How was it used?

The resource was used as a revision exercise and thinking skills activity for pupils studying the topic of main political and social challenges at GCSE level.

The resource looks at the issues of immigration, the ‘Red Scare,’ religious fundamentalism, the Ku Klux Klan and prohibition. Pupils are asked to show what the causes and consequences were of these features.

In using the resource I wished to challenge pupils to revisit prior learning in preparation for an end of unit test. I also wished to use a stimulating and challenging activity to engage the pupils, especially boys, in material that was challenging. I also hoped that this would be a good activity for pupils to revise a topic.

This was an activity in which the boys were particularly keen to be involved as it allowed pupils to come up to the interactive whiteboard to perform various actions. Boys’ participation was also increased as the activity encouraged as the activity encouraged pupils to work collaboratively. It also meant pupils with special and complex needs were engaged. An internet based random name generator also ensured more involvement and engagement in the activity.

The activity also allowed pupils as a group to review and change answers as the trigger function in the activity allowed answers given to be reviewed and changed. It also gave pupils independence as there was a function button that allowed for the giving of the correct answer.

Pupils then used workbooks and exercise book to revise the topic for an end of unit test.

Impact and Outcomes

• This activity was used as an AFL as pupils needed to apply prior knowledge on the main political and social changes in the USA in the period 1910-1929. The activity encouraged peer assessment as there a facility to change answers. Pupils were also able to check for gaps in knowledge. The activity also allowed for further development of knowledge.
• The use of the activity resulted in improved concentration and engagement for pupils and thus led to the development of thinking and problem-solving skills.
• The use of more engaging visual resources and the use of the interactive resources encouraged greater participation of the boys in the class, especially since they could come up to the interactive board. Pupils with special and complex needs were also more actively engaged.
• Pupils listened more attentively to their peers as co-operation and support was encouraged when pupils were engaged with interactive whiteboard activities. Pupils showed greater respect for others and were willing to wait their turn in answering questions knowing their opinion would be sought.
• Inclusivity was improved as the pupil at the board relied on other pupils for help in producing the correct answers, whilst pupils were encouraged to gain the opinion of as many pupils as possible.
• Independent learning was encouraged as pupils were able work collaboratively without the involvement of the class teacher.
• Greater engagement led to improved results in the end of unit test that was set in the lesson after this activity.
• The activity did not need to be adapted and could be used as it was. The functionality was also straightforward which meant it was easy for pupils to use.

Learner Feedback

‘This is a much better way to revise as I means I am not just looking in a book plus it was great working with other pupils to get the right answer.’

‘I did well in my test as I remembered many of details used the cause and consequence activity.’

Lesson Learnt

Pupils can be trusted to run activities and that this can lead to involvement of more pupils and especially boys and those with special and complex needs.

The activity can be easily adapted to cover other topics.