Teaching, Learning and Assessment - PowerPoint Presentation

Slide1

Teaching, Learning and Assessment

January 2017

@

tim_jumpclarke

t

imjumpclarke.wordpress.com

Slide2

Teaching and Learning

What has

changed

in your practice, or your school’s policy since September 2014?

Please discuss on your tables and write bullet points on one half of your sugar paper.

Slide3

Teaching and Learning

What has

stayed the same

in

your practice, or your school’s policy since September 2014?

Please discuss on your tables and write bullet points on one half of your sugar paper.

Slide4

Process

Research

Principles and Aims

Visiting classes

Coaching

Pupil Voice Groups

Teaching for Learning Foundations

Slide5

Research

John

Hattie and David Yates – “The Science of how we learn

”

An

ACTIVIATOR

: reciprocal teaching, feedback, teaching students self-verbalisation, meta-cognition strategies, mastery learning, goals –

challenging

Great feedback provides a map

– it is a mode of processing but also motivating and ensuring that a

knowledge gap is bridgeable

and does now become a

chasm

Being a thinker requires an effort

that moves us beyond our natural state. It depends on being exposed to information and then being expertly guided to assimilating and using that

information

Expert teachers can

empathise deeply

with their students and maintain rich social

relationships

In order to learn, children need to

actively participating

in the

process

They

engage, challenge and intrigue

students without boring or overwhelming

them

Expert teachers allow students to

think about a problem

before offering a

solution

Expert teachers

set worthwhile challenges

quickly moving students on from

surface to deep

learning

‘

High quality teaching cannot be seen as a mechanical exercise. Instead, it hinges on developing a relationship with a group of young human beings who have come to trust and respect the goals their teacher has set for them.’

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Fixed mindsetGrowth MindsetIntelligence is static / fixedIntelligence can be developed / expandedSafe learningFailure / mistakes badFragileAvoid challengesGive up easily when presented with obstaclesSee effort as fruitlessIgnore useful feedbackBe threatened by others’ successAdventurous learningFailure / mistakes usefulResilientEmbrace challengesPersevere despite obstaclesSee effort as a path to masteryLearn from feedbackBe inspired by others’ success

Research

Carol

Dweck

: GROWTH MINDSET

Slide7

Research

Sutton

Trust

(now EEF)

 

Pupil know their

targets

and how to improve through

effective feedback

. They apply these regularly in all

subjects

High expectations

(of teacher and pupils) for all

pupils

Pupils are

given time

and

actively encouraged

to

reflect on their thinking and

learning

Pupils learning from and with each other – through discussion and

collaborative

learning

Early intervention

– when specific gaps / barriers are identified, resources are found to give extra individual or group

support

Ensure

basic skills are practiced and applied regularly

to develop mastery

Slide8

Research

A

STUDY OF OUTSTANDING PRIMARY SCHOOLS

Matthews

, Rea, Hill &

Gu

July 2014

Please read the handout provided.

Highlight 5 points which are significant for you.

Share 3 of these with people on your table

Choose one as a table to share with the whole group

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Principles

We aim to help our children develop a genuine and deep

Love

for learning and personal growth. Staff show

Love

through their passion and professional commitment for teaching and the children’s learning and progress. We show

Forgiveness

in the way we learn from mistakes and

Hope

through the high expectations we have for every child and the way we strive for the best for all children.

 

Learners are active and increasingly empowered partners in their learning journey. Staff are activators of learning and promote a “

Growth

Mindset

”. Rich engaging learning experiences challenge all learners and relevant contexts make learning meaningful for them.

Mastery

and

fluency

of key knowledge, understanding and skills is balanced with opportunities to

deepen

and

enrich

their thinking.

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Aims

All learners (and groups) achieve End of Year Expectations.

All learners (and groups) make sustained progress and develop depth of understanding.

All learners are empowered partners in their learning to grow as people who are: confident, responsible, empathetic, resilient, reflective, open-minded, fulfilled and happy.

Slide11

Visiting classes

Observing each other

Team planning and teaching

Visiting and observing Teaching & Learning in other schools

Teaching students

Coaching

With

Headteacher

: pre-lesson conversations, developmental observations, post-lesson conversations

T&L coach: discussions, observations, feedback, team planning, setting personal goals…

Coaching Learning Study

(handout available)

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Pupil Voice Groups

What makes a great learner?

try

their best don’t give up are keen work hard

listen well practise are patient ask for help

let others join in have a positive attitude make mistakes read

learn from others explain their learning concentrate reflect

ask questions are motivated solve problems are imaginative

try hard things are determined take time enjoy learning

keep learning search for clues are confident take risks

learn together use old learning get excited learn practically

set challenges take time to think research

play

Which would be your Top Three?

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Teaching For Learning Foundations1. Learning Aim

Succinct

& precise.

Provides clarity for adults

about

learning not merely task.

Shared & discussed so learners have clarity about what they are learning and why.

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2. Success Criteria

Specific & precise guidance for learners.

Shared, discussed & sometimes created with learners.

Learners clear about the specifics of how to be successful.

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3. Challenge all

Challenge may be to

master

knowledge & understanding.

Challenge may be to

deepen understanding

(application, analysis…)

Pitch learning in their ‘stretch zone’.

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4. Continuous Diagnostic Assessment

Ongoing throughout sessions.

Designed to gain insight into learner’s thinking & understanding.

Diagnose errors, gaps, misconceptions, barriers & address.

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5. Mastery approach

Mastery:

Ensure all learners securely know / understand & can demonstrate fluency in the fundamentals of the LA.

Deliberate

/ corrective practice (with variety). Consolidation & reinforcement

.

Enrichment:

More open-ended, deeper challenges to apply, analyse

…

SOLO poster

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6. Feedback (Feedforward)

Specific, precise verbal feedback used regularly in every session.

Specific, precise feedback using

Great Green

and

Think Pink.

Thinking & Improvement Time.

Learners must be given time to respond & show impact.

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7. Questions / Learning Journey prompts

Support & guide those struggling for

Mastery

(knowledge & understanding).

Enhance, challenge, enrich, deepen thinking & learning.

Packing / Going On / Unpacking: learners think about their thinking / reflect on their learning.

 

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Learning Journey Prompts

PACKING for

a Learning Journey

 

What are we going to learn

today? What

interests

you? Why

is it important?

 

What skills do you have that might be

helpful? Have

you learnt anything similar before?

 

What might be a challenge for

you? What

questions might you

ask? What

might you need to help you today?

 

  

GOING

ON a

Learning Journey

 

What have you been thinking

about? How

does this link to what you have learnt

before? How

do you feel?

 

What success have you had? How do you

know? What

challenges / barriers have you

found? How

might you check your

work? What

questions might you ask?

 

What strategies / advice have you

used? How

have you been

involved? How

have you worked with

others? What

choices have you made?

 

What are you going to do differently

now? What

should you do to develop your learning / further your

thinking? What

do you want to find out more about?

 

UNPACKING from

a Learning Journey

 

What 3 things have you learnt?

What

did you learn that you didn’t know

before? How

have your ideas / opinions changed?

 

What was important about this learning for

you? How

have you challenged yourself?

How

were you successful today?

How

do you know?

 

What could have made this session better for your

learning? What

do you need to develop this learning?

 

What have you learnt that you could use

elsewhere? How

will you use what you have

learnt? What

have you learnt that you could share with someone else?

 

 

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8. Engaged & purposeful

Learners engaged in activity / context.

Relevant & meaningful to their learning journey

(and their interests & lives where possible).

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9. Prompts / scaffolds

Prompts: in session responsive to learners. Direct teaching, questions, guidance

Scaffolds pre-prepared sources of support or guidance.

WAGOLL: What a good one looks like.

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10. Precise interactive inputs

Information & instructions shared succinctly & with clarity.

Learners

cognitively active & contribute their ideas, thinking & questions

.

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11. Discuss & reflect

Opportunities in every session for learners to

discuss.

Develop fluency, clarity, coherence & reasoning.

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12. Learning Walls

Display key info, words, diagrams, models.

Display scaffolds & WAGOLLs.

Adult & learner generated.

Adult promoted.

Actively & independently used by learners

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13. Regular drips

Ensure mastery of basic knowledge & understanding

Maths

‘Learn Its’, reading/phonics, spelling, handwriting as morning / afternoon registration

challenges.

Slide27

Tea and coffee break

Slide28

Assessment

What has

changed

in your practice, or your school’s policy since September 2014?

Please discuss on your tables and write bullet points on one half of your sugar paper.

Slide29

Assessment

What has

stayed the same

in your practice, or your school’s policy since September 2014?

Please discuss on your tables and write bullet points on one half of your sugar paper.

Slide30

Continuous Diagnostic Assessment (CDA

)

Ongoing

throughout

sessions

Designed to gain insight into learner’s thinking &

understanding

Diagnose errors, gaps, misconceptions, barriers &

address

Learners

provide feedback to adults through what they say and

do

All

adults are involved in a CDA. This will inform in session learning, flexible groupings and future planning, by giving an insight into learners thinking and

understanding

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Feedback policy

Every

lesson (or sequence) will have a

Learning Aim

(LA) or a

Learning Question

(LQ) which will be shared with the children

(though not always at the beginning of a session) (in an age appropriate form

)

Every lesson (or sequence) will have

Success Criteria

which will be discussed with or generated with the children

(in an age appropriate form

)

Learners will reflect on how they feel they achieved / progressed in a lesson by

colouring

a small self-assessment

green / orange / red

dot

next to the LA, LQ or SC. Or by placing their work in a

green / orange / red

tray

Staff

highlight green a LA, LQ

or elements of

SC

to show that Aim, Question or Criteria has been met. The children need to be reminded that this means “well done!” Staff do not need to write a comment about this as

well

The following code letters (circled) are to be used to show:

S

for supported

I

for independent and

D

for

discussed

“

Great Green

” underlining / highlighting elements that show evidence of LA / Success Criteria being

met

“

Think Pink

” underlining / highlighting specific elements that could be improved. This can be explained next to a next step symbol, unless a LA, LQ or elements of SC have already been highlighted

pink

The majority of “

Great Green

” and “

Think Pink

” highlighting should occur during lesson time with

learners

Any

Next Step comments

(linked to Think Pinks)

should be brief bullet points. A

challenge

(e.g. specific question)

/ future target could be shared if LA and Success Criteria has been fully

met

Learners must have

“Thinking and Improvement Time”

to improve their work based on next step comments, Think Pinks or Challenge

Questions

Slide32

Assessment

Journeys

In Reading, writing and

maths

the school has developed their own Assessment Journeys. These identify the National Curriculum objectives for each subject in each year. The

NAHT Key Performance Indicators

(KPIs) are identified in red font. The

Hampshire Phase Model

is also identified.

 

A class of pupils can be filtered by:

gender, SEN, EAL

, and

Disadvantaged

. It is imperative that class teachers and the

headteacher

are mindful throughout the year of the achievement and progress of all identified groups of pupils. The teachers will assess the pupils throughout the year and input either a 1, 2 or 3 for each objective for each child.

Slide33

Please leave the cell blank if the learner does not understand it yet and always needs support /

guidance

1: Working Towards / Apprentice

: The learner has some understanding and can manage to achieve it some of the time

independently

2

:

Mastery of End of Year Expectations

: The learner has mastered the objective at the end of year standard. They know it, understand it, can explain it and demonstrate it through their work. They are independently accurate

.

3: Deeper Learner

: The learner can use/apply their mastery accurately, fluently, flexibly and effectively in a range of contexts. Evaluating its use and creating new learning and links to current understanding.

Slide34

Leave spaces between words

Join words and joining clauses using 'and'

begin to punctuate sentences using a capital and a full stop, question mark or exclamation markUse a capital letter for names of people, places, days of the week and the personal pronoun 'I'Learn the grammar for year 1 in English Appendix 2Use the grammatical terminology in English Appendix 2 in discussing their writingTotal%NAHT Key Performance IndicatorsSpellingHandwritingCompositionVocabulary, grammar & punctuation                    

Example section of Y1 writing

Example of Year 1 writing

Slide35

Copies of:

This presentation

Teaching for Learning policy

Teaching for Learning Foundations

Learning Journey prompts

Year

group core subject Assessment Journeys

Foundation subject Assessment Journeys

Research

can

be found at

:

timjumpclarke.wordpress.com

Or email me

:

adminoffice@cornerstoneprimary.hants.sch.uk

Or via Twitter:

@

tim_jumpclarke