Recommended
More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (20)
Similar to Professional learning at The Cherwell School
Similar to Professional learning at The Cherwell School (20)
More from Cherwelllearning
More from Cherwelllearning (13)
Recently uploaded
Recently uploaded (20)
Professional learning at The Cherwell School
- 1. Professional Learning at The Cherwell School Tom Boulter – Deputy Head TLAB 2015
- 2. Takeaways 1. Conscious restriction of focus – ‘narrow the lens’ 2. Ignore stuff 3. Respect capacity 4. Make feedback count 5. Know that training makes teachers worse at teaching
- 5. Takeaway No 1 Conscious restriction of focus – ‘narrow the lens’
- 7. Cook County Hospital – ‘Blink’ by Malcolm Gladwell
- 8. The Goldman Algorithm: – ECG – Unstable angina – Fluid on the lungs – Blood pressure Result: Accuracy of diagnosis increased by 70%+
- 9. One faculty review - 2010 differentiation develop thinking skills develop thinking skills Clarify HW tasks Language for EAL Feedback in books Ensure all are confident to answer questions Encourage SEN students to verbalise understanding Set homework at the beginning or in the middle Insist on silence group in ability groups ‘Keep thinking AFL’ Ensure that all students are engaged Use a different classroom layout for group work More use of peer marking pushing the most able More use of praise classroom management Use non-verbal cues
- 10. One faculty review - 2010 differentiation develop thinking skills develop thinking skills Clarify HW tasks Language for EAL Feedback in books Ensure all are confident to answer questions Encourage SEN students to verbalise understanding Set homework at the beginning or in the middle Insist on silence group in ability groups ‘Keep thinking AFL’ Ensure that all students are engaged Use a different classroom layout for group work More use of peer marking pushing the most able More use of praise classroom management Use non-verbal cues
- 11. One faculty review - 2010 differentiation develop thinking skills develop thinking skills Clarify HW tasks Language for EAL Feedback in books Ensure all are confident to answer questions Encourage SEN students to verbalise understanding Set homework at the beginning or in the middle Insist on silence group in ability groups ‘Keep thinking AFL’ Ensure that all students are engaged Use a different classroom layout for group work More use of peer marking pushing the most able More use of praise classroom management Use non-verbal cues
- 12. One faculty review - 2010 differentiation develop thinking skills develop thinking skills Clarify HW tasks Language for EAL Feedback in books Ensure all are confident to answer questions Encourage SEN students to verbalise understanding Set homework at the beginning or in the middle Insist on silence group in ability groups ‘Keep thinking AFL’ Ensure that all students are engaged Use a different classroom layout for group work More use of peer marking pushing the most able More use of praise classroom management Use non-verbal cues
- 13. One faculty review - 2010 differentiation develop thinking skills develop thinking skills Clarify HW tasks Language for EAL Feedback in books Ensure all are confident to answer questions Encourage SEN students to verbalise understanding Set homework at the beginning or in the middle Insist on silence group in ability groups ‘Keep thinking AFL’ Ensure that all students are engaged Use a different classroom layout for group work More use of peer marking pushing the most able More use of praise classroom management Use non-verbal cues
- 14. One faculty review - 2010 differentiation develop thinking skills develop thinking skills Clarify HW tasks Language for EAL Feedback in books Ensure all are confident to answer questions Encourage SEN students to verbalise understanding Set homework at the beginning or in the middle Insist on silence group in ability groups ‘Keep thinking AFL’ Ensure that all students are engaged Use a different classroom layout for group work More use of peer marking pushing the most able More use of praise classroom management Use non-verbal cues
- 15. One faculty review - 2010 differentiation develop thinking skills develop thinking skills Clarify HW tasks Language for EAL Feedback in books Ensure all are confident to answer questions Encourage SEN students to verbalise understanding Set homework at the beginning or in the middle Insist on silence group in ability groups ‘Keep thinking AFL’ Ensure that all students are engaged Use a different classroom layout for group work More use of peer marking pushing the most able More use of praise classroom management Use non-verbal cues
- 16. 31
- 17. 61 S
- 18. 79
- 19. 120
- 20. 123
- 22. CPD?
- 23. What is ‘school culture’? ‘the lived experience of being in the school’ ‘the way we do things round here’
- 26. Principles for Professional Learning Teachers as learners Focus on what makes the most difference Value autonomy / individuality
- 27. Principles for Professional Learning Teachers as learners Focus on what makes the most difference Value autonomy / individuality
- 28. What are our ‘things that make most difference’? 1 - Clear and appropriate learning intentions 2 - Tasks and activities which help students to learn 3 - Success criteria and use of models 4 - Feedback which moves students on ‘Minimum spec’
- 29. ‘Jargon-busting’ version 1 – Teach them good stuff 2 – Make sure they are doing good stuff 3 – Show them how to do it, and how to do it well 4 – Tell them how they did / how to improve
- 30. Case Study: Assessment for Learning Assessment for Learning is a teaching approach which asks students to rate their own confidence on topics they have studied, and encourages them to take control of their learning and identify areas where they need to improve.
- 33. Sound a bit boring? ‘SAFE’ ‘RISK- TAKING’
- 34. Takeaway No 1 Conscious restriction of focus – ‘narrow the lens’
- 35. Takeaway No 2 Ignore stuff.
- 39. Educational Play-pumps? • SEAL • L2L • PLTS • IWBs • VLE • APP • LATC • NATC • WTF • P4C • G + T • VAK • BLP • SBP • Working Parties • Learning and Teaching groups • Co-operative learning • Active Learning • Thinking Skills • Personalising Learning • Learning Competencies • Emotional intelligence • Multiple Intelligences • Learning Styles • Student Voice • Brain Gym ...Teach Meets?
- 41. Takeaway No 2 Ignore stuff. Has your school done anything it should have ignored? What was it?
- 42. Takeaway No 3 Respect capacity
- 43. Teacher Learning Communities Cross-curricular working groups Agenda provided ‘from above’ Colleagues sharing practice, sharing ideas
- 45. Teacher Learning Communities Cross-curricular working groups Agenda provided ‘from above’ Colleagues sharing practice, sharing ideas
- 46. ‘Head space’ is what matters What should a teacher learn about at the moment?
- 48. TLCs 2.0 Subject-based Self-selected development area Loose structure Teachers working on what they are currently teaching Learning by collaboratively DOING
- 49. TLCs 2.0 Subject-based Self-selected development area Loose structure Teachers working on what they are currently teaching Learning by collaboratively DOING
- 50. TLCs 2.0 Subject-based Self-selected development area Loose structure Teachers working on what they are currently teaching Learning by collaboratively DOING
- 51. TLCs 2.0 Subject-based Self-selected development area Loose structure Teachers working on what they are currently teaching Learning by collaboratively DOING
- 52. TLCs 2.0 Subject-based Self-selected development area Loose structure Teachers working on what they are currently teaching Learning by collaboratively DOING
- 53. TLCs 2.0 Subject-based Self-selected development area Loose structure Teachers working on what they are currently teaching Learning by collaboratively DOING
- 54. Takeaway No 3 Teacher time is precious
- 55. Takeaway No 4 Make feedback matter
- 57. What did we change? No lesson gradings ‘Typical features’ ‘Quality of thought’ over ‘progress’ Pre-observation meetings
- 58. Styles of Feedback Pure coaching Draws out reflection from the ‘coachee’ Very little direct advice or feedback Coachee talks more than the coach Requires skilful questioning Pure directive Observer ‘tells it how it is’ Clear, direct messages Little response / opportunity for dialogue
- 59. Common problems with feedback Too much information Unclear / contestable Too relational Too insensitive
- 60. Excellent quality training from Alex Pett - River Consultancy Running effective conversations / feedback
- 61. Excellent quality training from Alex Pett - River Leadership Running effective conversations / feedback
- 62. Excellent quality training from Alex Pett - River Leadership Running effective conversations / feedback
- 63. Excellent quality training from Alex Pett - River Leadership Running effective conversations / feedback
- 64. Excellent quality training from Alex Pett - River Leadership Running effective conversations / feedback
- 65. Humility in feedback ‘an appropriate relationship with your opinions’ We all see ‘through a narrow lens’ ‘Holding opinions lightly enough’
- 66. Alex Pett Training Whole day courses Practice Highly recommended alexander@riverleadership.com
- 67. Takeaway No 4 Make feedback matter
- 68. Practice Think of a lesson observation feedback you’ve done Think through how you would do this using the PI structure Practise with a (silent) partner
- 69. Takeaway No 5 Know that training makes teachers worse at teaching
- 71. A typical learning journey - modelling • Top end make some progress • Lower / middle make little progress Little / No modelling • Clunky • Modelling ‘gets in the way’ • Lesson feels ‘worse’ Provide a model • Students don’t engage well • Feels ‘laboured’ and time-consuming • Better progress Use Models
- 72. • Low access / high challenge achieved • Modelling becomes more precise / fluent / effective Use modelling more effectively • Modelling is habitual / effective • Various styles / approaches used • Modelling supports creativity / excitement / joy Increasing expertise A typical learning journey - modelling
- 73. Final thought What are we going to actually do about workload? @tomboulter