Check this out…Quiz Time

Check out the first ‘Test Your Knowledge’ Quiz to see how well you are doing: Annotation 2019-11-21 144814

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Examiner’s Report 2019: Any surprises?

I felt very uninspired by this year’s set of questions. We are only into the second round of linear exams but I found the questions very ‘samey’ from the previous year. I am not sure that the questions enabled the students to show a depth and breath of knowledge and understanding or gave them the opportunity to really shine and show off the tireless amount of work and revision they all do.

So I turned to the examiner’s report to grasp an understanding of what is expected from our students. I unfortunately found them to be quite brief, not always that insightful and quite repetitive in parts (which is fine as it just means students are making the same mistakes across the board.) I like how they have provided samples of answers this year to back up the points made but this seemed to replace a lot of the depth found in previous reports.

So here are the main highs and lows of this year’s exams.

General (fairly predictable):

Good points:

  • Evaluation throughout
  • Focus directly on question not general topic
  • Outlined line of argument at the beginning (often in introduction) and followed this throughout answer (AO2 driven). Those that added evaluation near end of each paragraph often did not score into higher brackets.
  • Relevant material used

Bad points:

  • Write everything I know on that topic (pre prepared formulaic answers)
  • Evaluate through juxtaposition of different views. In other words putting one name against another name and thinking this is evaluation. You need to say which view is stronger/ more convincing ect.
  • Lack of planning leading to long rambling answers- paragraphs are your friend!
  • Lack of awareness of Q’s/ language used on Spec.

Philosophy:

1. How successfully does the language game concept make sense of religious language?

Good points:

  • Varied examples
  • Critical dialogue with Wittgenstein
  • Contrasted views e.g. Ayer, Flew and Hare’s bliks
  • Effective evaluation including whether language allowed for inter-faith dialogue (seems like a very clever synoptic link to me!), was prone to fideism (belief that faith is independent of reason or that reason and faith are hostile to each other and faith is superior at arriving at particular truths) and whether or not you can escape language games.

Bad points:

Continue reading “Examiner’s Report 2019: Any surprises?”

Messages from Above: OCR Updates

With tight budgets, it is not always possible to attend a lot of conferences, courses and training but I always keep an eye on the OCR CPD feedback sessions, especially when they are more local to Scarbados (e.g. Leeds – London or Manchester make it a very long day!). So I couldn’t wait to attend the session run by Hugh Campbell on ‘Understanding the Assessment’ and really get into the minds of the examiners…until my train was delayed by nearly two hours and my body was finally shutting down with every bug going. I ended up in bed. Worry not though, as a very kind colleague of mine sent me all the information in the post!

The Headlines:

  • Better responses showed a holistic approach – wide ranging knowledge from the whole course (synoptic links are good but make sure they are linked back to the argument/ question).
  • Effort was made to read around the course material and demonstrated assessment of primary sources (I use a few primary sources and often have students take a quote or snippet of information from them but assessment of these or wider reading…who has the time with such a full spec?).
  • Still evidence of ‘Blue Peter’ answers – problem with showing model answers (is there an alternative for demonstrating essay technique?)
  • Prevalence of ‘comparing’ rather than evaluating/ assessing (I think this is a really good point. I think sometimes students think that comparing thinkers such as Plato and Aristotle equates to evaluating, when actually they are just comparing A to B. Assesment needs to take place as to why A is more convincing than B etc).
  • Still issues of asserting rather than assessing – X says this Y says that and therefore X is right with no sense of why X is right (again I think this is a really valid point. Students often state the views of thinkers and if the view of that thinker is negative e.g. Dawkins this means it counts as evaluation. In fact all you are doing is asserting the view of someone else. Assessing means weighing up why their view works or does not work.)
  • Better responses sustained a line of reasoning. Thread the argument from paragraph to paragraph – building from one point to the next.

Overall Tips:

Continue reading “Messages from Above: OCR Updates”

The PhilosoCast: Philosophy Student’s Podcast

I have been trialling a number of new approaches this year for incorporating technology into my students’ learning. One idea that has been very successful is ‘Silent Discussions’, posting topical questions onto social media for students to answer and the wider community to view and engage with (check out Silent Discussions on Social Media!) The other new approach this year has been to record my student’s discussions and post on a public forum (YouTube), in order to capture the essence of Philosophy for others to listen to.

Now I cannot take any credit for this idea, as it was my students who took complete ownership over this one. After discussing it with them, we decided that video recording the discussions would be quite off putting (not to mention the difficulties in finding the perfect place in the classroom to film, audio interference etc.). So we decided upon audio recording the discussions instead, creating a podcast called The PhilosoCast.

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Once the cast had volunteered, the topic question agreed upon and the audio recorder set up…off they went and what a surprise I got! Normally in discussions I am the ‘ring leader’ so to speak – I introduce new students into the discussion, I summarise student’s views, I make sure certain students don’t dominate – basically I control the discussion. I didn’t want this to be the case for the student’s PhilosoCast, so I took a back seat.

What happened next was amazing! The students took control, working out ways to signal which student spoke next, taking charge over who introduced and closed the discussion and who started the discussion off. The students did not speak over each other, they were articulate and clear, they listened to each other’s points and engaged with them, they drew the points back to the question and took it in turns to fairly share their points.

Overall a massive success! I hope the cast will continue to develop these podcasts throughout the year. It does take a certain kind of student dynamic for this sort of idea to work but I highly recommend giving it a go!

To listen to the two produced so far, check out:

Well done to all involved!

For other ways to promote the subject, check out: Fourth Subject Choice – Will this be the end of R.S?

Silent Discussions on Social Media!

so.pngThis school year I have thrown myself down the rabbit hole of reinventing the subject. One big area of development is through using social media, especially FB and Twitter as part of students’ learning. The spin off bonus from using a public forum = lots of promotion!

op20blogtoonparkerStudents’ lives are in-severable from the internet, their mobile phones are an extension of their arm and often now an extension of their personalities. It is the way they see the world. Rather than approaching this reality through the tainted view of an older person, who is stuck in their ways of ‘put your phone away’, ‘have a proper conversation’ or ‘social media is ruining teenagers’ – why not adapt to the undeniable changes of the millennia generation? With this in mind, what better way of promoting learning and satisfying students’ need to use their phones, than combining the two things… discussions with FB/Twitter.

Things you need:

  1. A FB page and Twitter page that students can join.
  2. School/ College permission to use social media in lessons.
  3. A way for students to access FB/ Twitter during lessons.

Setting up a discussion:

  1. Post a question that is relevant to the topic area being discussed in class. I often post between 2-4 questions over FB and Twitter, to give students a selection to engage with.
  2. Set ground rules- this is very important:
    • No memes
    • Full sentences – no one or two word replies
    • Use scholars and evidence to back up your points
    • Students do not have to join if they do not feel comfortable
    • This is a public forum therefore other people can read and join in with the discussion – do not use swear words, offensive language or display anything that may be misinterpreted.

Note: as the creator of the FB/Twitter accounts you have the power to delete/ block any students who are incapable of following these rules.

3. Sit back and enjoy the discussion (and silence).

Example from Facebook:

FB

Example from Twitter:

twitter

I highly recommend you give it a go. Not only does it develop students’ essay writing skills – they are formulating arguments in a way that doesn’t seem like work, they are learning different views from each other and there is a paper trail they can refer back to at a later point. It is also a fantastic way for other students in the wider community to experience what Philosophy is like, in a way that makes sense to them.

Let me know how it goes if you try it 🙂

Please feel free to join in any of our discussions posted on (or advertise to your students):

FB and Twitter

Just in case you are interested in other ways of using mobile phones to promote students’ learning, here is an earlier blog I wrote “Put your mobile phone away!”: Are you Kidding?

If you would like more ideas of ways to promote Religious Studies see: Fourth Subject Choice – Will this be the end of R.S?