in the wrong order and you must rearrange them into the right order.
Are you sure?
For those of you who have a student or two who rush everything and don’t read the instructions there is a sting in the tail. One of the lines of proof is a tiny bit wrong. The methodical student will find it, the one who races through may end up changing more than one line – hence breaking the rules.
These three pots of sandwich filling cost £1 each. The flavours are egg mayo, chicken & bacon and cheese & onion.
How much would the 182g chicken filling cost if it weighed the same as the others?
The large pots contain 5 servings and the small pot contains 3 servings – are they the same size serving?
If you zoom in on the picture you could generate your own questions based on the nutritional information eg calories per serving.
You could extend this to the snacks in students’ bags. Are they as healthy as they think?
Those ‘value for money’ or ‘best buy’ questions always put some students into a muddle. The usual response is ‘The bigger pack is always better value for money, so why have I got to do working out?’
Really? Is that always true?
Try these packets of cereal (Weetabix) from Asda:
The first one says 72 biscuits for £5.68
The second one says £3 for 48 biscuits.
Put the price and number of biscuits per pack on the board and ask students what they think. Once they’ve discussed it you could ask whether they thought that kind of pricing happened in real life. Then you can pull the starter together by projecting these pictures onto the screen/board.
Here is a fun little activity, including task sheet, for recapping measuring distance, time and angles.
Image credit: freepik.com
It’s simply a set of mini-challenges designed to familiarise students with practical equipment and get them out of their seats. We had lots of fun measuring all sorts of things – width of a smile, length of a tongue, angle of a nose, time spent on one leg – the limit was their creativity!
I take no credit for this ‘aide-memoire’ – it comes from a most delightful and hardworking student. To quote a colleague “She is the poster-child for the benefits hard work”.
Let’s call this student Natasha (not even close to her real name). Natasha had been struggling to work out the difference between graph/function transformations, in particular f(x+a) and f(x)+a. Which way did the graph move? How could you tell? Then she had a brain wave:
She drew little Y shapes on the brackets:
One of the brackets now looks like a little crab:
And we all know crabs move sideways – so it most be a horizontal translation!