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Using IRIS Connect to support peer-to-peer coaching

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Using IRIS Connect to support peer-to-peer coaching - Simon Brown from Bosworth Academy shared their journey at the Midlands Community Conference.

Using IRIS Connect to support peer-to-peer coaching - Simon Brown from Bosworth Academy shared their journey at the Midlands Community Conference.

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  • 1. USING IRIS TO SUPPORT PEER TO PEER COACHING Simon Brown 11th December 2013
  • 2. To Learn To Achieve Bosworth Academy • Leicestershire Upper School (14-19yrs) • NOR = 1310 • Yr10 = 450, Yr11 = 455, Sixth Form = 405 • Comprehensive intake
  • 3. To Learn To Achieve 2013 Raise Prior attainment at national average • 5A*-C En/Ma increase by 16% in 3 yrs • Best 8 Points Score 305352, groups sig+ • Value Added for majority of groups is sig+ • VA and attainment in Science sig+ (from sig-)
  • 4. To Learn To Achieve Our 100% Pledges • 100% of students reach or exceed their potential • 100% of teachers will teach good or outstanding lessons; 25% of teachers will be observed teaching at least 1 outstanding lesson • 100% of teachers will have access to 6-10 coaching meetings per year “No student will underachieve”
  • 5. To Learn To Achieve Coaching “Be better than you thought you could be” • Initially used as a mantra for our students • Now used with staff • Coaching supports L&T improvement • Driven by coachee • Time allocated to coaching • Iris a great tool to support
  • 6. To Learn To Achieve Personal Improvement Plan vs Performance Management • • • • • Growth mind set – not fixed Athlete centred coaching Feedback driven Coachee led Supportive
  • 7. To Learn To Achieve Feedback Cycle • Cycle 1: No-notice observation (day-to-day) • Cycle 2: Developmental, supported by coach • Cycle 3: No-notice observation Launched possibility of using Iris Connect to support Cycle 2 at: Iris Coffee Evening!
  • 8. No-notice observations To Learn To Achieve Cycle 1 • 55% observed as ‘good or better’ in Science
  • 9. To Learn To Achieve Cycle 2: Improving Pedagogy in Science! All teachers were asked to identify: 1. a particular strength to share good practice. 2. an area for development. • Asked to provide evidence of progress towards their area for development. • Could staff IRIS a lesson at the beginning and again at the end of the process?
  • 10. To Learn To Achieve Science Staff Teacher Strength differentiated learning objectives deals well with challenging questions BfL and explanations impressive plenary and engagement student-led learning questioning starter to involve and enthuse students AfL ( frequent high quality feedback) varied activities that engage students BfL and engagement differentiated objectives, practical demo's independent learning engagement and resources questioning techniques and engagement stretch and challenge, differentiation Area for development ensure more students are involved in questioning use differentiated learning objectives questionning techniques increase number of written feedback tasks questionning techniques use of more varied and imaginative micro-plenaries plenaries that assess all students' learning plenaries that assess learning of all against objectives questioning that produces extended answers differentiation for all lessons to make greater progress Plenaries to assess all students progress/questioning differentiated questioning increase level of challenge independent learning tasks more frequent and regular feedback to students All to identify a particular strength and an area of development so that we can share good practice and improve as classroom teachers. End of March deadline to show progress or development of key areas on lesson observation. Provide evidence if using IRIS, showing progress has been made to RBA. RBA to inform missing colleagues of practice.
  • 11. To Learn To Achieve Typical Process Iris lesson 1 • Teacher 1 reviews and time stamps episodes • Teacher 2 watches video and comments • Teacher 1 & 2 meet and discuss • Teacher 1 sets further steps for development Allow 2 weeks for embedding new practice Iris lesson 2 and repeat process • Complete feedback form
  • 12. To Learn To Achieve
  • 13. To Learn To Achieve
  • 14. Progress towards target: To Learn To Achieve “Significant progress was made towards meeting Cycle 1 targets, although many colleagues were able to identify further areas for development.” Name: Area for development: questionning that produces extended answers comment on how you were able to demonstrate progress from your first to your second lesson * FIRST LESSON Good tone and pace in asking / answering questions but need to give lots of wait time. Asked lots of in depth questions that could have been structured / scaffolded more. Some good questions from students which shows they are comfortable in their learning environment. SECOND LESSON Used 'probing questions' sheet & info from SBN to plan questions according to the flow of the lesson. Was more aware of 'posing and pausing' - gave more thought time and this gave students more time to provide thoughtful answers / in depth After SBN training - use Blooms questioning - could be linked to learning objectives Need to work more on scaffolding & the pounce and bounce of a question
  • 15. To Learn To Achieve Name: JSC Area for development: independent learning tasks comment on how you were able to demonstrate progress from your first to your second lesson FIRST LESSON Lesson Outline: C2 Percentage Yield and Reversible Reactions – By the end of the lessons students could define percentage yield and perform some differentiated calculations (most could complete the higher level questions). Students could also describe a reversible reaction and investigate this practically. Strengths: 1. Engagement of students was outstanding and BfL was very good; 2. Pace of lesson was good and appropriate activities were selected. Areas for Development: 1. Too many low level questions (need to focus on stretch and challenge); 2. Too much teacher talk – not enough independent learning. SECOND LESSON Lesson Outline: C2 Catalysts – By the end of the lessons students could describe how a catalyst works and plan an investigation to solve the following hypothesis (HSW): “The rate of decomposition of hydrogen peroxide depends on the catalyst used.” All students produced a plan and self-assessed their plan against the ISA marking guidelines. All students are now aware of what is required for a 9 mark plan. Strengths: 1. Independent Learning task was well attempted and very much student led; 2. Enthusiasm of teacher transferred to enthusiasm in students; 3. Much less teacher talk and students BfL was good once more; 4. Literacy in Science – spellings board for specialist scientific terms. Areas for Development: 1. Give more thinking time for questioning sessions (use Pose Pause Pounce Bounce technique); 2. Give even more free rein by not giving any assistance next time? 3. Include more students in homework/test reviews and micro-plenaries.
  • 16. To Learn To Achieve Head of Science Feedback “It was very pleasing that colleagues embraced the use of IRIS Connect in order to assist in the further development of their teaching skills.” “They are more aware of its possibilities as a development tool.” “The Science Team will continue to use IRIS Connect for their own individual/pair learning.”
  • 17. No-notice observations Impact? To Learn To Achieve Cycle 3 • 73% of lessons observed as ‘good or better’ in Science
  • 18. To Learn To Achieve Science Outcomes 2013 KS4 • Core Science 67% A*-C (Nat=60%), sig+ • Additional Science 75% A*-C (Nat=64.45), sig+ • VA at KS4 sig+ Sixth Form • Biology ALPS=3 • Chemistry ALPS=3 • Physics AS ALPS=3
  • 19. To Learn To Achieve What next? • Over 120 lessons on Iris • 56 users • Widen project to other curriculum teams. • Science to share with other Middle Leaders. • Humanities teachers viewing videos in coaching. “Be better than you thought you could be”