2. 1. Ron Berger - Crucial• The power of Kind, specific and Helpful Critique feedback• http://m.youtube.com/#/watch?v=J2K75WO7a70&desktop_uri=%2Fwatch%3Fv%3DJ2K75WO7a70• http://m.youtube.com/#/watch?v=J2K75WO7a70&desktop_uri=%2Fwatch%3Fv%3DJ2K75WO7a70• http://www.hightechhigh.org/unboxed/issue2/learning_as_production/• http://www.hightechhigh.org/unboxed/issue9/introducing_peer_critique/• http://www.hightechhigh.org/unboxed/issue6/collaboration/• http://www.hightechhigh.org/unboxed/issue8/wild_about_cramlington/• Solo Storify• http://storify.com/charte/pam-hook-solo-taxonomy• Reading• John Hattie - visible learning• Learning Spy• Chris Harte• Darren Mead• Tait Coles• Lisa Ashes• Andy Knill
3. Critique in action by….. YOU• We will see 2 images of models for the classroom.• Chris Harte an MFL teacher• Ron Rooney a Geographer• You have to be Kind about each model with SPECIFIC aspects you like. BUT you must justify why you are saying that!• Give Specific advice, guidance on what you would improve with the work. FOCUSED ADVICE.• Be helpful say why! SO THAT…….
4. 2. Apps to use in conjunction with solo / learning culture
5. But all these apps need a context
6. Solo• How many different uses of Google earth can you think of?• Can you describe – explain how?• ALL• many• one• None• Apply this to all the tech / apps explore them – define their uses – students as Digital Leaders create guides become GENIUS BAR – EXPERTS.
7. 3. How is solo like a dog?• This is PPPPB – basketball questioning NOT table tennis questioning – passive students.• POSE – Question – say it at least twice – on board• PAUSE - AT LEAST 30 SECONDS• PASS – students for 2 minutes MIN much better - 30 seconds each in a table of 4.• (make a game of it – Just a minute no deviation, hesitation, repetition).• Pounce – ask a student on any table – no hands up just ask. Create that culture of you will get asked be on your learning toes!• Bounce – it to another table – what was their response, 2nd bounce which tables have different views?• 3rd bounce evaluate which of the 2 tables had the most succinct, high specific content? – Why?
8. Solo is a culture It isn’t just for one lesson / day
9. Concept to collaborate – Dropbox future
10. Solo in planning• When you plan do you have high expectations and actually map out with the big picture the development of the lesson?• What one thing is crucial? Hinge point.• What multiple aspects of learning does this lesson potential have? What might need clarification will students be able to do this together?• Does my lesson connect can the students jig-saw their learning and give justification on why they have done what they specifically did?• Can they apply that learning to a NEW dimension – self thinking. Take command of their learning to a new context?
11. Objectives / outcomes• Verbs to use
12. Planning cont…• Do your lessons have a big picture and have a flow to them? Building upon prior knowledge?• This can help students learn a pattern of learning a CULTURE of methodology that they WILL then be able to apply in the future.• See this develop in project based learning• PBL, PBL, IBL.
13. Questioning should• Allow you to progress learners on.• How do I do this?• As I go through these slides I want you to be thinking how could solo be used to measure outcomes of questioning?
14. Core skills• What core skills make an exceptional learner?• Do our current practices train students to become this?
15. My top tips• Share planning with students• Let them formulate questions• Let them teach each other their learning – John Hattie• Have a culture of CRITIQUE – Kind, Specific and Helpful• Structure, transparency of the learning.• High expectations – waterfall video• 5Rs, L2L, PLTs they really have worked for me.• Share this language with a learning room.• Pride, PRAISE, SHOW OFF, COMMUNICATE.• METACOGNITION RECOGNITION 1:1• Community where failure is accepted as re-drafting much more powerful First Attempt In Learning.• Join twitter LEARN!
16. Marking• Critique – the work – learning not the person.• Identify one, multiple aspects of the learning that are good• Emphasis connections, questioning, but be SPECIFIC. PROVE IT!
17. Solo Rubrics• Clear transparency so every student can make a quick judgement on their learning.• They can then identify and justify .• Find out from peers if someone has achieved the next step or if 2 haven’t allow the opportunity to collaborate to solve their problem for 2 brains are better than one. This is a deeper thinking strategy.
18. 4. Toys• Activities students strive with in my geography classroom.• GIVE THEM A GO!• Would love your feedback - Critique
19. 5. Praise - rewards• Never forget to give out praise in a wide array of ways. It really does pay off!• Badges – pin and online, post card home, phone call home, certificates, work displayed around school choice of location.• Reward posters for students out in corridor. Students scan the QR code and it takes them to the work that was rewarded. Students in their pocket have an example of an excellent description, explanation etc.