Secondary & Cross-Phase -...
Transcript of Secondary & Cross-Phase -...
JTMATTeachmeetSharing effective T&L strategies
Session 19 – Teachmeet 2
Secondary & Cross-Phase
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
Kirby Dowler JTHS
Stepping Stones@MissDowlerDT
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
Mrs April GibsonKingsmead School
Snowballs
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
Alison Clements John Taylor High School
Gallery Walk
Investigative Activity
• A4 cards stuck face up on walls around the classroom
• Cryptic clues to a mystery/topic
For example:
• Murder mystery –who, what, when, where, why?
• Attack in City Centre
• Couple having problems in their marriage - “My Last Duchess”
JTMATTeachmeetSharing effective T&L strategies
City Centre Attack
• The text is based on a real life attack that happened a few years ago in a city centre.
• We will investigate clues to understand what happened and why.
• We will explore the complexities of the crime and the aftermath.
JTMATTeachmeetSharing effective T&L strategies
Investigative talk
• Circulate in groups – around the “gallery”
• Discuss clues and note down information
• Discuss findings – feedback to class
• Thought bombs – additional prompts for discussion
• Give them the text – what really happened?
• Summarise/Answer questions
JTMATTeachmeetSharing effective T&L strategies
Adaptable
• Numbered cards blu-tacked face down
• Students choose a card and discuss each clue
Strengths of the Gallery Walk• Engaging problem solving activity – lots of talk and deep thinking
• Used by different subjects, primary and secondary
• Adapts to teaching space – use the playground, corridors!
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
Caroline Broughton John Taylor Free School
Rally [email protected]
“You cannot teach a man anything. You can only help him discover it
within himself”Galileo
JTMATTeachmeetSharing effective T&L strategies
Student-centred leadership
JTMATTeachmeetSharing effective T&L strategies
There is a growing amount of evidence which demonstrates that the presence of student-centred leadership leads to:• Improved pupil performance• Greater motivation towards learning among pupils• Improved behaviour• Greater respect between adults and young people
National College for Teaching and Learning
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
Gavin CraddockJohn Taylor High School
Benefits of Examining
[email protected] @computingJTHS
Personal examining experience
• Began teaching in 2002, first examined summer 2004
• Main current role : Principal Examiner for GCSE Computer Science J276/02 (OCR)
• Also and previously : Senior Team Leader, Team Leader, Author, Reviser, Constructor, Co-ordinator, Examiner for A Level Computer Science, CIE iALevel and iGCSE CS, Cambridge Nationals IT, GCSE ICT (AQA), etc…
JTMATTeachmeetSharing effective T&L strategies
Examining gives you knowledge of…
• The process of assessing papers
• The expectations of students from exam boards
• The general quality of student responses
• Common errors made by students
• The systems (web based) used to mark papers
• The people involved
• The language used by examination boards
JTMATTeachmeetSharing effective T&L strategies
Other benefits
• Confidence in discussions and decisions. “I know” rather than “I think”
• Fresh ideas. What do other schools do?
• Payment! Teacher release (£189 per day, paid to the school) or approx £18 per hour (paid to you) for meetings, payment per paper marked (approx £3 per paper for GCSE CS, other subjects vary)
• Alternative career progression? Senior roles mean direct supervision of other examiners.
JTMATTeachmeetSharing effective T&L strategies
Other considerations
• JCQ regulation 3.11 “Teaching staff who are examiners or moderators must not inform parents and pupils of their role. Schools and colleges cannot mention that staff members are employed as examiners or moderators”.
• Time taken to examine varies, marking papers and completing other tasks within strict deadlines.
• Time out of school may be required during exam season
•“The best CPD I have ever undertaken”
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
Marc DavisJohn Taylor Free School
Literacy [email protected]
A marked improvement? (Elliot et al:2016)
“Careless mistakes should be marked differently to errors resulting from misunderstanding. The latter may be best addressed by providing hints or questions which lead pupils to underlying principles; the former by simply marking the mistake as incorrect, without giving the right answer.”
JTMATTeachmeetSharing effective T&L strategies
• Glued into jotters
• Visible in classrooms
• Embedded within SoL.
JTMATTeachmeetSharing effective T&L strategies
Student Procedures
JTMATTeachmeetSharing effective T&L strategies
•Check it•Share it•Submit it
Benefits for teachers
JTMATTeachmeetSharing effective T&L strategies
• Allows for classroom practitioners to identify patterns of misunderstanding and to intervene appropriately.
• Helps to distinguish between ‘errors’ and ‘mistakes’.
• Not correcting every single mistake leads to reduced workload in the long run and promotes a culture of reflection and resilience. Students are encouraged to be accountable for their work.
JTMATTeachmeetSharing effective T&L strategies
Simon Curzon John Taylor High School
Utilising Flipped Learning in the Classroom
@MathsWithMrC (Twitter & YouTube)
JTMATTeachmeetSharing effective T&L strategies
Utilising Flipped Learning in the Classroom
The Background:oWhat is “flipped learning”?o JTHS Flipped Learning in Maths - Why? Who? and
How? oCreationo Publishing
Student Reaction:oHow did they respond?oWhat did we learn?
What is “flipped learning”?
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
Why? Who? And How?
1. Create YouTube account:MathswithMrCMathswithMrH2. Plan the Unit Structure.3. Create and publish the videos.4. Provide supporting work materials.5. Weekly face-to-face review sessions.
Why and Who? 1. Further Maths Year 132. Reduced Curriculum
Time as “Enrichment Subject”
3. Change of staffing.4. Need to cover content.5. Collaboration with
North Mids and Peak Maths Hub
Outcomes and Reflections 3 Years.
• Flipped Learning results generally in line more traditionally taught modules…In some cases better(!)
• Carefully selected students – reliability
• Power of Youtube Analytics
• Independent Research based
student feedback:• Bespoke learning - Ability to pause live teaching
• Immense benefits at time of revision
JTMATTeachmeetSharing effective T&L strategies
JTMATTeachmeetSharing effective T&L strategies
Mike Simmons: John Taylor High School
Embedding Metacognition into Extra-Curricular Activities
Try to think of something that is “hard to forget” how to do.
Beyond this door you can no longer remember how to do it.
What is it?
JTMATTeachmeetSharing effective T&L strategies
According to Meyer and Land (2003), a threshold concept ‘can be considered as akin to a portal, opening up anew and previously inaccessible way of thinking about something.
It represents a transformed way of understanding, or interpreting, or viewing something without which thelearner cannot progress.’
JTMATTeachmeetSharing effective T&L strategies
Full Video: https://www.youtube.com/watch?v=qqFsht8xYYI&index=26&list=UUwSJVfTcjnkg_dEfNuWS3Pw&safe=active
Seeing extra-curricular activities
as a two way door to develop these skills and learning habits.
Focussing on metacognition will
help develop students’
understand why and how they are learning to bring that experience back inside the
classroom
• Video – file too large (link above)
Post School
Sixth Form: DofE Gold
Subject Specific
Year 10 & 11: DofE Silver
Year 10&11: Subject Specific
Year 9: Overseas PGL
Year 9: Duke of Edinburgh Bronze
Year 8: PGL
Year 7: Outward Bound – Aberdovey
Year 7: Bonding Day
A generic model for Extra-Curricular Activities
Sequence of building blocks of
experiences allowing students to stretch
themselves at different
opportunities
Post School: Skill IndependenceStudents feeling empowered to travel independently from school support.Focus: Independence and Decision Making
Sixth Form: Skill MasteryStudents will be starting to think independently through there studies. Extended Project Qualification or Non-examination assessments. Focus: Subject specific for A Level/BTEC studies. Accuracy, efficiency and reflection.
Year 10 & 11: Skill ApplicationStudents may be expected to apply their learning of specific GCSE related information into exams. E.g.- Geography FieldworkFocus: Subject specific for GCSE studies. Accuracy, application and description.
Year 9: Skill ConsolidatingStudents will begin to become more independent through remote supervision of DofE and the first opportunity to take part in an international trip with PGL. Focus: Consolidation of skills, relationship building and abstract situations
Year 8: Skill DevelopmentStudents will develop skills from Year 7 in a different setting of PGL. Focus: Skill Development, Interdependence and relationships
Year 7: Inclusive and Skill AcquisitionAll students have the opportunity to access bonding day. First school residential linked to STRIPE with a STRIPE Passport. Focus: Metacognition, Transition and Listening
Extended Abstract
World Challenge Iceland
PE FixturesLanguage VisitsBusiness Trips
EnrichmentMusic Concerts
Ski Trip
Underpinned by Bloom’s
Taxonomy and Solo Taxonomy
Consider using the shared language from your school. E.g. Stripe
JTMATTeachmeetSharing effective T&L strategies
Pre-existing Knowledge
Emerging Knowledge
New Knowledge
Potential Area to Explore Potential Activities Metacognitive Skills (Stripe)
PE Fixtures Refereeing, umpiring competitive sports, play, etc Team Player, Reflective and Resilient, Innovate and Create, Participator
Language Visits Immersion, conversation, application etc. Self Manager, Reflective and Resilient, Innovate and Create, Participator
History Visits Identifying historical objects, relating theory to real life.
Effective Enquirer, Participator
Music Clubs Performance, practice, supporting others etc. Self Manager, Reflective and Resilient, Participator.
Geography Fieldtrips Hypothesis testing, data collection, applying theory to real life.
Team Player ,Effective Enquirer. Participator
JTMATTeachmeetSharing effective T&L strategies
SELF M AN AGER
Arrive to lesson
prepared w ith all
w ork, books and
equipm ent.
Show that you can
design a plan and follow
it independently.
Alw ays
concentrate and
focus on your
ow n w ork.Organise yourself,
m aking sure you are
eating, sleeping and
functioning as you
should.
TEAM PLAYER
Show that you can
w ork w ell w ith others
in a group.
Take different roles
w ithin a group and
show that you are a
good all rounder.
Show that you can
com prom ise in a
group – som etim es
your idea m ight not
be picked!
W ork on your leadership
and com m unication skills
and show that you can
m otivate and organise a
team .
REFLECTIV E & RESILIEN T
Show perseverance
and that you w ill st ill
at a task even if you
find it hard.
Show that you can look
at yourself and realise
w hat your strengths
and w eaknesses are.
Show that you can listen to
feedback from a teacher or
peers and m ake
im provem ents to your
w ork.
Set yourself goals and
w ork to achieve them .IN N O V ATE & CREATE
Don’t just do w hat you already know , take risks and try new things.
Experim ent w ith new techniques.
Be inspired by everything around you to create new ideas – put your stam p on som ething!
Don’t just go w ith your first idea, develop them into the best version they can be.PARTICIPATOR
Show that you can
adapt your behaviour in
class to suit different situations.
Listen and respond
actively – don’t just nod
along, add som ething to the class!
Effectively join in and
m ake sure you are an
asset to the classroom !
Make sure you contribute regularly to
class discussions, debates and activit ies.
EFFECTIV E EN QUIRER
Make sure you are
asking questions to
extend your learning. Show that you can
research and
investigate an issue or topic.
Som etim es there is a lot
of inform ation to take in
– show that you can
sum m arise the im portant bits.
Show that you can
read or research
som ething and draw
conclusions from it .