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VARK – its use in teaching

VARK – its use in teaching. Visual strategies for students. INTAKE To take in the information: pictures, videos, posters, slides flowcharts underlining, different colours, highlighters textbooks with diagrams and pictures graphs symbols @ and white          space

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VARK – its use in teaching

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  1. VARK – its use in teaching

  2. Visual strategies for students • INTAKE • To take in the information: • pictures, videos, posters, slides • flowcharts • underlining, different colours, highlighters • textbooks with diagrams and pictures • graphs • symbols @ and white          space • SWOT – Study without tears • To make a learnable package: • Convert your “notes” into a learnable package by reducing them (3:1) • Use all of the techniques above • Reconstruct the images in different ways… try different spatial arrangements. • Redraw your pages from memory • Replace words with symbols or initials • Look at your pages. • OUTPUT • To perform well in any test, assignment or examination: • Draw things, use diagrams • Write exam answers • Recall the pictures made by your pages • Practice turning your visuals back into words

  3. Auditory strategies for students • INTAKE • To take in the information: • discuss topics with others • discuss topics with your teachers • explain new ideas to other people • use a tape recorder • remember the interesting examples, stories, jokes… • describe the overheads, pictures and other visuals to somebody who was not there • leave spaces in your notes for later recall and ‘filling’ • SWOT – Study without tears • To make a learnable package: • Your notes may be poor because you prefer to listen. You will need to expand your notes by talking with others and collecting notes from the textbook. • Record your summarised notes onto your mobile phone or on a pod cast and listen to them. • Ask others to ‘hear’ your understanding of a topic. • Read your summarised notes aloud. • Explain your notes to another ‘aural’ person. • OUTPUT • To perform well in any test, assignment or examination: • Imagine talking with the examiner. • Listen to your voices and write them down. • Spend time in quiet places recalling the ideas. • Practice writing answers to old exam questions. • Speak your answers aloud or inside your head.

  4. INTAKE • To take in the information: • Lists, headings, dictionaries, glossaries& definitions • handouts • textbooks • readings – library • notes (often verbatim) • essays • SWOT – Study without tears • To make a learnable package: • Write out the words again and again. • Read your class notes (silently) again and again. • Rewrite the ideas and principles into other words. • Organize any diagrams, graphs … into statements, e.g. “The trend is…” • Turn reactions, actions, diagrams, charts and flows into words. • Imagine your lists arranged in multiple choice questions and distinguish each from each. • OUTPUT • To perform well in any test, assignment or examination: • Write exam answers. • Practice with multiple choice questions. • Write paragraphs, beginnings and endings. • Write your lists (a,b,c,d,1,2,3,4). • Arrange your words into hierarchies and points. Read/Write strategies for students

  5. Kinesthetic strategies for students • INTAKE • To take in the information: • all your senses – sight, touch, taste, smell, hearing, laboratories, field trips, examples of principles • Teachers who give real-life examples • applications • hands-on approaches (computing) • trial and error • collections of rock types, plants, shells, grasses… • exhibits, samples, photographs… • recipes – solutions to problems, previous exam papers • SWOT – Study without tears • To make a learnable package: • You will remember the “real” things that happened. • Put plenty of examples into your summary. Use case studies and applications to help with principles and abstract concepts. • Talk about your notes with another “K” person. • Use pictures and photographs that illustrate an idea. • Recall the experiments, field trip… • OUTPUT • To perform well in any test, assignment or examination: • Write practice answers, paragraphs… • Role play the exam situation in your own room.

  6. BHS History Teaching methodsTo transfer enthusiasm for History at BHS a rich variety of teaching methods and styles should be used. · whole class teaching, · group work, · paired work,· independent project work, · thinking skills, · accelerated learning techniques,· presentations, · ICT, · ‘hot seating’, · music and drama, · role play· empathetic reconstruction· art and craftwork, · audio-visual, · display work,· research,· field trips,· effective use of textbooks.

  7. How to plan for VARK in a typical History lesson Your starter activity can be a .ppt or SMART file incorporating visual, music, video and a range of drag and drop type tasks - catering for a number of types of learners.The main section of the lesson will more often include the use of texts but can be manipulated to include breaks that involve presentation (peer teaching), students debate or role pay - depending on the nature of the tasks being completed. Not only providing an opportunity for the teacher to double check progress but allowing students who prefer to get up and act things out / talk things through, an opportunity, however brief, to make use of their preferred style of learning. E.g. students coming up to use the IWB – writing, marking, highlighting text or annotation as part of demonstrating interpretation skills, etcIf the plenary then provides a challenge in the form of a game, puzzle or problem solving exercise, along with a little Q&A most learning styles have been catered for. The lesson would have been pacey, engaging - assuming delivery is good - and appealing to students with most learning styles. If these methods are then mixed up over the course of a scheme of work, making use of the many other methods available you will have a scheme that does cater very effectively for all.

  8. Hot seating Interview ‘Kaiser Bill’ – OA uses a pickelhaube (spiked German military helmet) and black glove (to help to cover withered left arm/hand) to become KWII for 15 minutes. He is interviewed by the Year 10 class about his childhood, ‘Weltpolitik’ and attitude towards Triple Entente powers before WW1. Year 10 class have read designated textbook pages and formed questions for enquiry in their previous prep. In Year 11, the students study Arab-Israeli relations c1919-1995. This is such a passionate interpretation heavy study unit and yet students often begin the course without connecting to the origins/strength of the divisions. I decided to shake things up with two ideas;

  9. Hot Seating - cont/d 1.I have a grade range of G - A/A* in my group and particularly at the lower grade end, the students struggle to use terminology and precise evidence in exam type answers (big mistake). There is a spine of key Jewish/Israeli leaders from Theodore Herzl (1897) ‘Great Grand daddy’ through David Ben Gurion (1948) ‘Grand daddy’ through Manachem (1978) Began (Daddy). Taking the ‘Who’s the Daddy’ comment from the film Jerry Maguire, I applied this to the learning of these leaders. Every lesson we go through the ‘Who’s the daddy’ ritual and I ask different students each time particularly encouraging my weakest students to have a go. We are now into the third week and my mock exam G-E anonymous students have done as following; Wk 1 – Could not answer any of them Wk 2 – Said David Ben Google instead of David Ben Gurion Wk 3 – Said David Gen Gurion – it was the first time this academic year that he volunteered an answer – I nearly wept with joy! I am now introducing the ‘Mommy’ – Golda Meir – (1973). The students love the ritual and I have even tested it on them walking around school – quirky but effective! 2. I then decided to take what sometimes can be a sterile debate over land ownership rights between Jews and Palestinians into a Jeremy Kyle paternity show framework. My drama student in the class became a really good Jeremy Kyle while I selected two students who can be a little reserved in academic discussions to represent Israel and Palestine. Another student pretended to DNA samples after a serious academic grilling from Jeremy Kyle. The rest of the class were the audience and were asked to provide questions for Jeremy. It took about 15 minutes at the start of the lesson and was a recap on their previous learning.

  10. Who’s the Daddy? Palestine land ownership debate?

  11. Jeremy Kyle show – Arab/Israel paternity test

  12. Role Play – music/drama Yr 7 – FM has introduced ‘I predict a riot’ role play and singing based on the Peasants Revolt 1381 AD. They use the Kaiser Chief’s melody but change the lyrics to demonstrate their knowledge of the key causes and events of the revolt - https://www.youtube.com/watch?v=QCNxJh41gSI FM has also introduced ‘Murder in Canterbury’ role play exercise for the study of Becket and his death in 1170 AD. The students in groups of 5 re-enact the Knight’s entry into the Cathedral, looking for and murdering Becket; 3 x Knights, Edward Grimm & Thomas Becket

  13. ICT/Independent Research Project Year 7 students learn about medieval castle building for about two weeks after which time they have an IRP to complete which is a big Year 7 History competition. They have to imagine it is 1250 AD and by order of the King create either a model or an ‘ICT’ Castle (Minecraft, etc). They must include all key castle features and produce either a written or spoken rationale to support why their Castle should be selected by the King (portcullis, well, square towers and a Keep. Year 9 WW1 project based on remembrance. Students select a WW1 British/Commonwealth ancestor or pick a name from their local cross of sacrifice of a soldier who died in WW1. Using the CWGC website they investigate their service history; service number, regiment, date and location of death in WW1. Each student uses visuals and details in a .ppt file to talk about their chosen individual. http://www.cwgc.org/find-war-dead.aspx

  14. GCSE & A Level/IB Flipped Learning Year 10/11 GCSE – a detailed skills booklet created by the department. It provides a formulaic learning platform which can be home based through the History Department website - https://bhshistdept.wordpress.com/igcse/igcse-skills-booklet/ Edexcel revision booklet – Arab-Israeli crisis 1919-1995 - https://bhshistdept.wordpress.com/igcse/igcse-arab-israeli-revision-booklet-edexcel/ Year 13 IB History IA individual draft feedback – a screen capture mp4 video provides both visual and aural feedback and advice - https://www.youtube.com/watch?v=rtcj1lcTsyk Year 13 A Level A departmentally created A2 coursework booklet talked through and examined on an mp4 video which is available to the students on the History Dept. website - https://bhshistdept.wordpress.com/flipped-lessons/yr13-al-flipped-lessons/a2-unit-4-coursework-how-to-get-started-writing/

  15. Active Learning: Trips – Years 7 - 11 Year 7 – Tower of London Year 8 – Portsmouth Dockyards Year 9 – Ypres battlefields & war graves Year 10-11 – Berlin & 3rd Reich trip

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