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Planning the PDA

by Fiona Cregan EPD Teacher 2005 - 2007

Tuesday 16 th October 2007

Moving from Induction to EPD

•

The

Induction programme

is designed to introduce the beginning teacher to the

breadth

of school life.

•

The

Action Plan

is used to highlight a

area for development

broad

Example

: SEN, providing appropriate support •

The teacher-tutor gives the beginning teacher a

lot of direction.

The aim of EPD

EPD should:

• •

Support the teacher

and

remain manageable

Focus on the specific

needs

of the

professional development individual teacher

within the

context

her/his

school

of • Allow the beginning teacher to demonstrate greater

self-direction

and to select a focus that is of

personal interest.

Guidelines for the PDA

• • • • • The PDA

beneficial

should be

meaningful

to teaching and learning.

useful

and It should have a Action Plan.

narrower

focus

than the Induction It should bear

reflection

issues raised in the on previous practice, inc.

summative report

on induction.

You should plan a

learning

focus

that will enhance

pupil

You should highlight a

interest

and

purpose professional use

that is of

personal

PDA Outline

Phase Topic Focus of PDA Purpose of PDA Background Informatio n

Focus of PDA

What you expect your

pupil(s)

teaching: to achieve as a result of your

Purpose of PDA

How do you expect to develop

as a teacher

, as a result of reflecting on your own practice?

Establishing the Focus

•

Establish the focus

:

Focus of PDA What you expect your pupil(s) to achieve as a result of your teaching:

This is an important

process

Take time

to establish a focus that comfortable with and that

you you

are think is worthwhile.

Start by asking questions...

•

Which class could benefit from focused work?

• • •

What issues could you seek to address ?

What skills, competences and attitudes might students need to develop?

How can I promote students’ involvement in their own learning ?

Class, Pupil(s) or Group(s) of Pupils

For the PDA, you will be asked to: Make a factual note of the pupil(s) or group(s) of pupils within the class(es) with whom you intend to carry out this PDA.

For the purpose of Data Protection, do not identify individuals by name.

Selecting a target group

Which class could benefit from focused work?

Example: An exam class – A-level? GCSE? KS3?

SEN students?

Your form class?

• • •

Be realistic! Choose a class that you have a good relationship with, or students who are challenging but who you have been able to work well with. Remember: You will be observed teaching them.

• • • • • •

What issues could you seek to address?

Poor student motivation , for example, following KS3

examinations towards the end of Year 10.

Lack of awareness about KS3, GCSE, AS/A2 examination requirements , mark scheme etc.

Students’ poor understanding of or lack of interest in a specific module .

Poor social skills , lack of experience of working in a small group.

Poor oral language skills , few opportunities for oral presentation.

Low self-esteem, self-confidence .

My Chosen Focus and Target Group

• •

Following this reflective process...I decided to tailor my PDA: to the needs of my Year 10 students’ in the last term of Year 10, at the end of the KS3 curriculum in order to facilitate the development of

Their Thinking Skills and Personal Capabilities

Managing information

Decision

making

Problem

solving

and

Being Creative Self

Management skills : abilities to

“evaluate

strengths and weaknesses, set goals and targets, manage and regulate self”

Working with Others

Defining the Focus of my PDA

• • • • •

My objectives were to:

Promote my students’ motivation for learning behaviour following the KS3 examinations and positive Develop oral language skills , facilitating transition from KS3 to KS4 GCSE Speaking and Listening requirements Develop extended writing skills Promote my students’ involvement in their own learning – self-assessment and peer-assessment ; evaluation of active Learning strategies , suggesting improvements Foster my students’ social competence, emotional intelligence, self-esteem and self-confidence

The reasons for my choice

Using a log of significant incidents, I had noted:

• • My students'

lack of motivation

in English, following the completion of the KS3 examinations and noting their awareness that there was no other

assessed

component.

That the focus on the

Reading

and

Writing

requirements of the KS3 examination had skewed the curriculum at KS3. Students needed opportunities to develop their

oral language skills

, working in groups and in a formal manner delivering individual presentations.

The reasons for my choice

Using a log of significant incidents, I had noted:

• • • The effectiveness of the Active Learning Strategies promote students’ Thinking Skills and Personal to Capabilities at a PMB whole-school classroom teaching training course at Ulidia RC That students in my Year 10 class needed opportunities to develop social and emotional competences Useful research on the development of students’ emotional intelligence e.g.: Daniel Goleman’s writing on emotional intelligence .

What skills, competences and attitudes do your students need to develop?

Consider:

• • • • • •

Your own observations of students.

Subject requirements.

The Departmental Development Plan

- highlight departmental targets that the PDA will relate to.

Your

Head of Department

and

teacher tutor’s advice .

The Revised Curriculum requirements .

The School Development Plan

- highlight whole school targets that the PDA will relate to.

In my case, I wanted my students to develop: Thinking, Problem-Solving and Decision-Making Skills Managing Information

Being Creative Working with Others Self-Management

Thinking, Problem-Solving

• • •

Managing Information

•

and Decision-Making Skills

distinguishing fact from opinion making links between cause and effect generating possible solutions justifying methods and conclusions • • • asking questions breaking down a task evaluating information

Working with Others

• • • • listening sharing opinions respecting others’ views collaboration, negotiation &

Being Creative

• explore • seeking out questions to experimenting with ideas, e.g. green hat

Self-Management

• • • evaluating strengths and weaknesses setting targets managing self, e.g. time

Managing Information

Learning intentions

• • • • • • •

I wanted my students to develop their skills in: asking focused questions. planning and setting goals, break tasks into sub-tasks. Using their own and other’s ideas to locate sources of information. selecting, classifying, comparing and evaluating information. selecting most appropriate method(s) for a task. using a range of methods for collating, recording and representing information. communicating with a sense of audience and purpose.

5 5 5 5 5 5 5

Thinking, Problem Solving, Decision Making

Learning intentions

• • • • • • • •

I wanted my students to be able to: sequence, order, classify, make comparisons. make predictions, examine evidence, distinguish fact from

opinion. make links between cause and effect. justify methods, opinions and conclusions. generate possible solutions, try out alternative approaches,

5 5 5

evaluate outcomes. examine options, weigh up pros and cons. use different types of questions. make connections between learning in different contexts.

5 5 5 5

Self Management

Learning intentions

• • • • • • • • •

I wanted my students to be able to: be aware of personal strengths, limitations and interests set personal targets and review them manage behaviour in a range of situations organise and plan how to go about a task focus, sustain attention and persist with tasks. review learning and some aspect that might be improved learn ways to manage own time. seek advice when necessary.

compare own approach with others and in different contexts

5 5 5 5 5 5 5 5 5

Being Creative

Learning intentions

• • • • • • • • •

I wanted my students to be able to: seek out questions to explore and problems to solve experiment with ideas and questions make new connections between ideas/information

learn from and value other people’s ideas

5 5 5 5

make ideas real by experimenting with different designs, actions, outcomes.

challenge the routine method. value the unexpected or surprising

5 5

see opportunities in mistakes and failures take risks for learning

5 5

Working with Others

• • • • • • • • • •

Learning intentions I wanted my students to be able to: listen actively and share opinions develop routines of turn-taking, sharing and cooperating.

give and respond to feedback understand how actions and words effect others

5 5 5 5

adapt behaviour and language to suit different people and situations

take personal responsibility for work with others and evaluate own contribution to the group.

be fair.

respect the views and opinions of others, reaching agreements using negotiation and compromise.

suggest ways of improving their approach to working collaboratively

5 5 5

How could I promote my students’ involvement in their own learning?

• • • • • • •

Adhere to principles informing

Assessment for Learning

learning intentions

with students Share

success criteria

for tasks Provide opportunities for

self-assessment

Provide opportunities for

peer-assessment

Provide opportunities for

teaching strategies.

students to

evaluate

Record

oral presentations

(e.g. camcorder) and invite students to evaluate their presentation skills.

How could I promote Assessment for Learning

• I gave each student a handout of the

TS &PC framework

– naming the five strands and the specific skills and capabilities.

• I provided students with the

learning intentions

for each task so that students could self-monitor their progress.

• I highlighted that students would

self-assess

their performance and that a member of the group would

peer-assess

their performance at the end of each task.

Task: In a group, explore Buddy’s problem and investigate possible solutions

This task will develop the following thinking skills and personal capabilities: Managing Information

I will be able to...

  

ask focused questions plan and set goals and break tasks into sub-tasks Self-assessment

5 5

use own and others ideas to locate sources of information

Score:

Thinking, Problem Solving, Decision Making

I will be able to...



examine evidence, distinguish fact from opinion



make links between cause and effect



generate possible solutions, try out alternative approaches, evaluate outcomes

5 5 5 

justify methods, opinions and conclusions Score:

5 5

Peer-assessment

5 5 5 5 5 5 5 5

Working with Others I will be able to...

•

listen actively and share opinions



develop routines of taking turns, sharing and co-operating



give and respond to feedback



respect the views and opinions of others, reaching agreements using negotiation and compromise Score: Total:

5 5 5 5 5 5 5 5 5 5 5

/11 Self-assessment: (Focus on one learning intention) Strength: ________________________________________________________________________ Weak area: ________________________________________________________________________ Peer-assessment: (Focus on one learning intention) Strength: ________________________________________________________________________ Weak area: ________________________________________________________________________ Students can achieve a Merit (3-9/11) or Distinction (10-11/11) for the task.

Purpose of the PDA

How do you expect to develop expect to develop?

as a teacher

, as a result of reflecting on your own practice and which competences do you

• • This section should outline the beginning teacher’s own opinion of his/her

professional needs

and objectives that are of

personal interest

Take time to consider worthwhile goals.

Start by asking questions...

• • • • • •

What areas for continuing professional development were raised in the summative report on induction?

What do you feel are your professional needs interests?

and How could revised curriculum initiatives be incorporated into your practice?

What teaching strategies competence in?

would like to develop What would you be enthusiastic about?

Have staff development courses of interest to you?

raised anything

Teachers' Competences

RELATED COMPETENCES

This relates to the following competences referred to in section 2:1 'Teachers' Competences and Core Criteria' in

The Teacher Education Partnership Handbook, DENI

Source: http://www.deni.gov.uk/teacher_education_partnership_handbook-3.pdf

Choose 6 competences, from the following headings

• • Focus on no more than

six competences

in total.

Enter the competences under the appropriate heading

Understanding of Professional Knowledge the Curriculum, Subject Knowledge and Subject Application and Teaching Strategies and Techniques, and Management Classroom Assessment and Recording of Pupils’ Progress Foundation for Further Professional Development

Purpose of the PDA

Examples:

• • • • I hope to: develop competence in

using ICT

to teach my subject implement the requirements of the

Revised Curriculum

in and through subject teaching, e.g. TS & PC develop greater skills in teaching

SEN students

pilot

innovative teaching strategies

, for example,

Active Learning Strategies

You must then outline a narrower focus - specific objectives within the identified area.

Purpose of PDA v Curriculum initiatives

•

Which new curriculum initiatives could be incorporated into your practice?

September 2007 marks the official change-over to the Revised Curriculum . Connected Learning, Assessment for Learning, Thinking Skills and Personal Capabilities, Personal Development, and Learning for Life and Work are fundamental components of the revised curriculum.

Purpose of PDA v School Priorities

For the PDA, you will be asked to refer to:

School Priorities

Reference priorities in the

School Development Plan

which relate directly to teaching and learning in your classroom.

Example: A planned objective of this PDA is to contribute to the

Implementation of Thinking Skills and Personal Capabilities , as one of the areas of curriculum change identified in the revised curriculum

Purpose of PDA v Departmental Priorities

For the PDA, you will be asked to refer to:

Departmental or Key Stage Priorities

Reference priorities set out in your departmental or key stage development plans which relate directly to teaching and learning in your classroom.

Implementation of Thinking Skills and Personal Capabilities

TS & PC will be developed in and through the

Areas of Learning.

Therefore, subject teachers, as

facilitators,

need to establish appropriate

subject content.

In English, this might relate to identification of a character’s experience of a problem in a novel.

•

My chosen purpose in the context of Departmental Priorities

To develop a structured teaching programme to support teachers in the English Department to deliver Thinking Skills and Personal Capabilities

and

through

English subject teaching .

•

Implementation of Active Learning strategies

To pilot Active Learning strategies - the Six Thinking Hats and Jigsawing approaches to problem-solving.

Refining the purpose of the PDA

As a result of this PDA, I wanted to:

• develop my awareness of the

Thinking Skills and Personal Capabilities

framework • act on

CCEA curriculum guidance

establish

problem-solving contexts

infusion

, to drawn from the novel, and to develop

a series of lessons

and

resources

that will facilitate the parallel development of knowledge, understanding and skills in English and TS & PC. • pilot

Active Learning Strategies

, focusing on thought showers, the

Six Thinking Hats

problem-solving approach and

Jigsawing

, and to investigate students’ responses to these learning strategies.

• use Active Learning Strategies to address the decline in student motivation for learning , and to promote positive learning behaviours.

• use student evaluations of the teaching programme and the specific Active Learning Strategies to reflect on my own practice and to plan for future implementation.

• build confidence in delivering curriculum initiatives, in sharing my experience of a developing and implementing an innovative teaching programme with members of the English department and in delivering presentations to members of staff, to disseminate good practice.

Which teaching strategies would be useful?

Example: Active Learning Strategies

“ Learners need to be thoroughly engaged with their own learning and given opportunities to practice their skills, reflect on their

achievements

and to recognise their strengths and weaknesses,”

and to have

“opportunities for collaboration and dialogue about

learning

.”

Focus on selected teaching strategies, for example,

thought showers

, the

Six Thinking Hats

problem solving approach and

Jigsawing

http://www.nicurriculum.org.uk/docs/key_stage_3/ks3_stat_suppl ementary_3004.pdf

Thought Showers

‘ Thought showers ’ refers to the traditional ‘brainstorming’ technique and is used at the beginning of a lesson to generate students’ ideas.

The objective is to generate as wide a range of students’ ideas as possible, inviting all students to participate, before filtering ideas. The facilitator will record students’ ideas on the blackboard.

• • • • • • •

Six Thinking Hats problem-solving

Edward de Bono

approach

as a framework for thinking. It is a problem-solving approach that encourages students to

reflect

on their thinking and to recognise that different

modes

different situations. of thinking are required in

White

hat thinking identifies the

facts

and details of a topic

Red

hat thinking looks at a topic from the point of view of

emotions

and

feelings Black

a topic hat thinking examines the

problems

associated with

Yellow

topic hat thinking focuses on the

positive

aspects of a

Green

hat thinking requires

creativeness

imagination

unfettered thinking about a topic and

Blue

hat thinking focuses on (thinking about the thinking that is required), and the need to understand the

big picture.

reflection

metacognition

Jigsawing

The facilitator creates a

large jigsaw

– each of the

4 pieces

will be learning is

size and the pieces should fit together when fixed to the blackboard, to emphasise that the

connected

to a central question. The facilitator writes a question or challenge on each of the

pieces

The

resources

have a strong the leaning is connected.

visual effect

– connecting the jigsaw pieces at the end of the lesson emphasises that This approach provides opportunities for students to

evaluate

the previous group's responses.

Engaging students

Plan how best to engage students in the lessons:

• • • • • • •

Explain the focus of the work to students.

Explain clearly to students what is required of them. Take time to establish a secure foundation in lessons prior to the observed lesson .

CCEA advocate the Launch-Activity-Debrief lesson model.

Highlight the significance of the work – its relevance, high standards, clear instructions.

Establish levels/grades and rewards.

Example: Certificates - Merit and Distinction Nurture a sense of achievement Inform parents, e.g. parental letter

Roles within the group

The learning experiences are intended to promote student participation and one student in each group will fulfil the role of

scribe,

task:

chairperson

, and

spokesperson.

These individuals must fulfil certain responsibilities in order to fulfil the requirements of the • • • the

scribe

will record the group’s ideas, the

chairperson

will manage the group,

for example, time management, fair opportunities for participation;

the

spokesperson

will be responsible for writing and presenting the spokesperson’s report, evaluating the group’s responses to the whole class.

These roles will be rotated during the programme to ensure that each student gains experience of fulfilling each role at least once.

The spokesperson’s role

The

spokesperson

must fulfil

additional

responsibilities following the group task. She is responsible for reading and collating each group member’s responses to the evaluation of the task and

writing

the

spokesperson’s report . The

spokesperson also presents the report to the whole class. This role provides opportunities for students to develop

oral presentation skills

and

self-confidence

. Students will have opportunities to develop

independent writing

skills in writing the

spokesperson’s report

Reflection

To what extent do you feel you have developed in relation to the stated related competences?

Background Reading

For Section 5 of the PDA, Reflection on My Practice , you will be asked:

How did the background information challenge and extend your thinking about teaching and learning?

Background Reading

• Possible sources:

‘Thinking Skills and Personal Capabilities for Key Stage 3’ http://www.nicurriculum.org.uk/docs/skills_and_capabilities/tr aining/TSPC-Guidance-KS3.pdf

•

Planning Presentation http://www.nicurriculum.org.uk/key_stage_3/index.asp

•

The Statutory Curriculum at Key Stage 3: Supplementary Guidance http://www.nicurriculum.org.uk/docs/key_stage_3/ks3_stat_su pplementary_3004.pdf

Background Reading

•

The Revised Curriculum minimum content objectives:

http://www.nicurriculum.org.uk/docs/key_stage_3/ks3_stat_supplem entary_3004.pdf

The ACTS (Activating Children’s Thinking Skills) project:

http://www.rewardinglearning.com/development/docs/termtalk/termtal k_article.pdf

Personal Development, one of the strands of Learning for Life and Work (LLW) identified in the revised curriculum at KS3:

http://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/ guidance/ks4_personal_development_guidance_16407.pdf

Background Reading

Emotional Intelligence: Why it can Matter More than IQ (

Daniel Goleman, 1998)

“The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships

What does Active Learning mean?

“… team work, working together as friends and sharing all our ideas…thinking and listening.”

“…working in a group and discussing things.”

- J J, Pupil 2 - C R, Pupil 1 “…fun group work!” “People in a group who listen to each others’ opinions. It is fun and interesting.” - R C, Pupil 4 - C M, Pupil 3

Evaluating thought showers

How useful was the thought shower approach for gaining the whole class ideas at the beginning of the task?

• • • • • • • • •

"It helped to show all the different groups' ideas and what the whole class came up with." (OMY) "It was very useful because it was easier splitting it up and it helped us to answer our questions." (CR) "It helped to see everyone's ideas." (CM) “I think it was useful and fun.” (SD) “It was really useful and our class get on together really well.” (JJ) "I thought it was very useful as we gave more ideas and opinions." (LMCK) "I think it was useful because I learned from it." (ALT) "I thought it was very useful because it helped me understand what to do." (AM) "I think it's very good because it gives you more help." (BK)

How useful was the Six Thinking Hats approach in helping to solve the problem?

• • “Very interesting as a way to gather information.” (SJD) “It was very useful. I learned a lot of things and I learned new words and their meanings – like devil’s advocate!” (ALT) • “The Six Thinking Hats were a bit hard but the group helped me out.” (YMCG) • “It was really useful and it made the work easier to understand.” (JJ) • “The Six Thinking Hats made it easier to understand the question and to get more out of the question asked.” (RC) • “The Six Thinking Hats approach was very useful because it made you think more and made your answers more detailed.” (OMY)

Which hat was most useful?

The green hat because…

• • • • • • • • • "You were using your creative imagination." (COH) "It let you think about creative activities." (SCl) "You could use your own ideas and your imagination." (SD*) "It was positive and you could think of an easy escape!" (CR) "I love using my mind." (YMCG) "You were using your imagination and could make everything up and the green hat [generated] the most points." (JJ) "I understood it and found it interesting." (SJD) "It helped us more." (OMU) "It's creative." (BB)

• • • • • •

Which hat was least useful?

The black hat because...

"It was pointing out what was wrong." (SJD) "It wasn't really helpful." (OMU) "It made me doubt some situations and was confusing." (COH) "I found it hard to think of ideas for it." (SD*) "It made us all think and began to confuse what we were thinking about." (RC) "It was confusing the group." (OMY) • • •

The blue hat because...

"It did not really help with anything." (BB) "It was least useful." (YMCG*) "It was like all the hats pulled into one and we already had them all." (JJ)

Which hat was least useful?

The yellow hat because...

The red hat because...

“It was

only

positive thinking.” – S "I didn't really learn from this one.“ - A-L "It was hard for me to think of positive things.” - L "We already knew the character's feelings.“ - O

• • • • • • • • •

Did the group work well together to solve the problem?

“Not at the start but we got around it.” (YMCG) “Yes we worked very well and took turns at answering.” (BB) “Yes we shared ideas and our group worked well.” (LMCK) “I think our group worked well together and came up with good ideas.” (SD) “Yes we all worked together strongly. Everyone had their opinions and discussed the problem.” (COH) “Yes, the group worked well and really did their best to answer all questions. We all had a good time.” (OMU) “Yes, because we all put our ideas together and listened to each other.” (SJD) “Yes, we all worked well and all took part and participated.” (OMY)

• • • • • •

Suggest how the task could be improved

“If we all spread [the task] out a bit more and had someone to

time

it.” (O M) “More

time

on each question.” (O M) “More

team work

and letting each person share their opinions and solutions.” (C O’H) “I think we should have got a better watch!” (S D) “If everyone was in the class.” (Y McG) “Getting a group member to become more involved by asking her questions.” (R C)

Evaluation of the Jigsawing approach

Describe the approach in a few words:

“I think the approach was very different from the Six Thinking Hats approach. It was very interesting and fun.” - C M “It was really good. I enjoyed it.” - O M “I think it was a change – it interested me more because I had never done it before.” - Y McG

What was the most useful aspect of the approach?

“Looking at the four different groups answers and replying to give your answers.” - G B “Each group writing in a different coloured marker – we had green.” - S D “Getting to look at it from different viewpoints.” - A-L T “It was split into four different sections.” - S C

Compare the Jigsawing approach to the Six Thinking Hats approach

“The Jigsawing approach was very different but both activities let us discuss and talk about the differences.” - R C “It was a different experience but I really enjoyed it.” - G B “It was different because you had to look over other people’s ideas and evaluate them.” - L McK “The Jigsawing approach was easier because in the Six Thinking Hats you could get mixed up with the hats, so we got more ideas using the Jigsaw.” - S D

Long-term planning

How often should Active Learning strategies be used?

• A high degree of

teacher planning

Learning strategies at length.

is required to implement these • strategies,

in the initial stages

Student evaluations indicated that

80% of students

felt that Active Learning strategies should be used

at least once a month

, • 40% stated “once each week.” I would plan to introduce Active learning Strategies once or twice each month, during a double period. • The group problem-solving task will lead to independent writing • tasks and independent oral assessment.

The last term of KS3 could then be used to explore Active

How often should Active Learning Strategies be used?

“Twice a week, as people work better together than alone.” - C R “Every so often, not one straight after another.” - J J “Often, because they make solving problems easier.” - B B “Once every week.” - O M

Suggest how the Active Learning programme could be improved

“Everybody would need to come into school!” - S C “If every team mate co-operated and shared more ideas.” - C R “It doesn’t need to be improved!” - O M