Developing great learners bett 2013


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Technology opens up new ways to learn like gamification, a fantastic way to personalise learning. Students learn by experience, learn without realising it and are more motivated to improve after seeing ‘game over’ rather than ‘fail’. Actively involving the learner in the classroom is crucial for development too. When pupils are confident their opinions are valued by teachers, it opens up fantastic two-way dialogue that improves the quality of teaching and learning. Technology can be a great tool for this participative feedback involving students, peers and teachers and two schools will share their experience of this working in practice.

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Developing great learners bett 2013

  1. 1. Alistair Smith - Director Of Learning , Frog Natalie Power - AST Paddington Academy, WestminsterRob Carpenter - Director of Primary Education, (South) United Learning
  2. 2. Developing Learners and Learning through Assessment: A Primary PerspectiveRob Carpenter - Director of Primary Education, (South) United Learning
  3. 3. Review of pupil progress and attainment “What are our challenges?” Assessment activity to Target setting for measure progress over individual pupils given time “Where do pupils“How well are we doing?” need to be?” Monitoring of pupil progress Mapping of provision for pupils and ongoing adjustment of based on individual needs. planning / provision “How will they get there?” “What else could we do?”
  4. 4. Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2Training for staff in Assessments / tasks Review of pupil Assessments / tasks Progress Review Data Analysis andsetting progression and internal progress and and internal Meetings for whole schooltargets moderation standards across moderation identified cohorts / moderation of school involving all pupils standardsNumerical targets Review of school leaders Progress Reviewand progress interventions and Meetings SATS / Assessment Review oftargets set for all provision map Review of Tasks interventions andpupils interventions and Review of pupil pupil progress / Progress Review provision map progress and Moderation of FSP standards involvingReview of Meetings for standards across / KS1 / Optional all school leadersstandards with identified cohorts / school involving all DataImprovement pupils school leaders Provision MappingPartner Phonics Raise Online – Review of Assessments begin Pupil / ParentTarget setting Report to interventions and Conferencesshared with LA and Governors provision mapImprovement Annual reports toPartner Assessment Progress Review parents predictions to LA / Meetings SIP / Governors Updated Progress Review assessment Meetings predictions to LA / SIP / Governors Pupil / Parent Conferences to share targets and review progress
  5. 5. End FS2 1-3 points 4-5 points 6/7 points 8 points 9 points Beg Y1 Towards LW Secure LW L1c L1b L1a End Y1 1c 1b 1a 2c 2b End Y2 2c 2b 2a 3c 3b End Y3 2a 3c 3b 3a 4c End Y4 3b 3a 4c 4b 4a End Y5 4c 4b 4a 5c 5b End Y6 4a 5c 5b 6c L6 Progress 16 APS 16 APS 16 APS 18 APS 18 pointsfrom KS1 to points points points points APS KS2 Levels of Progress 2 levels 3 levels 3 levels 3 levels 3 levelsfrom KS1 to KS2
  6. 6. 1. Clear purpose orlearning intention2. Very clear steps tosuccess or success criteria3. Great modeling andscaffolding of expectations4. Learning has to bechallenging5. Lots of opportunities foractive discussion andfeedback6. Learning is active
  7. 7. Developing Learners and Learning through Assessment: A Secondary PerspectiveNatalie Power - AST Paddington Academy, Westminster
  8. 8. Assessment for Learning: A secondary perspective We derive our principles for outstanding learning from the ‘Paddington 10’ Teachers Students Keywords Checked regularly Using a range of activities to check for understanding Check every 7 minutes,Students are reflective learners two way flow,Independence is fostered question with a question
  9. 9. Our approach to Assessment for LearningSelf/peer/teacher assessment Whole class assessment AFL at Paddington Academy Student-led assessment
  10. 10. Planning effective questioningReflection: How Blooming are your questions? Bloom’sTaxonomy
  11. 11. Self and peer assessment at Paddington Students mark their own/their partner’s work Video link and set “two stars and a wish” Peer Assessment Teacher Assessment The teacher completes a RAG assessment of student workThey respond to theirtarget by evidencing wherethey have met this in theirwork Tracker for where students have Evidenced their targets
  12. 12. Whole class Assessment for learning Human Continuum – To be used to assess viewpoints/understanding of key conceptsStudents stand onthe side of the roomthat most representstheir view Photo Students are allowed Students must use to move across the evidence from their line but must be Classwork in their prepared to justify discussion why
  13. 13. Whole class Assessment for learning Question Box – A nice strategy for revision, enquiry based lessons or a method for students to ask for further helpStudents quiz each otherby creating their own To express what areasquestions they need support in At the start and end of lessons to connect and consolidate learning
  14. 14. Student-led Assessment for learningSocratic circle – A mixture of group work, paired work and individualreflection and evaluation • Students are given time to prepare an answer to a question/ go through an extract. • They then set up the room into fishbowl shape • Using different observation cards students watch for aspects of effective group work • These cards can be differentiated with some students getting the individual observation card • Each group give ten minutes feedback to each other
  15. 15. Year 9 students take part ina discussion on whether evil existsIn the world in response to thenovel Jekyll and HydeStudents assess themselves and theGroup during the discussion
  16. 16. Frog and LearningAlistair Smith - Director Of Learning , Frog
  17. 17. Our principles of learning from which all Frog product design beginsBuild upon the prior knowledge, understanding and achievements of the learner Actively engage the learner Provide a strong sense of purpose with clear outcomes Ask compelling questions and foster original solutions Scaffold challenge and track progress Individualise loops of improvement feedback through collaborative support Provide early responsibility and ownership
  18. 18. Our principles of gamificationagainst which we test Frog products Blissful Productivity Urgent Optimism nurtured by Discovery Moments Unlocking of Achievements Different Layering and Levelling of Challenge(s) Spaced Release of Information Granular Feedback to aid progress(ion) Highly Personalised spaces with strong Ownership Values Communities of Collaboration
  19. 19. The design of Frog Primary Accessible day and night Focused on Pupil Learning Involves pupils, peers and teachers in Feedback Loops Gamified for Engagement Digital Evidence of non-digital work Parental Involvement Meaningful Analytics No administration