Our last T&L Hub meeting of the year was based on the theme of creativity and we looked at the use of pictures/photos in lessons. The session gave some ideas on how to use visuals in class and time was then given to staff to create their own resources, which will be shared at our next Teach Meet CPD on 18th June.
Monday’s T&L Hub meeting was dedicated to revision skills. We all understand the importance of revision. Most pupils work hard at it, but they don’t always work well at it so the session looked at how we could adopt a 4 step approach to scaffold pupils’ learning and give them time to practise. We discussed the need to demonstrate, model and explicitly teach revision skills to our students and shared several quick ideas which force pupils to do something with the information they have (knowing vs understanding) and engage with and reflect on their notes. See ppt for ideas. T&L Hub Meeting Revision_Skills THW KS4 REVISION SKILLS
Ideas shared at the meeting:
- Carousel – different questions
- Rotate & improve exam questions
- Checklists (Red, Amber, Green)
- Revision cards
- Breaking down tasks/topics
- Flip learning
- Create your own questions
- Relay questions
- Analysing markschemes & answers
- Identify types of skills in exam papers
- Vocab fan
- Hot seat
- Teach one another
- Put it to music / mime etc
- Speed dating (1 minute to tell as much as possible)
- Word “table tennis” starter
- Group take a different topic and they create an A4 fact/info sheet on that topic
- Split paragraphs between a group and they reduce and feed back
- Past exam questions: practise, practise, practise!
- Bare bones: key words around a topic: displayed in a very reduced format (colour, diagrams, sketches can be used)
- Asking questions (person who answers to ask another question to another pupil. Pupils must know the answer to the question they ask)
- Phone Apps, revision websites
- 12 days of revision – plenaries, starters, whole morning session
- Get students to amend their own revision timetable/plans as they go…
- Help them get the basics right and be realistic – plan in breaks etc
- Involve students who are good at revising – get them to model/explain to others.
- Subject specific practical activities in tutor time – meaningful rather than theoretical
- Encouraging familiarity with exam paper (layout, wording etc)
- Seven monkeys (see T&L blog for examples)
- Plan revision activities/practice into SOW lower down the school
- Start revision techniques early in year 10? All the way through school right from year 7? Revise as we go along?
Monday’s training Day saw part 2 of our journey on improving feedback at THW. As a school we have worked hard on ensuring that the feedback that we give to students is of high quality and moves them on with their learning.
Our next step is now to focus on student response. Indeed, “we can spend every hour god sends slavishly marking, but if we do not give students an equally significant amount of time to reflect and respond to such feedback then our time becomes rather pointless! In the long term, students will understand the purpose of our written feedback if they understand how they can and why they should respond to it. If students see and feel the improvements to be gained from drafting and responding to feedback then our marking time will have a transformative value.”
Have a look at the 2 attachments for some practical ideas which will help you make sure that feedback is more work for the recipient than the donor!
Our last T&L Hub session was dedicated to effective feedback. As a school we started on this journey a few years ago when we updated our marking policy following on from the findings of the Effective Marking Focus Group and, after a couple of years embedding our “2 stars and a wish” initiative, we are now embarking on the next phase : refining our feedback to ensure high impact.
“In short, PSHE education can be described as ‘learning to live life well’. PSHE deals with real life social and economic issues affecting children & young people, their families and communities.” http://www.pshe-association.org.uk/content.aspx?CategoryID=1038
What skills/knowledge do we need to be able to be effective teachers of PSHE?
Last Monday saw the launch of our whole school focus on differentiation. Hopefully the session will have given you some ideas on how you can tweak what you already do to ensure high impact and maximum progress for all students.
If you have already taken part in WOW week, it would be great to hear from you. Leave a comment to share your experience! If you haven’t, don’t miss out on this great opportunity and contact your buddy now!
Catering for all abilities
Tips by Mike Gershon
For more resources, check the N Drive!
On Tuesday 11th March 2013, we hosted our very own THW Lesson Observation for Real to introduce the new Ofsted Framework. The CPD consisted of a lesson taught “live” in front of the whole staff and a debrief where the quality of the learning was discussed.
Key questions to bear in mind with the New Ofsted Framework:
• What are students learning as opposed to doing?
• Are they learning something new and acquiring knowledge?
• Can all students make links between previous and new learning?
• Can the students talk about what they are learning or simply describe what they are doing?
• Do they produce work of a consistently good standard?
• Are they working independently? Are they self-reliant?
• How well do they work collaboratively?
• Do they show initiative?
• AFL is a crucial ingredient in a perfect Ofsted lesson.
• Pay particular attention to your groups (SEN, EAL, Pupil Premium)
• An ‘outstanding lesson isn’t what the teacher does but what the learner learns.
• You need to be able to demonstrate ‘exceptional progress’ in your lesson
Top Tips for the “Outstanding” Ofsted lesson (taken from Jackie Beere’s The Perfect Ofsted Lesson):
• an exciting introduction which focuses attention and excites pupils and sets the scene
• progression from one body of knowledge to the next step building on prior learning
• clear expectations based on challenge for every pupil
• knowing every pupil as an individual
• relationships based on mutual respect
• teaching methods matched to the content and pupils
• buzz factor – which enthuse and surprise pupils and create interest
• pace – teaching styles that move the lesson along maintaining interest
• dialogue – discussion and questioning to ensure everyone is involved and understands
• great ending – which helps pupils to reflect on what was learned, celebrates achievement and identifies the next steps.
• generally, less is more!
“The lesson observation was very productive. The feedback was very good with the new way of annotating if the activity was T (teacher led), S (student led) and also the impact the activities had in the learning”.
“Very inspiring. What struck me was the fast pace of the activity as well as the challenge for the relative range of ability”.
“This was a wonderful, energetic lesson, excellently planned to meet the needs of all the students within the group, using a range of activities and techniques to promote independent reflection and move learning on apace. Of particular note were the high expectations of the teacher and the students’ confidence to make mistakes and offer high quality feedback whilst working together.”
“Extremely interesting and useful CPD experience particularly as I work in the same subject area as the lesson observed.
Great ideas about what a good lesson should contain and about how to see overtly what constitutes as “progress”
I particularly enjoyed the follow up smaller group CPD session where we discussed the findings and debated even more about how to demonstrate progress, impact, journey travelled etc”.
“Great to see how we can apply the new OFSTED criteria to our lessons. Very useful to see it in practice rather than being lectured to or reading from a sheet.”