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What Makes A Good Resource - P.E.E.R.

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 08 September 2009 by ncetm_administrator
Updated on 03 September 2010 by ncetm_administrator

What Makes a Good Resource


Resource description:
This consists of 35 cards, a presentation and exam questions.
P.E.E.R - resource example

Download the resource as PDF
P.E.E.R - resource exampleTeacher comment:
Have you ever seen answers like these when marking exam questions? My students were answering explanation style questions in this manner and hence dropping marks. I thought that they might do better if they were to have some sort of writing frame to follow like in other subjects to make sure that they have all of the ingredients to a good justification.

What I did:
Students were given 35 cards with different connecting words on them. I asked the students to sort the cards into 3 different groups; words that they already use in maths, words that they could use in maths and words they wouldn’t use in maths. After the students had sorted the cards I then gave them a presentation on how to answer these explain style exam questions. This included the writing frame of

Point - State clearly the point which you are trying to make about the question, so that the examiner can clearly see the answer. Sometimes the point can be made in the question.

Explain - Try to clearly explain how you came across your answer.

Example - Sometimes it’s relevant to give an example to either prove or disprove something. If you can think of one give it.

Reason - Give a reason for why your explanation or example works. These can be theorems or rules which you know.

I then modelled to students how to answer an explain style question, taking care to point out each of the PEER parts as I was doing so by drawing arrows indicating each bit. I then asked students to answer another question but in pairs. This really important part was getting the class to pair and share their initial answers with other students so they could see how the answers were developing. Once students were working on their own it was important to constantly remind students to PEER into the question. Once students had had practice at answering the questions I asked them to draw arrows to the Point, Explain, Example and Reason.

When students first saw the words they couldn’t see the links. They soon realised that they didn’t use that many but they could use more. Students at first felt nervous about sharing written answers because they lacked confidence in their answers.  The students all seemed to have not just more confidence in their writing but an increased ability in how to explain themselves thoroughly. It also served as a useful revision source when working through past papers. When students were answering these questions some students would fail to explain themselves but once I said to them “Remember to PEER” I was greeted with “O yeah”. They then gave much better answers.
Secondary Resources
What makes a good resources - using the materials

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20 February 2014 09:22
What a great idea, thank you for sharing
By Jeanette007
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09 October 2012 07:35
Hi Sarah,
The teacher who produced this account has kindly let us have a copy of the PowerPoint presentation which you can find here:
By petegriffin
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06 October 2012 08:29
Thank you - would be great to have your power point and the questions too
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