For those of you looking for an engaging app… Socrative is your answer. It can be accessed on iPads or via the Internet on computers, and allows students to take part in interactive questioning; with instant feedback for both them and you. This is the icon you are looking for
On this occasion I used socrative as a starter and evaluation tool to assess which solo station students should start at within the lesson. As part of my planning I had pre set a multiple choice quiz, reflective of a unistructural level, asking about indifferent methods of training. Students logged into my ‘room’ and began to answer the questions at teacher led pace – each time I received feedback that all students had answered.
Here is a preview of the Socrative home screen that displays all the possible set-ups you can run.
At the end of the starter I had a clear picture of what methods of training students had understood in from the practical lessons proceeding this lesson.
This is where our solo station journey began…
All students who had got all the questions correct started the lesson at station 2. .
Those students who had not answered all the questions correctly started the journey at station 1. This was set up as a teach station where students could revisit the specific area of training methods where their mistake had been.
On this table there were a range of sources available to suit a range of student learning styles.
* textbooks for those who wished to read information on specific training methods.
* sheets with pictures and QR codes linked to videos that could be viewed using the ipad.
* teacher input / teaching.
When they felt comfortable that their understanding in this area had improved they went back to the starter activity – this time answering the question at their own pace (a setting within the app). Only one student had to revisit station 1 twice before moving on to station 2.
At station 2 Activities and questions were pitched at a multistructural level and contained practice exam questions using the verb describe.
At station 2 their was a self assessment sheet linked to the exam questions that consolidated the learning at this station.
Station 3 allowed students to progress to relational thinking, where the ideas and knowledge generated at both the uni and multistructural stations had to be related to a specific sport.
This writing frame allowed thinking to develop, while acting as a stepping stone for an extended writing piece linked to a BTEC Sport assignment meeting assessment objective P2 in Module 1
‘Describe 3 different fitness training methods used to achieve excellence in a selected sport’
The plenary for the lesson once again used socrative as an exit ticket was set up and all students must complete this task before leaving the room.
The solo stations allowed students to build and expand their knowledge at their own pace, feeling success and progression as they moved through the stations and the different activities. I feel the set up of these stations encouraged students to be independent, and in someways resilient (especially those who started at station 1) and also resulted in more work being completed.
Get the fat controller out and get Thomas the tank and friends flying from station to station!! Whoo whoo!!!