Transcript Document

CLASSROOM ENVIRONMENT
(ATTRACTIVE AND WELCOMING)
• Resources easily available with clear and helpful
labels.
• All Health and safety notices mounted in separate
wall display.
• Lively and stimulating setting for learning.
• Good work is annotated so pupils can see what
they should be aiming for.
• Display support independent learning. Well
arranged/ looked after, key words.
Presentation of work,
communicating Student Targets,
Pupil Feedback.
The teacher ask students the following questions.
1. What is your target grade?
2. How have you made progress in this subject ?
3. What do you need to do to make further
progress?
4. Why are you doing this activity?
5. What are you learning?
(B) FEEDBACK
 What do your students think of your
lessons?
 What are they good at / enjoy?
 How does this inform your preparation/
teaching?
 What do you/your department need to work
on?
Learning to Learn
• Assess the knowledge and skills that the learner
possesses at any given stage; and
• Provide appropriate guidance, which will allow the
gap to be bridged between what he/ she ‘knows’ and
what he/she ‘doesn’t know’.
It is important to that all staff understand how children
learn and plan courses, lessons and activities with
appropriate challenge for all abilities.
LEARNING STYLE
• The Visual-Auditory-Kinesthetic learning styles
model or ‘inventory’, usually abbreviated to VAK,
provides a simple way to explain and understand
your own learning style (and learning styles of
others)
• Learning style’ should be interpreted to mean
an individual mixture of styles. Everyone has a
mixture of strengths and preferences. No-one has
exclusively one single or preference. Please bear
this in mind when using these ideas.
LEARNING STYLES
Learning Style
Description
Visual
Seeing and reading
Auditory
Listening and Speaking
Kinesthetic
Touching and doing
HOMEWORK POLICY
Why do we need homework?
Homework is recognized as being important for a number
of reasons.
 It reinforces learning that has taken place during the
lesson.
 It can stimulate interest outside of school.
 It can improve academic performance.
 It is seen by most parents as extremely important and
can strengthen the relationship between School, Pupil
and Home.
 It a key issue in raising attainment.
What is the School Policy?
1.
Parents will be given a Curriculum
Guide at the start of each year. It
will contain an outline of all the
work to be covered in each subject,
who to contact if they wish to
discuss items, possible extension
activities parents can oversee and a
list of homework topics for the term.
2. Pupils will be given the
homework at intervals in that
half term. The exact tasks may
vary from teacher but the topic
will be the same.
3. If parents are concerned about
homework not being set they
can contact the member of staff
listed in the curriculum guide
for each subject.
How will the Homework Policy
be Enforced?
Enforcement is to be through Reward rather then punitive
measures.
• In class merits are automatically given for completion of
Homework.
• If Homework isn’t done students will receive a red
stamp in their planner with the subject or teacher’s
initials written in. Parents could discuss with their child
when they see this stamp the reasons why.
• At the end of the half term letters are sent home either
congratulating pupils or saying that we are concerned
about homework.
The role of parents is crucial
• Parent’s attitudes towards the school are key
in raising attainment. It is vital that parents
support the school and work to ensure
expectations are met.
Top 06 Tips for parents
• Ask your son/daughter each day how was school
and did they get any homework. Show an interest
and encourage them.
• Check their homework planner each week.
Homework is being set but not all pupils write it
in their planners, on average pupils only record
about 2 out of 3 homework set.
• Look at the curriculum guide and ask your
son/daughter about which topics they are on
and how they are getting on.
• Don’t be afraid to ring subject teachers!
• Try some of the independent Learning Ideas
e.g. use specialist websites.
• Reward your child: praise and small treats
help make homework a positive experience.
Models of learning
• An introduction phase, which should
include a starter activity.
• The main teaching phase to include a
demonstration phase and independent
particle.
• A review phase or plenary.
Introduction Phase (starter
activity)
The crucial phase at the start of the lesson can serve three
important and interrelated purposes.
• As a means of communicating and clarifying the
learning objectives/intentions, this may involve putting
the learning context within the ‘big picture’.
• As a means of revising what the learner will need to
know in order to make sense of and access new skills
and knowledge.
• To encourage and / or settle the class in preparation for
learning , this may involve a specific ‘stilling’ activity
such as writing down the lesson aims.
MAIN TEACHING PHASE
• The primary function of this phase is to address
the lesson’s key learning objectives. The
inputting of new material will normally require
on the teacher a whole class exposition,
demonstration or model of the competence to be
mastered. It is important that the input phase
should be viewed primarily as promoting
students to use what the already ‘know’ to move
forward in their learning and access new concept
knowledge. Within this phase there should be
opportunity for:
• Learners to work both
individually and in varied
groupings on the subject matter.
• Learners develop their skills
and confidence in both written
and oral presentation.
• Learners to receive feedback on
their progress.
Summary Phase
It is crucial that time is allowed to draw the lesson to a
conclusion. The function of this phase includes giving
opportunity for:
• Learners to reflect on what they have been learning.
• Learners to express/articulate what they have learnt.
• The teacher to summaries the key points.
• The teacher to ensure that any homework set is clearly
explained and understood.
MARKING POLICY
• The school has a Formative Marking Policy
which aims to raise achievement via:
1. Student self assessment/evaluation
2. Teacher feedback
3. Agreed Targets
Teacher Feedback occurs in a number of forms
both written and verbal. It is important that
parents realize that the marking of exercise books
is not the only form of instruction. However the
following practice has been agreed.
• Exercise books should be marked every 2-3 weeks
• Staff will use green ink as it is considered more
positive than other colours.
• Staff will use the target stamp, shown here and
tick whether pupils are above, on or working
towards their targets.
• A comment will advise pupils of how they could
improve their work.
• Assessments take place every term and are
marked and evaluated in more detail in accordance
with National Curriculum Levels.
TRAFFIC LIGHT
• The idea behind traffic lights are that they
are simple to understand. It is based on the
concept of ‘Totality” i.e. overall what is the
performance of this students in my class?
Below are some the basic statements, which
relate to each color (Green, Amber & Red).
Green
Students who:
• Are working successfully towards or beyond their target
grade.
• Have a positive attitude to their studies in most instances.
Amber
Students who:
• Are not always making progress towards their target
grade.
• Have an inconsistent attitude to their studies.
Red
Students who:
• Are making no progress towards their target grade.
• Rarely demonstrate a positive attitude.
CONCLUSION
• The programme of teaching learning process in
U.K. is designed to improve rather than account
for performance, the outcome is improved
learning from improved teaching.
• It is the process of target setting which is
important, the dialogue it generates, rather than
the detail and the evidence. These are recorded to
measure the success of that process.
PROFORMA USED
IN U.K. SCHOOLS
• LESSON PLAN
• LESSION OBSERVATIONS
• CURRICULUM AND PLANNER
CHECKS
• SMT BOOK CHECK/ CURRICULUM
MONITORING