The Learning Loop Independent construction deliberate Joint practice construction modelling & feedback Setting the deconstruction context & building repeat assessment of the field reflectionprior knowledge
The bit that’s observedThe bit that makes it ‘perfect’
Planning Principles• Time is precious• Marking is planning• 5 planning questions• Focus on learning not activities• „Break‟ your plan
5 planning questions1. How will last lesson relate to this lesson?2. Which students do I need to consider in this particular lesson? (pen portraits)3. What will students do the moment they arrive? (bell work)4. What are they learning, and what activities will they undertake in order to learn it?5. How will I (and they) know if they are making progress?
During the lesson1. Explain why to the observer2. Observe the learning3. Questioning4. Take the temperature5. Take risks
LEARNING: OUTCOME: To be able to So that we can Evaluate analyse Steinbeck’scharacterisation intentions ZOOM So that we can ZOOM IN OUT
Your questions (QFT)• Which of your 3 best questions will allow you to meet the learning outcome?• Choose 1 which you will rewrite
Second Question Is?/Doe Did? Can? Could? Will? Might? Grid Past Possibility Probability Prediction Imagination s? Present What? Event Where ?First Place When? Time Who? Person How deep Why? Reason do you want your How? questions to go? Meaning
Your questions• Choose a quotation about your character• Answer your question by ZOOMING IN and OUT on your quotations• Take a risk – do something surprising!
Review LEARNING: OUTCOME: To be able to So that we can Evaluate analyse Steinbeck’s characterisation intentions• Proofread your work• Highlight where you’ve taken a risk• Explain how well you’ve met the outcome• Peer assess
moment?• How might “the best laid plans o’ mice and men” go wrong?• Who might die?!
…try to read between the lines and evaluate the writer’s intention a bit more…The use of the word ‘poison’ likens Curley’s wife to something that kills and damages. Also it makes thereader think of plotting andsecrets which could explainwhy the men are wary of her because she can get them into trouble…
Show me a teacher who doesn‟t fail every day and I‟ll show you a teacher withlow expectations for his or her students. Dylan Wiliam
Embedding a culture of critique• Would you ever put on a play without rehearsals? Or play a gig without practicing first?• What could you possibly achieve of quality in a single draft?• If it‟s not proofread, it‟s not finished
Embedding a culture of critique• Should we cover content, or should we insist on „beautiful work‟?• Can we do both?
Key principles1. Establish the right culture2. Go over the rules… every single time3. Aim for perfection and insist on quality4. Critique a variety of media5. Only critique work when it is ready
Critique in practice• 5 minutes to plan a lesson which introduces to a class• Critique each others‟ plans• Review your plans
Learning outcome: To improve the quality ofwritten feedback so that…Students know Students have time Progress is madehow to improve to act on feedback visibletheir work
Reviewing written feedback• Importance of feedback• What do you currently do?• To grade or not to grade?• Is praise important?• How can we make sure feedback is „received‟?
Levels of understanding• In pairs, arrange the five statements about assessment for learning in order of understanding• You have 3 minutes
A problem with Bloom‟s…Night Hawkesby Edward Hopper
What kinds of thinking did you do? How many different “Blooms” levels were involved?
• Can we define analysis as teachers?• Can you separate thinking from content?
SOLO is better because:• It‟s a formative tool – provides useful feedback and makes next steps clear• It‟s a useful assessment tool – clear links with mark schemes• It focuses on progress• It describes the learning outcome
With SOLO we can…• thoughtfully design learning intentions and learning experiences How does this apply to other situations? How can you connect this knowledge? What do you know about…?
With SOLO we can…• identify and use success criteria which enable students to make meaningful progressLearning objective: To understand how poweris presented in MacbethI know several I can explain the I can suggest reasonsthings about links between the why Shakespearepower in things I know might have madeMacbeth about power these choices
With SOLO we can…• differentiate effectively by allowing students to choose the point at which they can access lessons• SOLO stations
With SOLO we can…• provide feedback and feed forward on learning outcomes which is simple to understand and straightforward to act on Feedback: “How have you demonstrated that your knowledge is multistructural?” Feed forward: “What do you need to do to make it relational?”
With SOLO we can…• reflect meaningfully on what to do next “OK, so my work isn’t relational yet. How can I connect what I know?” Language of learning Deep & Understanding surface learning success Knowledge criteria
Before After Before Now AfterBefore AfterMigingo Island on Lake Victoria is claimed by both Kenya and Uganda. Thepopulation of 131 is made up of mostly fishermen and traders.
• Where was the now part?• Where was the before part?• Where was the after after part?
Implications…• Task design is essential to allow students to work with content knowledge in increasingly complex ways (progress)• Task design could be as simple as planning the questions being asked (differentiation)
Comparison alley 1st thing Dulce etDecorum Est What they have in common In Flanders 2nd thing Field