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Staff Meeting22nd April
STCM Teach Meet
Learning Focus • To know how to use Information,
Learning Focus and the Big Picture as part of the Recipe for Learning.
• To understand how digital technology can be used effectively in the classroom.
• To be able to apply 3 step differentiation to an activity within a lesson to Support, Stretch and Challenge.
Teaching and Learning Focus:All lessons to be Good or better
STCM Teach Meet
Learning Walk Feedback
Learning FocusThe Big PictureVisible Language for LearningStudents able to explain
STCM Recipe for Learning Lesson PlanThe BIG picture?
Engagement?
Differentiation GA/Levels
Mos
t abl
e Boys
Pupil Premium
SEND
Learning Objectives
Data/Information
Stickability!
±%
Learning Episodes/steps: Shape and Structure (PTO)
Frame the start of the lesson to reflect the ‘big story’ of what they’ll be learning (links to SOW/modules/specs /themes/IMYC).
Key question What do you want students to learn specifically?To know…To understand…To be able to (skill)
‘Hook’ students into their learning.
Recap, engaging starter
What do you want students to remember? How will you make learning stick?Literacy/Numeracy/terminology
Questioning, resources, activities, prompts, LSA target focused support, interventions,Seating plans
BooksAs
sess
men
t
Test
s
Progress
checks
Questioning
Seating plans
Prior learning
Overall, what do you want students to achieve by the end of the lesson? Make links back to the Big Picture:
“We will have learnt about…………….. because………”
Learning OutcomesLearning Focus:
AssessmentAssessment Assessment Assessment
Teacher Led or Student Led?
Teacher Led or Student Led?
Teacher Led or Student Led?
Teacher Led or Student Led?
Learning Episodes/steps: Shape and Structure
Home Learning: Extend/embed learning from lesson, prepare for next
Adaptability Adaptability Adaptability Adaptability
STCM Recipe for Learning Lesson Plan
• Mini whiteboards
• RAG• Pit stops• Questioning
• Mini whiteboards
• RAG• Pit stops• Questioning
• Mini whiteboards
• RAG• Pit stops• Questioning
• Mini whiteboards
• RAG• Pit stops• Questioning
Activities clearly linked to Learning Objectives
Activities/teaching
build on knowledge, steps, variety of
activities
Be flexible, consider pace and content . Adapt activities – be responsive to needschallenge and support
Learning Outcomes ReviewWhat have students achieved at the end of the lesson? Learning Objectives ReviewWhat are they now able to demonstrate in terms of knowledge, skills and understanding?
How will you adjust if students don’t understand?
How will you adjust if students understand quicker?
How will you adjust if some students are more able?
How will you adjust if some students require extra support?
Learning Focus • To know how to use Information,
Learning Focus and the Big Picture as part of the Recipe for Learning.
• To understand how digital technology can be used effectively in the classroom.
• To be able to apply 3 step differentiation to an activity within a lesson to Support, Stretch and Challenge.
Teaching and Learning Focus:All lessons to be Good or better
STCM Teach Meet
CC’s idea!
CMM’s idea!
1. Learning Objectives go here; Add a semicolon after each one as a separator for other slides; Then click Insert>Header Footer> Apply to all.
The Big Picture: Two controlled assessments: 1. Compare and contrast two types of text 2. Using language features for a particular purpose and audi-ence.
Learning Objective:Be able to
write about the purpose, audience and form of the
Center Parcs Blog
Learning Focus:To write notes on the Blog
and answer questions
Title: The blog extract - how does the language fit its purpose and audience
AJ’s idea!
Language Look closely at the article. Can you find words that suggest the
writer is pleased with his situation? Why does the writer use his
children’s names? Is the text formal or informal?
Evidence?
The Big Picture: Two controlled assessments: 1. Compare and contrast two types of text 2. Using language features for a particular purpose and audi-ence.
Learning Objective:Be able to
write about the purpose, audience and form of the
Center Parcs Blog
Learning Focus:To write notes on the Blog
and answer questions
NOW ANNOTATE YOUR BLOG WITH ALL OUR IDEAS!
PAFT! Purpose Audience Form Tone
(formal informal) … PAFT! Can you now describe the PAFT of
the the Blog In pairs write a paragraph on the
PAFT of the BLOG using all your notes.
The Big Picture: Two controlled assessments: 1. Compare and contrast two types of text 2. Using language features for a particular purpose and audi-ence.
Learning Objective:Be able to
write about the purpose, audience and form of the
Center Parcs Blog
Learning Focus:To write notes on the Blog
and answer questions
Time for a chat!
Go to www.answergarden.ch by either:
- Clicking on the link above- Using the link on the Go Group blog- Typing the url /address into Internet Explorer
Question: How can digital technology have an impact within teaching and learning?
Let’s review our learning so far: time for a quiz!
Go to www.kahoot.it by either:
- Clicking on the link above- Using the link on the Go Group blog- Typing the url into internet explorer
What is ‘differentiation’? A recap and update from your teacher training days…
• The theory behind differentiated instruction comes from the views of Vygotsky (1978): – The social context and the interactions of the student within that
social context play a fundamental role in the acquisition of knowledge.
– Students in their 'zone of proximal development' can, with assistance, resolve a problem that they could not have resolved alone and move on to another level of knowledge.
– Teachers can help accelerate students' cognitive development (Vienneau, 2005) by supporting children in resolving problems, by questioning their conceptions, and by asking them to justify their positions (Lafortune & Deaudelin, 2001). They can also provide specific interventions, known in this context as 'scaffolding'."
Differentiation STCM Recipe for Learning
Differentiation for access, eg: - Enlarging texts- Coloured overlays- Some seating arrangements
Differentiation to ‘scaffold’ learning, eg:- Through tasks/activities adjusted to the needs of the learner- Through checking the learner’s understanding and moving them
onto the next level
Differentiation through ‘outcome’ doesn’t scaffold effectively to the needs of the learner; it is not a differentiation strategy.
A crude, but functional, simplification:
• “Scaffolding” = supporting, stretching and challenging the learner to secure knowledge, understanding and skills• This means putting systems and
structures in place for the above to be able to take place• 3 step differentiation to support, stretch
and challenge looks like this...
Learning Objective:
• To know details of China’s 1979-1990 One-child Policy and to recognise its impacts.
• To be able to apply this knowledge and develop exam skills through answering an 8 mark question.
Exam question:
Describe how China implemented its One-child Policy in 1979 and discuss the impacts of this. (8 marks)
By the end of the lesson you ALL need to…
• Know the rules and regulations of the 1979-1990 One-child Policy.
• Consider which of these rules were incentives or consequences.
• Decide if this policy had been a success, using both problems and benefits of the policy.
• Answered an exam style question, and peer assessed these.
A B C
PCH’s 3-step differentiation
- Set to one learning objective- Targets needs of learners in classroom using
graded activities (Information, Big Picture)- Able to check which activities support, stretch
and challenge (Differentiation)- Check understanding of learning using ‘pit
stops’ (see MJV video on GO Group blog too)- Has opportunities to move learners onto next
level
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CLD’s use of 3-step differentiation:
• Based on knowing the ability of learners to design appropriate task (Information)
• Still based on same whole-class objective (Learning Focus)• Graded to support and to stretch learners• Able to build in questioning prior to starting the task to check that learners
understood the different grading (Assessment Opportunities)• Used monitoring to confirm grade of task chosen was suitable, or re-
designated to support or stretch student (Assessment Opportunities)• Able to use all 3 stages/grades with whole class for assessment
(Assessment Opportunities)
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Add AS 3-step skills task here and to blog!
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AS’ use of 3-step differentiation:
• Based on knowing the ability of learners to design appropriate task (Information)
• Still based on same whole-class objective (Learning Focus)• Graded to support and to stretch learners, with challenge provided through
progressive practice of skills• Modelled through own attempt of task (Shape and Structure)• Able to build in questioning prior to starting the task to check that learners
understood the different skills(Assessment Opportunities)• Used monitoring to confirm grade of task chosen was suitable, or re-
designated to support or stretch student (Assessment Opportunities)• Able to use all 3 steps with whole class for assessment through peer
assessment (Assessment Opportunities) 26
Your turn…
In departmental groups, create:1. Plan and create a 3-step differentiation activity
based on a learning objective for a lesson that you are likely to deliver within the next 2 weeks
2. Ensure that you have considered the information about the learners to determine the level of support, stretch and challenge
3. Decide on which assessment opportunities you will use for your 3-step differentiation activity, including when you will assess
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GO Show and Tell
What 3-step activities have you come up with?
What other GO teaching ideas do you have to share with others?
GO Group
Aim: To share Good and Outstanding practice within school, between teachers and departments
Next meeting: - Tuesday 28th April Lunchtime 1.30pm in J5 ;
extended afterschool session 3.30-4.30pm
Focus: Using digital technology in the classroom/3 step differentiation
What have you gained from this session?
• Back to www.Kahoot.it please….you know how!