It also helps students to focus in on the weaker areas and thus provides a starting point for revision. The grid provides a clarity. Students enjoyed it and it got them thinking about answering the questions. The links are intended purely as an illustrative guide for availability and pricing. Realistically, probably not as there are many factors out of my control attendance being one of them.
When they agreed who was going to answer if the student got all the answers correct they got the point. Students are free to work through this revision pack using the self assessment as a rudder to guide them towards topics that will require more attention. As the year goes the strategy is to get students to sit 3-4 mock exams and by the end of the process provide them with less and less support as their confidence grows. They should be able to: convert positive denary whole numbers 0-255 into 8-bit binary numbers and vice versa; add two 8-bit binary integers and explain overflow errors that might occur; convert positive denary whole numbers 0-255 into 2-digit hexadecimal numbers and vice versa; explain the use of hexadecimal numbers to represent binary numbers. Self-assessment grid example — used prior to starting revision for a particular topic.
Pairs write the question and answer to it. Futsal is played on smaller court with a smaller ball which means that players will touch the ball more often than playing 11 a side on a full size pitch. That should understand that data needs to be converted into binary format to be processed by a computer. I change the rules through the game to suit the revision and add bonus points etc! Students also learnt to take a bit more pride in their work which appeared to come about because they had put so much effort into the redrafting that when it came time to submit a final copy they wanted it to be as close to perfect as possible. It basically creates a revision sheet on an entire topic. Lots of effort coupled with deliberate practice that was guided by a master coach. The students said I challenge you 1 question the next said 2 and so on until you got the highest challenger.
Then we go on to the next section and so on. In class they were more focused and keen to give me work to mark. Each sub topic has a series of questions that students answer in an open book environment. The next 6 minutes of this webinar explains the approach in a little more detail with some examples. This carefully planned course gives students a real, in-depth understanding of how computer technology works.
. Some students are able to easily articulate this. Test results should be annotated to show how these relate to the code, the test plan and the original problem. Target grades ranged from A to E. For images, they should be able to explain the representation of an image as a series of pixels represented in binary; explain the need for metadata; discuss the effect of colour depth and resolution on the size of an image file. I feel the same and care deeply about their results. I have also extended the idea by having a research station where they can use the internet.
This is assessed by a written paper, which has a mixture of short and long answer questions, some of which require students to write program code. Then one person from the pair goes around to each question and has the answer explained to them so one person explains the answer 10 times say then the other person in the pair goes around. During the pre-exam period, I share insights into the strategies I tried and their impact. If we want students to be successful in exams then they need to practice — sounds simple enough, but is not entirely true. An Ethic of Excellence by Ron Berger High expectations. An example of automatic feedback generated by Edmodo coupled with a comment from the teacher. Finally, Candidates should be able to: describe syntax errors and logic errors which may occur while developing a program; understand and identify syntax and logic errors; select and justify test data for a program, stating the expected outcome of each test.
The more bandwidth you have the faster the transfer of data. In his book, Coyle explains how he spent almost two years scouring the world researching groups of talented people — from teenage Brazilian football players to young musical prodigies. What follows are few strategies that I am currently trialling to achieve this. If you find any particularly useful or helpful, please comment below. In this article, Peter Worley argues that the art of interrogation — so crucial in the classroom — is more complex than many teachers assume.
The annual revision programme started at the beginning of March and led up to the exams. The Long Term Strategy The Revision Programme My school introduced a whole school revision programme for Year 11 a few years ago. Was I confident that all students would achieve this? Inspired by, knowledge organisers seek to… Specify subject knowledge in meticulous detail. Can be photocopied then as a resource for the whole class. Some scientists believe that myelin can be increased with regular deliberate practice. You can see the difference in quality from the first attempt to the final attempt.
This new found motivation can then be used to drive revision sessions. The first suggestion is a long term strategy that takes a long time to set up, but the others are all ideas you could use straight away next lesson with the minimum of preparation. Once students have self assessed their strengths and weaknesses and they have been agreed, they can then begin revising required knowledge. They should be able to explain how instructions are coded as bit patterns and how a computer distinguishes between instructions and data. For characters, they should be able to explain the use of binary codes to represent characters; explain the term character set and describe the relationship between the number of bits per character and the number of characters which can be represented. Students went round and challenged each other.
If I have agreed with the students response I have not added an additional symbol. Told them they must know the answers. I also want them to know that I will match their effort by supporting them through rigorous marking and feedback. He is also running a series of free computing webinars for teachers —. In fact he has created an equation that summarises the elements needed to make progress and succeed at something. Asked them to write down 5 questions they think may be on the exam. Students then scored points for getting the most right.