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Teaching for Understanding ppt. used at LM Regional Conference

Teaching for Understanding ppt. used at LM Regional Conference

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Transcript

  • 1. The Next Phase Teaching for Engagement & AchievementWednesday, 25 May 2011
  • 2. Student Voice and our WorkWednesday, 25 May 2011
  • 3. Student Voice and our WorkWednesday, 25 May 2011
  • 4. Student Voice and our WorkWednesday, 25 May 2011
  • 5. Student Voice and our WorkWednesday, 25 May 2011
  • 6. and in the UK... !Wednesday, 25 May 2011
  • 7. These Twelve Secondary Schools … ! Are in the highest category of deprivation (35% or more FSM), yet, they all: • Achieve over 80% good GCSE passes at 16, with a consistent trajectory of improvement • Have at least two recent inspection reports judged as ʻoutstandingʼ • Received outstanding grades for teaching and learning, leadership and the school overall • Record a pattern of high contextual value added scores from Key Stage 2 (age 11) to Key Stage 4 (age 16) defy the association of poverty with outcomesWednesday, 25 May 2011
  • 8. Some success factors in these schools • They have strong values and high expectations that are applied consistently and are never relaxed • Their achievements do not happen by chance, but by highly reflective, carefully planned and implemented strategies • They operate with a very high degree of internal consistency • They are constantly looking for ways to improve furtherWednesday, 25 May 2011
  • 9. • Clear and unshakeable principles and sense of purpose • Vigilance and visibility • Courage and conviction • Predisposition to immediate action, letting nothing slip • Insistence on consistency of approach, individually and across the organisation • Drive and determination • Belief in people • Ability to communicate • Leadership by example • Emotional intelligence • Tireless energyWednesday, 25 May 2011
  • 10. Whatʼs Next? Teaching for Engagement & AchievementWednesday, 25 May 2011
  • 11. ENGAGEMENT & ACHIEVEMENTWednesday, 25 May 2011
  • 12. ENGAGEMENT & ACHIEVEMENT An active mind instead of a passive one More observant Opens up new worlds and possibilities Adds excitementWednesday, 25 May 2011
  • 13. ENGAGEMENT & ACHIEVEMENT BETTER STUDENTSWednesday, 25 May 2011
  • 14. Outside In System LeadersWednesday, 25 May 2011
  • 15. Outside In Inside Out engagement & System Leaders achievement Bureaucracy/Policy Theories of Action Schools/Principals TeachersPlanning & Organisation Planning & Organisation Teachers Policy Choices Students/Classroom CentreWednesday, 25 May 2011
  • 16. Teaching for Curiosity & AchievementWednesday, 25 May 2011
  • 17. 4 Whole School Theories of ActionWednesday, 25 May 2011
  • 18. Whole School Theories of Action 1 When schools and teachers set high expectations and develop authentic relationships then students confidence and commitment to education increases and the schoolʼs ethos,culture deepens and curiosity can flourish 2 When teacher directed instruction becomes more enquiry focused then the level of student achievement and curiosity increases 3 By consistently adopting protocols for teaching student behaviour, engagement, learning and curiosity is enhanced 4 Learning protocols enhance student capacity to learn, develop skills, confidence and curiosity and ensure that this happens in all classesWednesday, 25 May 2011
  • 19. 1 HIGH EXPECTATIONS AUTHENTIC RELATIONSHIPS 2 ENQUIRY FOCUS 3 TEACHING PROTOCOLS 4 LEARNING PROTOCOLSWednesday, 25 May 2011
  • 20. Teaching for Curiosity & AchievementWednesday, 25 May 2011
  • 21. 6 Theories of Action for the TeacherWednesday, 25 May 2011
  • 22. Theories of Action for the Teacher 1 When teachers set learning intentions and use appropriate pace and have a clear and strong narrative about their teaching then studentʼs are more secure about their learning, and achievement and understanding and curiosity is increased INTENTIONS, PACE and NARRATIVE When learning tasks are purposeful, clearly defined, 2 differentiated and challenging, (according to the students Zone of Proximal Development), then the more powerful/ progressive and precise the learning for all students. Curiosity will be enhanced as students work at a level appropriate to their understanding TASKSWednesday, 25 May 2011
  • 23. Theories of Action for the Teacher 3 Teachers systematically using higher order questioning leads to the level of student understanding deepening and the level of achievement increasing. Students who are regularly required to analyse, synthesise and evaluate are more likely to be curious HIGHER ORDER QUESTIONS 4 When teacherʼs consistently use feedback and data on student actions and performance then behaviour becomes more positive, progress accelerates and curiosity is enhanced FEEDBACK (REFLECTION) & DATAWednesday, 25 May 2011
  • 24. Theories of Action for the Teacher 5 When peer assessment and assessment for learning (AfL) are consistently utilized student engagement, learning and achievement accelerates. Curiosity will be enhanced as the depth of student understanding increases FEEDBACK (REFLECTION) 6 When cooperative group structures / techniques are used to mediate between whole class instruction and students carrying out tasks, then the academic performance of the whole class will increase as well as the spirit of collaboration and mutual responsibility. Curiosity will be developed as students learn from each other in a structured manner. COLLABORATIVE GROUP WORKWednesday, 25 May 2011
  • 25. 1 LEARNING INTENTIONS 2 PACE & NARRATIVE 3 REFLECTION & FEEDBACK 4 COLLABORATIVE GROUP WORKWednesday, 25 May 2011
  • 26. +Wednesday, 25 May 2011
  • 27. Making it happen...Wednesday, 25 May 2011
  • 28. Improved Achievement Enhanced Curiosity Triads Theories for the Whole School Professional Learning Theories for the Teacher TeamsWednesday, 25 May 2011
  • 29. The Ring of Confidence Circles of CompetenceWednesday, 25 May 2011
  • 30. What is ʻProfessional Practiceʼ? By practice we mean something quite specific. We mean a set of protocols and processes for observing, analyzing, discussing and understanding instruction that can be used to improve student learning at scale. The practice works because it creates a common discipline and focus among practitioners with a common purpose and set of problems. The real insight here is that you can maintain all the values and commitments that make you a person and still give yourself permission to change your practice. Your practice is an instrument for expressing who you are as a professional; it is not who you are.Wednesday, 25 May 2011
  • 31. Joined up Professional Development for the Whole Workforce … in Schools • Use the research on learning and teaching to impact on student achievement • Studying classroom practice increases the focus on student learning • By working in small groups the whole school staff can become a nurturing unit • Invest in school-based processes for improving teacherʼs pedagogical content knowledge • Make space and time for ʻdeep learningʼ and teacher enquiryWednesday, 25 May 2011
  • 32. MOST STRATEGY MOST TEACHERS MOST CLASSES MOST OF THE TIME MOST IMPACTWednesday, 25 May 2011