Leading Teacher Programme Afternoon 3

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Leading Teacher Programme Afternoon 3

• RPDC
• Tuesday 26th February 2008

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Agenda

• Session 1 Sharing Practice
• Session 2 Assessment for Learning
• Session 3 Articulating Thinking

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Objectives

• Explore the range of practice developed as a
  result of the learning in the last session.
• Develop cross-phase collaboration and sharing.
• Encourage reflection about classroom practice.

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Session 1

• In your clusters, share how you have used your
  learning from the last session to develop your
  classroom practice.
• Two sentences about what has been useful about
  this activity.

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Session 2

• Assessment for Learning

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Objectives

• Explore some of the characteristics of effective
  AfL
• Explore the role of classroom dialogue in AfL
• Prompt reflection on your own practice

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Teaching for AfL

• Learning objectives and expected outcomes shared
  with students
• Lesson structured around objectives
• Questioning to extend learning
• Peer and self assessment
• Constructive feedback
• Students involved in setting own targets

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AfL in a nutshell
Define the learning goal ( or clarify where
pupils should go next )
Establish where pupils are in their learning
Help pupils to achieve the learning goal
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As a result

• .. They come to understand the standard of
  performance that is expected of them.
• They can monitor the quality of their
  performance against that standard.
• They understand what they need to do to improve
  their performance, and they do it.

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AfL thrives in a classroom where students

• understand the learning value of making mistakes
• feel safe to take risks
• can offer tentative responses
• understand they learn from their peers
• are helped to believe that progress is possible

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AfL 5 core elements

• Clarifying and sharing learning intentions and
  criteria for success
• Classroom dialogue that opens up and extends
  learning
• Activating students as resources for one another
• Providing feedback that moves learners forward
• Activating students as owners of their own
  learning

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Clarifying and sharing learning intentions and
criteria for success

• The big picture, for the subject, the years
  work, the unit, the lesson is shared with pupils
• Planning starts with the intended learning
• There is a plan for progression in learning
  skills not knowledge
• Assessment is integral to unit planning

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Classroom dialogue that opens up and extends
learning

• Involvement / participation
• Quality of pupil response length, level of
  thinking
• Balance of teacher/ pupil talk
• Pupil confidence / risk taking
• Pupils listening to, building on and challenging
  the ideas of others
• Involves pupils asking questions

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Activating students as resources for one
another

• Peer assessment works best when students.
• know success criteria
• have been trained as assessors
• have clear ground rules (eg. Look for the
  positives)
• are paired with partners of similar ability

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• Session 3
• Articulating Thinking

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Parental Involvement

• Encourage hobbies and interests
• Have high expectations and celebrate success
• Encourage family enrichment activities
• Talk to their children

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Whole School Commitment

• Regular discussion on pedagogy
• Clear mission statements
• Consistent approaches

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So What Does Good Classroom Provision Contain?

• Higher Order Thinking
• Looking from different viewpoints
• Verbalising thinking
• Reflection (metacognition)
• Cross-Curricular/making connections (bridging)

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• Getting There able pupils who lose momentum in
  English and Mathematics in KS2
• ISBN 978-1-84775-077-8
• Getting Back on Track pupils who make slow
  progress in English, Mathematics and Science in
  KS3
• ISBN 978-1-84775-024-2

0845 6022260
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Some Strategies

• Odd One Out
• What ifs
• Plus, minus, interesting
• WiiFM?

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Which number is the odd one out .and why?
Differences
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Similarities
Similarities
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Similarities
Differences
Differences
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Pick the Odd One Out
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Thinking around a problem

• 3 Strategies towards an answer
• Looking from another perspective
• Devising the question for an answer
• Making a game more complicated

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HIGH PERFORMANCE CONSTELLATION
SOCIAL EMOTIONAL SPIRITUAL LINGUISTIC
MATHEMATICAL SCIENTIFIC MECHANICAL -
TECHNICAL VISUAL - SPATIAL
AUDITORY - MUSICAL MOVEMENT
- KINAESTHETIC ABILITIES
KNOWING THAT KNOWING HOW TO KNOWING WHEN
TO THINKING SKILLS PROBLEM SOLVING STRATEGIES
KNOWLEDGE
PERFORMANCE
STAMINA INTEREST - OPPORTUNITY EGO
STRENGTH MOTIVATION SELF ESTEEM SENSITIVITY MATU
RITY
CREATIVITY IMAGINATION DIVERGENT - LOGICAL
THINKING INDEPENDENCE ORIGINALITY FLEXIBILITY
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Renzullis 3 ring model
Above-average ability
Task commitment
Creativity
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GT Enrichment Activities

• Weekly free email giving updates, activities,
  news of conferences etc
• Raising awareness of new books, websites and
  ideas which can be purchased through them
• www.teachingexpertise.com

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Optimism
cautionFact 6
Thinking Hats creativity
overarching

• Emotion

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It causes pollution and there are other ways of
producing energy that dont. Coal is a fossil
fuel - the environment is destructed when it is
mined. We should be looking to using renewable
energy sources like bio-fuels, solar and wind
farms. We need to protest to show the government
people are concerned and want action.
n
n
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Here are the facts It produces 4.000 MW of
energy enough for the whole population of
Yorkshire. Burning coal creates pollutants,
including CO2 and SO2 both of which contribute
to acid rain and global warming. Methods of
removing pollutants are getting better all the
time. The energy is created inefficiently there
are losses throughout the process
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It doesnt look very nice and I worry about
getting ill from living so close. My husband and
my son have both worked there all their
lives. House prices dont go up much compared to
the rest of the country. The protestors cause
more disruption than the power station does!
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We burn 3 biomass from willow coppice and
bamboo. Were the cleanest coal-fired power
station removing 90 of the SO2. Around half of
the 160 million litres of water is returned to
the river Ouse clean and at the right
temperature. 750,000 tonnes of Gypsum is
recovered and sold to make plaster.
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• The Oceans all dry up

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Questions

• How did it feel?
• What benefits for learning?
• When would/could you use these strategies?

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Cognitive Acceleration

• Foundation Stage to KS3
• Variety of subjects immaterial
• Cognitive conflict in a collaborative setting
• Development of thinking not content
• Clearly structured teacher facilitated

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P4C Philosophy for Children
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Both Pedagogies Develop

• Questioning in the development of reason and
  reasoning
• Constructivist learning to increase understanding
  of the personal and ethical world around them

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TASC Wheel
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Our Desire for Children

• How can we move these thoughts forward in our own
  setting?
• What would we hope to achieve?
• Who will benefit?
• How can we support you in this?