Taking video notes

Whilst supporting in a GCSE RE lesson on Monday I saw a great little strategy to help students take notes whilst watching a video clip.


Often when viewing a video clip in a lesson, many students struggle to write all the useful information down. In addition, many will miss important visual points whilst they have their head down writing. The strategy below enables all the relevant information to be recorded and then shared within small groups.

Instructions

Working in a group of four, decide who will be student A, B, C and D

Student A – Write down what you see

Student B – Write down what you hear

Student C – Write down relevant facts 

Student D – Write down something you didn’t know before

Once the video has finished, share your ideas with each other.

I liked the way that this strategy focused the students note taking and ensured that they also had time to watch the video without spending the whole time scribbling notes. 

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Differentiation in Action – Teaching Mixed Ability Classes


Case Study A
One of the most effective ways of supporting all students in a mixed ability class is ‘differentiation’.

In this programme Christine Harrison, a science education lecturer at King’s College, London takes us through the three key elements of differentiation:

  • By task
  • By outcome
  • By support

Christine’s approaches are seen being applied in two mixed ability classes, one in Devon the other in Worcester. Click here to watch the programme

Case Study B – Highly recommended!

In this second programme, follow history teacher James Rebbitt, at Whitmore Secondary School, Harrow, as he structures a lesson for a wide range of achievement within the class.

Click here to watch the programme

James has pupils with statements of educational need, some with specific learning difficulties and two students on the gifted and talented register, all within the same class.

James shows how he successfully differentiates for the range of achievement within the class during a lesson on the lives of children in the workhouse. He creates scope for the pupils to assess their own levels of competence, and asking questions to determine their levels of understanding.

The pupils also talk about which teaching styles they prefer and reveal their preference for working in mixed achievement groups for peer support.