Transcript INSET (Sept 2013) T&L 2013

T&L INSET: Sept 2013
Teaching and Learning 2013-14
Monday
9.00:
Welcome Back
ER
9.30:
T&L 2013-14
LER
10.00:
Lesson Observation Pro-forma
LER
10.30:
Learning Plan Pro-forma
LOH
11.00:
Break
11.15:
Lesson Observations – What Next?
LOH
11.45:
Feedback Policies, Marking & Assessment
LER
12.15:
Lunch
1.00:
Differentiation and Challenge
LER
1.30:
IRIS Connect
LOH
2.00:
CPD Genie
LOH
2.30:
D.I.R.T
T&L INSET: Sept 2013
Teaching and Learning 2013-14
T&L INSET: Sept 2013
Teaching and Learning 2013-14: What’s Happening?
T&L INSET: Sept 2013
Teaching and Learning 2013-14: What’s Happening?
T&L INSET: Sept 2013
Teaching and Learning 2013-14: What’s Happening?
T&L INSET: Sept 2013
Teaching and Learning 2013-14: What’s Happening?
Culture of Self Reflection
Creating dialogues
Feedback Policies
School & Dept Policies in effect from Sept
2013
Engagement with T&L Portal
Staff contributions – increased interactivity
T&L INSET: Sept 2013
Teaching and Learning 2013-14: What’s Happening?
Learning Hubs
New – focus on key learning issues
Lesson Observations
Pro-forma tweaked
What Next?
T&L Bulletins
Greater focus on what’s working at
Calderstones
T&L INSET: Sept 2013
Teaching and Learning 2013-14: What’s Happening?
IRIS Connect
Self (and / or peer) reflection
Learning Visits
Evaluative and Formative
Differentiation
Levels of challenge
T&L INSET: Sept 2013
Teaching and Learning 2013-14: What’s Happening?
‘Lesson’ Plan Pro-forma
Out with the old …
A ‘Learning Plan’ …
Redesigning Learning Workshops
30mins every 2-3 weeks
#TMNorthwest
September 28th
T&L INSET: Sept 2013
Teaching and Learning 2013-14: What’s Happening?
More collaboration & co-observation
Where teaching is most successful,
collaboration is a habit
Learning to Learn
‘How’ not ‘What’
Revised / New National Curriculum
Effective Sept 2014
T&L INSET: Sept 2013
Lesson Observation Pro-forma
Session 1:
Changes to the School’s Lesson
Observation Pro-forma.
T&L INSET: Sept 2013
Lesson Observation Pro-forma
Activity (10 mins):
Low Challenge
• Spot the differences between the lesson observation criteria in the
2012-13 and 2013-14 pro-formas.
Medium Challenge
• Select key words and terms from the 2013-14 lesson observation
criteria and with a partner, discuss possible definitions.
High Challenge
• Complete any one of the two tasks above and then use the criteria
to reflect upon the general standard of your own teaching. Identify
some areas of personal focus within this criteria.
T&L INSET: Sept 2013
Lesson Observation Pro-forma
T&L INSET: Sept 2013
Lesson Observation Pro-forma
Learner
Progress
(LP)
Outstanding (1)
Good (2)
All pupils (including different ‘groups’ of pupils
and those from across the ability range) have
made exceptional progress by the end of the
lesson. All pupils will have exceeded their
expected capabilities. The learning is evident to
both the teacher & the pupils; pupils know
how well they have done and how they are
learning. Pupils demonstrate that they can use
& apply the knowledge & skills they have
gained in future learning with confidence.
Understanding is checked throughout the
lesson allowing for striking high-impact
intervention.
Most pupils (including different ‘groups’ of
pupils and those from across the ability
range) have made good progress by the
end of the lesson & in some cases will have
exceeded their expected capabilities. They
have clear understanding of their work &
will be able to build upon this in future
learning. Pupils know how well they have
done & can articulate how they might be
able to improve. Teachers listen to &
observe pupils in order to reshape tasks &
explanations to improve learning.
T&L INSET: Sept 2013
Lesson Observation Pro-forma
Outstanding (1)
Differentiation A wide range & variety of
(DIFF)
learning experiences
challenges and inspires all
pupils. Teachers use welljudged & often inspirational
teaching strategies that
accurately match the different
needs of individual pupils.
Good (2)
A range of learning experience
engages most pupils. Effective
teaching strategies are matched
well to most pupils’ individual
needs, including those most &
least able, so that pupils learn
well in lessons.
T&L INSET: Sept 2013
Lesson Observation Pro-forma
Outstanding (1)
Pitch &
Challenge
(DIFF)
All learners, at all levels, make
exceptional progress through the
highly effective tailoring of activities
to the learners capabilities. The
motivational effect of this is evident.
A clear awareness of prior
attainment, performance targets &
relevant assessment criteria has
been used to pitch the lesson
accurately for all pupils.
Good (2)
Activities are closely tailored to the
different capabilities of different
groups of learners so that most
pupils can learn well & make good
progress. An awareness of prior
attainment, performance targets &
relevant assessment criteria has
been used to pitch the lesson
appropriately for most pupils.
T&L INSET: Sept 2013
Lesson Observation Pro-forma
Outstanding (1)
Feedback
(ASL)
Marking is of high quality &
constructive feedback from teachers
ensures that pupils make rapid gains.
There is clear evidence that marking
& feedback has had an impact on
future learning. Praise is consistent,
appropriate & specific in supporting
pupils improve their learning.
Good (2)
Teachers assess pupils’ learning &
progress regularly & accurately.
Marking & feedback is largely
effective. They ensure that pupils
know how well they have done &
what they need to do to improve.
Praise is a key feature in the lesson.
T&L INSET: Sept 2013
Lesson Observation Pro-forma
Outstanding (1)
Questioning
techniques
(ASL)
All pupils show deep understanding,
asking & answering a range of
probing questions in a variety of
situations. Questioning is used to
assess understanding & to encourage
deep thinking.
Good (2)
Most pupils are involved in
asking/answering questions.
Questioning is used to aid
understanding & techniques are
used to engage most pupils.
T&L INSET: Sept 2013
Lesson Observation Pro-forma
Outstanding (1)
Peer & selfassessment
(ASL)
All pupils are able to assess the
success of their own & others’
learning & set targets for
improvement.
Good (2)
All pupils assess the success of their
own & others’ learning.
T&L INSET: Sept 2013
Lesson Observation Pro-forma
T&L INSET: Sept 2013
Feedback Policies, Marking & Assessment
High
Effective feedback
Meta-cognition
(“learning to learn”)
Early years
intervention
Peer tutoring / peerassisted learning
Impact
Homework
One-to-one tutoring
Phonics
ICT
Parental involvement
Sports participation
Summer Schools
Reducing class
sizes
Learning styles
Individualised instruction
Ability grouping
Low
Block scheduling
School uniforms
Low
Arts participation
Performance pay
Cost
After schools programmes
Teaching assistants
High
T&L INSET: Sept 2013
Feedback Policies, Marking & Assessment
T&L INSET: Sept 2013
Feedback Policies, Marking & Assessment
Where are we at?
• We have to get this right …!
• School and Department policies
effective now.
• Some are too complex – need
simplifying.
• Focus at first Department
Meeting.
• Leap of faith! e.g. SEF and SIP.
T&L INSET: Sept 2013
Feedback Policies, Marking & Assessment
Key Messages:
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•
•
•
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Consistency – simplicity.
Qualitative not quantitative.
Developmental comments raise standards.
Pupils need to act upon feedback. Provide
DIRT. (e.g. ask them questions).
Where verbal feedback is given, can you
develop ways for students to record this?
Examples of best practice needed in
policies.
Books, folders, work available whenever
observations take place.
Monitoring via:
– Work scrutiny
– Lesson observations
– Learning visits
T&L INSET: Sept 2013
Feedback Policies, Marking & Assessment
Recent criticism of the direction AfL has taken!
All feedback and assessment should be formative and part of the overall learning
cycle. Feedback is the most critical aspect of this cycle and underpins the whole of
the teaching and learning process.
In this sense it is crucial that:
• Pupils understand that when they receive feedback, in whatever form, the
intention is to inform and improve future learning opportunities.
• Teachers base their planning and teaching on an understanding of prior
learning and assessment and constantly review and respond to where they
believe pupils to be in terms of their progress.
Overall, the purpose of assessment, in whatever form, is to improve standards,
not merely to measure them. As such, it is the feedback process that is most
fundamental, not the assessment itself.
T&L INSET: Sept 2013
Feedback Policies, Marking & Assessment
Activity (10 minutes):
Individual Staff (5 mins):
For each Year group that you teach, what will be the first piece of
written marking / feedback that you undertake?
What is the purpose of the marking and feedback?
What other feedback opportunities will have taken place by that stage?
Departments (5 mins):
Is everyone in the Department clear on:
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what work is being marked and when the marking should take place?
the purpose of the marking?
how the feedback should be communicated to the pupils?
how feedback might be acted upon by pupils (for example using DIRT)?
By the start of October for example, can we guarantee that marking and
feedback within the Department will be consistent?
T&L INSET: Sept 2013
Feedback Policies, Marking & Assessment
Directed Independent Reflection Time
T&L INSET: Sept 2013
Differentiation and Challenge
“Summer’s over kids!
Now, all you round pegs get back into your square holes!”
T&L INSET: Sept 2013
Differentiation and Challenge
T&L INSET: Sept 2013
Differentiation and Challenge
Activity (6 minutes):
List and briefly describe three
differentiation strategies.
“The biggest mistake
we have made in past
teaching has been to
treat all children as if
they were variants of
the same individual
and thus to feel
justified in teaching
them the same subjects
in the same ways.”
Howard Gardner
T&L INSET: Sept 2013
Differentiation and Challenge
What not to do?
• Don’t just focus on learning needs.
• Avoid objectives containing: ‘All’,
‘Most’, ‘Some’.
• Don’t rely on VAK activities
(although VAK can be useful).
• Avoid just tagging on meaningless
tasks for early finishers (extension
activities).
T&L INSET: Sept 2013
Differentiation and Challenge
Recommended Starting Points
An Introduction to Differentiation on the T&L Portal (This area will grow!)
http://frog.calderstones.co.uk/index.phtml?d=440833
An A-Z of Differentiation Strategies
http://frog.calderstones.co.uk/index.phtml?d=441003
Differentiation using S.O.R.T
http://frog.calderstones.co.uk/index.phtml?d=441273
Teacher’s Toolbox
http://frog.calderstones.co.uk/index.phtml?d=1091490
T&L INSET: Sept 2013
Differentiation and Challenge
High expectations and challenge.
Groupings / seating – flexible if possible.
Menus, especially for starters (DE).
Aim for project-based learning (or learning
contracts) where appropriate (NG).
T&L INSET: Sept 2013
Differentiation and Challenge
Anchoring activities (perhaps with an activity
centre or learning station).
Have a questioning strategy – don’t leave this
to chance (see workshop, Portal).
Differentiated feedback which is then acted upon
will enable differentiated learning.
Use Bloom’s Taxonomy – speak openly to pupils
about it.
T&L INSET: Sept 2013
Differentiation and Challenge
K.N.W ( ? X) charts.
Nominate ‘specialists’ or experts in particular areas of
study (creativity, language techniques, spelling, etc.)
Tiered activities (not starting below their point of ability).
Provide outcome choices – how are pupils going to
demonstrate that they have learned?
T&L INSET: Sept 2013
Differentiation and Challenge
Meaningful V.A.K.
Provide or removing scaffolding.
Tłumaczyć swoje cele kształcenia w innym
języku (AD).
Use classroom support effectively (see
workshop).
T&L INSET: Sept 2013
Differentiation and Challenge
T&L INSET: Sept 2013
D.I.R.T