Naace Conference 2103 - Creating a Learning Palette using Technology - Sir Mark Grundy and...
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Transcript of Naace Conference 2103 - Creating a Learning Palette using Technology - Sir Mark Grundy and...
Creating a Learning Palette using Technology
Sir Mark Grundy
Executive Principal
Kirsty Tonks e-Learning Director
March 2013
Data
Targeted Interventions
Student’s Progress Student’s
Needs
Curriculum Change
Creating a Learning Palette using Technology
Decoding Learning
“Digital technologies offer new ways of presenting information and ideas in a dynamic and interactive way. However learners may need the support of teachers to interpret those ideas and to convert that information into knowledge. New forms of representation (e.g. augmented objects) offer the potential to enrich the dialogue about information between teachers and learners.”
Decoding Learning
“We found many examples of technology building on existing teaching practice, rather than creating new, innovative practices. It is open to question whether simply building on traditional approaches will improve dialogue between learners and teachers in a way that will ultimately improve learning.”
BYOC
Decoding Learning
“We need to change the mind-set amongst teachers and learners: from a ‘plug and play’ approach where digital tools are used, often in isolation, for a single learning activity; to one of ‘think and link’ where those tools are used in conjunction with other resources where appropriate, for a variety of learning activities.”
Decoding Learning
“Over recent decades, many efforts to realise the potential of digital technology in education have made two key errors. Collectively, they have put the technology above teaching and excitement above evidence.. As we continue to develop our understanding of technology’s proof, potential and promise, we have an unprecedented opportunity to improve learning experiences in the classroom and beyond.”
Context
• A journey to truly “Outstanding”.
• Basic skills of the students at one stage came in with a KS3 APS of 20.4, less than a level 3 average. Lowest of any Academy in the country at the time.
• We now think we are 43rd from the bottom.
• Technology has been a silver bullet in transforming our Academy.
Transformation Using Technology
Targeted Intervention
Granular Knowledge
More than Expected Progress
Radical Curriculum
Change
Holistic Knowledge
The Transformation
• 20% Jump in
5A*-CEM 93% 5A*-C
89% > 96% Attendance
No Fixed Term
exclusions this year.
Inspiring More than Expected Progress.
Expected Progress
• Too many standard predictive tools helped support the assertion that we would never move the Academy forward. FFT, CVA, VA, RAISE predictions were something we were used to beating but their predictions still left us below floor targets.
• 4 Levels and 5 Levels has to be the norm for many of our students to gain a C grade at GCSE.
• Move away from a predictive targeting process to creating cohorts of students who need 4 and 5 levels of progress and different curriculums and intervention strategies around those students.
Staff CPD and Understanding
• Data is only useful if staff can understand it and use it effectively.
• CPD is supported by wikis and collated data sites.
• Creating bespoke solutions when the MIS is not enough.
Cohort Analysis
Pivot
• Used to graphically represent to departments the students they are teaching.
• Bridges the gap of understanding to the heads of department and teachers who are managing the interventions.
• Accessible, Visual, Holistic
Supporting Targeted
Interventions
Traditional Intervention
Better ethos and motivation
Better attendance and
behaviour
Better organisation
Better relationships
with staff
Specific knowledge of
areas of improvement
Improvement in learning skills
One to one intervention to
clear up misconceptions.
Using technology to surface data to support Senior and Middle Leaders
•Maintaining a clear sense of direction
•Making data “tactile”
•Monitoring subject level delivery of the RAP
• Supporting staff and sharing best practice
Planning Bank
Subject Sites
Leadership Portal Pivot
Decoding Learning
“Technology can enable schools to tap into the wealth of expertise that exists within their communities.
Technology can link learners with other learners, experiences, and settings much more easily and, often, cost effectively.”
Our Learning Gateway
A device without a Learning Environment or a context is of limited value!
Schools need to “manage” the learning through technology, not just let it happen.
Student Portal
Family Portal
Staff Portal
Staff Portal
Mathematics Subject Site
Humanities
Supporting Student’s Progress
Literacy for Life curriculum
Granular Knowledge • 4 years into a 5
year plan where we have moved our students to a competencies based model.
• Worked with Richard De Lorenzo, Mick Waters and others to develop 200 competencies across 10 different literacies.
• These are tracked and a number of cross year interventions are put in place to ensure all students ‘graduate’ at the end of Year 9.
Detailed Student Knowledge
• Students know where they are and where they need to go next.
• Staff and students track all competencies.
Reinforced Knowledge
• Advanced levels insist on students knowing the information to teach to others.
• Invaluable as we move to an environment where knowledge is at the end of a course.
Decoding Learning
“Flipped classrooms, or inverted classrooms, use technology to allow learners to view teacher exposition (Learning from Experts) before the start of a lesson. This allows more time for other forms of learning to flourish during lessons, such as Learning through Practising or Learning with Others. To ‘flip’ their classroom, teachers present learning materials online, perhaps created using screen–casting technology, which learners use to prepare in advance.”
Student Portal
Class Sites; Flipped Learning
Resourcing Flipped Learning
Supporting our Holistic
Knowledge of Student’s
Needs
More than Grades and Levels
• In the same way our data moves to a deeper level with competencies. We also track large amounts of information around students’ welfare, attendance, behaviour and family relationships.
• This information is often as crucial as teacher
assessments as it goes to the heart of the reason for underperformance.
• We track holistic information in Pivot alongside assessments. Then back this up with a full time safeguarding manager, Police Officer, EWO and school nurse.
Attendance Live
• Gets key attendance data to all key personnel.
• Takes data live from the MIS system and repurposes it.
Family Portal
Governance Portal
Radical Curriculum
Change
Radical Curriculum Change
• A 5 year plan where we hope that 70%+ students who have been through our system will gain 5A*-CEM next year.
• Students taught integrated curriculum based on competencies for:
• 18 hours in Year 7 • 13 hours in Year 8 • 9 hours in Year 9
• Only Arts, PE and Science which need specialist
facilities are taught separately.
Achievement Weeks and Focus Days
• The Academy collapses the curriculum for all students one day a week and for a week every Half Term.
• This is applicable for all students.
• For years 7, 8 and 9 these are often drive workshops, mixed year taught to improve students who have fallen behind on self diagnosed competencies.
Class Sites; Flipped Learning
3 Key
examples
Kirsty Tonks e-Learning
Director
Technology is our way …
Technology is our way in …
…..to support improvement.