One School’s Journey from Good to Excellent  LAHC Workshop  Review Training to Whole School CPD
 
The only person who does not fear change is a baby with wet diapers! ‘ Change is inevitable, except from a vending machine...
Review Training Dec 2007   Review Oct 2009   Road Map - Good to Excellent
Whole School Learning Cycle  Good Excellent ‘ Turn your face to the sun and the shadows fall behind you.’ Maori Proverb ‘ ...
The Seed is Sown   Learning partners  Learning styles  Learning community  Learning Leaders  Developing a model Tweaks  Wh...
‘ Leadership and learning are indispensable to each other.’ John F. Kennedy ‘ If you do not have time to read, you do not ...
Photos <ul><li>Planning </li></ul><ul><li>Assessment </li></ul><ul><li>Introduction </li></ul><ul><li>Main Body </li></ul>...
Observing a lesson using LAHC observation criteria ‘ Year 4 Literacy’ Can we recognise good teaching and learning in  our ...
Trying out Feedback skills on colleagues Learning Partners
Infant, Junior and Senior teachers discussing what makes  excellent teaching &learning!!! What are you smiling about?
<ul><li>Learning </li></ul><ul><li>‘  Learning- the most gloriously messy, unstructured, mysterious process known to man.’...
<ul><li>Learning </li></ul><ul><li>Scaffolding-ZPD- zone of proximal development Lev Vygotsky </li></ul><ul><li>Understand...
Understanding the Triune Brain <ul><li>Our brain is three brains in one </li></ul><ul><li>The hind or reptilian brain </li...
 
 
<ul><li>Left Brain </li></ul><ul><li>Language  </li></ul><ul><li>Logic </li></ul><ul><li>Mathematical formulae </li></ul><...
STATE  STYLE STRUCTURE Plants grow themselves- they just need the right conditions  (Death Valley 2005) Teachers & Farmers
Death Valley
<ul><li>The brain needs  fuel –  water, oxygen and glucose – to function efficiently. </li></ul><ul><li>Oxygen:  </li></ul...
Brain Muscle Workout http://www.youtube.com
Do Super Brain Yoga
<ul><li>The brain needs  fuel –  water, oxygen and glucose – to function efficiently. </li></ul><ul><li>Water:   </li></ul...
What does a nurturing, stimulating classroom where neurons are being connected look, sound and feel like?
<ul><li>There are prompts and posters that remind children how to… </li></ul><ul><li>Timetable/routine is visible and visu...
<ul><li>Rights and responsibilities are clearly established and posted. </li></ul><ul><li>Class rules have been agreed upo...
<ul><li>VAK </li></ul><ul><li>Visual Learners : 29% of population </li></ul><ul><li>Are neat and tidy </li></ul><ul><li>Ar...
<ul><li>Kinesthetic Learners : 37% of population </li></ul><ul><li>Touch people to get their attention </li></ul><ul><li>A...
Year 6X Learning Styles STATE- STYLE  -STRUCTURE
<ul><li>Researching Greek Armour </li></ul><ul><li>In pairs, read the case study notes and watch the video clip. </li></ul...
<ul><li>Memory </li></ul><ul><li>Good memory is a skill not a gift </li></ul><ul><li>We all have a photographic memory……… ...
<ul><li>Teach- pencil list </li></ul><ul><li>Visualise-  70% brain focus- vision trumps  all other senses </li></ul><ul><l...
<ul><li>Pencil </li></ul><ul><li>Snake </li></ul><ul><li>Triangle </li></ul><ul><li>Track </li></ul><ul><li>Star </li></ul...
 
STATE-STYLE - STRUCTURE <ul><li>A model –  structured to reflect the way in which the brain learns naturally  </li></ul><u...
<ul><li>Introduction-Indicators of Excellence </li></ul><ul><li>Relaxed yet purposeful atmosphere </li></ul><ul><li>Engage...
<ul><li>Learning partners  </li></ul><ul><li>Study groups </li></ul><ul><li>TTT </li></ul><ul><li>Sarah’s Video  </li></ul...
Agreed lesson observation focus: General introduction focus- creating interest/motivation, questioning, links to previous ...
<ul><li>Areas for Development: </li></ul><ul><li>Give more thinking time and engage all children in dialogue through wordi...
<ul><li>Pencil </li></ul><ul><li>Snake </li></ul><ul><li>Triangle </li></ul><ul><li>Track </li></ul><ul><li>Star </li></ul...
Question:  How are we doing on our presentation so far? Answer: Muy bien!!!!
<ul><li>80% of talking done by the teacher, often more in secondary classrooms! </li></ul><ul><li>Teacher’s brain grows no...
Phase three: Learning ‘ The difference between  excellent  and  satisfactory  lessons is often the extent to which student...
<ul><li>Phase three: Learning/ Understanding </li></ul><ul><li>A  sample  of Indicators of excellence; </li></ul><ul><li>T...
Top 5 EvaluationReview Tips from across the Continent!
<ul><li>Pencil </li></ul><ul><li>Snake </li></ul><ul><li>Triangle </li></ul><ul><li>Track </li></ul><ul><li>Star </li></ul...
Thank you  ‘ Highlight my strengths and my weaknesses will disappear.’ Maori Proverb ‘ Knowledge is knowing that a tomato ...
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LAHC Final Workshop

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LAHC Final Workshop

  1. 1. One School’s Journey from Good to Excellent LAHC Workshop Review Training to Whole School CPD
  2. 3. The only person who does not fear change is a baby with wet diapers! ‘ Change is inevitable, except from a vending machine.’ Robert Gallagher
  3. 4. Review Training Dec 2007 Review Oct 2009 Road Map - Good to Excellent
  4. 5. Whole School Learning Cycle Good Excellent ‘ Turn your face to the sun and the shadows fall behind you.’ Maori Proverb ‘ Your goals should be out of reach but not out of sight.’ Anita DeFrantz Training Review Beyond
  5. 6. The Seed is Sown Learning partners Learning styles Learning community Learning Leaders Developing a model Tweaks Whole School CPD Excellence in us all Staff Meeting Agendas Being At your best Teaching styles Lesson Observations Performance Management How the brain learns Learning Walks Comfort Zone TTT Physical & Emotional State Study Groups
  6. 7. ‘ Leadership and learning are indispensable to each other.’ John F. Kennedy ‘ If you do not have time to read, you do not have time to lead.’ Phillip Schlechty ‘ Be not afraid of growing slowly, be afraid only of standing still.’ Chinese proverb ‘ The foolish and the dead alone never change their opinions.’ James R. Lowell’
  7. 8. Photos <ul><li>Planning </li></ul><ul><li>Assessment </li></ul><ul><li>Introduction </li></ul><ul><li>Main Body </li></ul><ul><li>Plenary </li></ul><ul><li>(Lead by LAHC trained reviewers) </li></ul>Brainstorm Whole School CPD
  8. 9. Observing a lesson using LAHC observation criteria ‘ Year 4 Literacy’ Can we recognise good teaching and learning in our classrooms?
  9. 10. Trying out Feedback skills on colleagues Learning Partners
  10. 11. Infant, Junior and Senior teachers discussing what makes excellent teaching &learning!!! What are you smiling about?
  11. 12. <ul><li>Learning </li></ul><ul><li>‘ Learning- the most gloriously messy, unstructured, mysterious process known to man.’ John Abbot, President of the 21 st Centuary Learning Initiative </li></ul><ul><li>90% of what we know about how the brain learns has been discovered in the last 10yrs </li></ul><ul><li>Important to take into account what we know about learning when we are trying to make teaching more effective </li></ul><ul><li>Learning involves building on existing understanding </li></ul>
  12. 13. <ul><li>Learning </li></ul><ul><li>Scaffolding-ZPD- zone of proximal development Lev Vygotsky </li></ul><ul><li>Understanding is the is the result of cognitive activity (thinking) </li></ul><ul><li>Learning is best done through multisensory experiences with all children being given frequent opportunities to hear , see and do . </li></ul><ul><li>Emphasis on exploring, rather than delivering the curriculum </li></ul>
  13. 14. Understanding the Triune Brain <ul><li>Our brain is three brains in one </li></ul><ul><li>The hind or reptilian brain </li></ul><ul><li>The mid brain </li></ul><ul><li>The cerebral cortex </li></ul>
  14. 17. <ul><li>Left Brain </li></ul><ul><li>Language </li></ul><ul><li>Logic </li></ul><ul><li>Mathematical formulae </li></ul><ul><li>Number </li></ul><ul><li>Sequence </li></ul><ul><li>Linearity </li></ul><ul><li>Analysis </li></ul><ul><li>Words of a song </li></ul><ul><li>Learning from the part to the whole </li></ul><ul><li>Phonetic reading system </li></ul><ul><li>Unrelated factual information </li></ul><ul><li>Right Brain </li></ul><ul><li>Forms and patterns </li></ul><ul><li>Spatial manipulation </li></ul><ul><li>Rhythm </li></ul><ul><li>Musical appreciation </li></ul><ul><li>Images and pictures </li></ul><ul><li>Dimension </li></ul><ul><li>Imagination </li></ul><ul><li>Tune of a song </li></ul><ul><li>Learns the whole first then parts </li></ul><ul><li>Daydreaming and visioning </li></ul><ul><li>Whole language reader </li></ul><ul><li>Relationships in learning </li></ul>
  15. 18. STATE STYLE STRUCTURE Plants grow themselves- they just need the right conditions (Death Valley 2005) Teachers & Farmers
  16. 19. Death Valley
  17. 20. <ul><li>The brain needs fuel – water, oxygen and glucose – to function efficiently. </li></ul><ul><li>Oxygen: </li></ul><ul><li>The brain uses about 20% of the body’s oxygen intake. The greediest organ! </li></ul><ul><li>If we sit for extended periods of time the heart rate slows- less freshly oxygenated blood feeds the brain, reducing brain efficiency. </li></ul><ul><li>Approx age + 2min </li></ul><ul><li>Athletes warm up to perform! Brain Gym </li></ul>STATE STYLE STRUCTURE
  18. 21. Brain Muscle Workout http://www.youtube.com
  19. 22. Do Super Brain Yoga
  20. 23. <ul><li>The brain needs fuel – water, oxygen and glucose – to function efficiently. </li></ul><ul><li>Water: </li></ul><ul><li>The brain which is ? % water, requires water to function properly. </li></ul><ul><li>Conducts the tiny electrical currents that drive the brain </li></ul><ul><li>Removes waste and toxins </li></ul><ul><li>Allows more oxygen to bind in red blood cells </li></ul><ul><li>Skin:body mass ratio means young children need little and often. </li></ul><ul><li>When dehydrated, learning is impaired as mood and concentration deteriorate </li></ul>90%
  21. 24. What does a nurturing, stimulating classroom where neurons are being connected look, sound and feel like?
  22. 25. <ul><li>There are prompts and posters that remind children how to… </li></ul><ul><li>Timetable/routine is visible and visual. </li></ul><ul><li>Word prompts, lists, and tools (alphabet strips, number charts, etc) </li></ul>Classroom supports an inclusive, interactive teaching approach. <ul><li>Learning objectives displayed and used in lessons. </li></ul><ul><li>Displays reflect the process of learning in different curricular areas, not just finished product. </li></ul><ul><li>Curriculum displays include statements and questions to highlight key learning points </li></ul>The learning process is evident in the room. The Physical Environment (extract) What it might look like Good Practice
  23. 26. <ul><li>Rights and responsibilities are clearly established and posted. </li></ul><ul><li>Class rules have been agreed upon by everyone. </li></ul><ul><li>There is no tolerance for bullying and making fun. </li></ul><ul><li>Cultural differences are celebrated. </li></ul><ul><li>A variety of learning styles are provided for. </li></ul><ul><li>There is evidence of contributions from each member (photos, work displayed, names, etc). </li></ul>Children have a sense of belonging; individuals are valued and included. <ul><li>Supportive language used by all teachers. </li></ul><ul><li>Individual’s contributions are validated and not ignored or dismissed. </li></ul><ul><li>Teacher has established a trusting and personal relationship will all children. </li></ul><ul><li>There is evidence of positive reinforcement for effort. </li></ul><ul><li>Children are encouraged to achieve personal bests. </li></ul><ul><li>Children are given opportunities to demonstrate proficiency. </li></ul>Children feel competent and safe to take risks. The Emotional Environment (extract )
  24. 27. <ul><li>VAK </li></ul><ul><li>Visual Learners : 29% of population </li></ul><ul><li>Are neat and tidy </li></ul><ul><li>Are appearance-orientated in both dress and presentation </li></ul><ul><li>Usually are not distracted by noise </li></ul><ul><li>Doodle during conversations and meetings </li></ul><ul><li>Auditory Learners : 34% of population </li></ul><ul><li>Are talkative, love discussion and go into lengthy descriptions </li></ul><ul><li>Talk to themselves while working </li></ul><ul><li>Are easily distracted by noise </li></ul><ul><li>Learn by listening and remember what was discussed rather than what was seen </li></ul>STATE- STYLE -STRUCTURE
  25. 28. <ul><li>Kinesthetic Learners : 37% of population </li></ul><ul><li>Touch people to get their attention </li></ul><ul><li>Are physically orientated and move a lot </li></ul><ul><li>Gesture a lot </li></ul><ul><li>Can’t sit still for long periods of time </li></ul><ul><li>…………………………………………………………………… .. </li></ul><ul><li>Boys are more likely to be kinesthetic learners. Girls are more likely to have a visual preference </li></ul><ul><li>Boys are more likely to be right brain dominant </li></ul><ul><li>Most schoolwork favours left brain thinking </li></ul>
  26. 29. Year 6X Learning Styles STATE- STYLE -STRUCTURE
  27. 30. <ul><li>Researching Greek Armour </li></ul><ul><li>In pairs, read the case study notes and watch the video clip. </li></ul><ul><li>Note the visual, auditory and kinaesthetic learning opportunities and share them with your partner. </li></ul><ul><li>Reflect on recent lessons you have taught and how you provided opportunities for children to learn in a variety of ways. </li></ul><ul><li>Are there any learning approaches you tend to overlook? </li></ul><ul><li>Think of how you could include VAK learning opportunities in a lesson you will teach. </li></ul><ul><li>Share some of your findings with the whole group. </li></ul>
  28. 31. <ul><li>Memory </li></ul><ul><li>Good memory is a skill not a gift </li></ul><ul><li>We all have a photographic memory……… some of us just don’t have any film! </li></ul><ul><li>If you don’t process- you don’t retain (phone number- short term memory) </li></ul><ul><li>Strong emotional experiences stay with us (good & bad) </li></ul>
  29. 32. <ul><li>Teach- pencil list </li></ul><ul><li>Visualise- 70% brain focus- vision trumps all other senses </li></ul><ul><li>hear & in 3 days 10% retained </li></ul><ul><li>see = 35% retained </li></ul><ul><li>oral + visual = 65% retained </li></ul><ul><li>+ teach it = 90% </li></ul><ul><li>Movement- ‘If its in their bodies they won’t forget!’ </li></ul><ul><li>increase oxygen to brain- brain gym! 30min </li></ul><ul><li>decreases free radicals </li></ul><ul><li>improves long term memory </li></ul><ul><li>improves cognition </li></ul><ul><li>reduces Alzheimer's by 50% </li></ul><ul><li>increases neuron creation, survival and resistance (Victor Borge) </li></ul>
  30. 33. <ul><li>Pencil </li></ul><ul><li>Snake </li></ul><ul><li>Triangle </li></ul><ul><li>Track </li></ul><ul><li>Star </li></ul><ul><li>Bullet </li></ul><ul><li>Dice </li></ul><ul><li>Hourglass </li></ul><ul><li>Baseball </li></ul><ul><li>Fingers </li></ul><ul><li>Goalpost </li></ul><ul><li>Eggs </li></ul><ul><li>Conference </li></ul><ul><li>Necklace </li></ul><ul><li>March </li></ul><ul><li>Car </li></ul><ul><li>Magazine </li></ul><ul><li>Soldier </li></ul><ul><li>Golf club </li></ul><ul><li>Glasses </li></ul>
  31. 35. STATE-STYLE - STRUCTURE <ul><li>A model – structured to reflect the way in which the brain learns naturally </li></ul><ul><li>(Tweak to transform – Mike Hughes 2005) </li></ul><ul><li>Phase one : Introduction, set the scene, link to prior learning, review previous lesson, provide big picture </li></ul><ul><li>Phase two : Teaching, new information, instruction/exposition </li></ul><ul><li>Phase three : Learning, processing, making sense of information, understanding </li></ul><ul><li>Phase four : Plenary, review, reflection </li></ul>
  32. 36. <ul><li>Introduction-Indicators of Excellence </li></ul><ul><li>Relaxed yet purposeful atmosphere </li></ul><ul><li>Engaged without threat </li></ul><ul><li>Links to previous learning/prior knowledge </li></ul><ul><li>Learning placed in wider context/big picture- overview shared- jigsaw </li></ul><ul><li>Specific learning objectives shared </li></ul><ul><li>Pupils primed to learn- know what to look for (RAS reticular activating system ) </li></ul><ul><li>Interest generated and curiosity stimulated </li></ul><ul><li>Sense of challenge </li></ul><ul><li>Open questioning- (alternatives to questioning & Bloom’s taxonomy) </li></ul><ul><li>Problems posed </li></ul><ul><li>Targets set by teacher & pupils / success criteria </li></ul>
  33. 37. <ul><li>Learning partners </li></ul><ul><li>Study groups </li></ul><ul><li>TTT </li></ul><ul><li>Sarah’s Video </li></ul><ul><li>Assessment for leaning videos </li></ul><ul><li>Teachers TV- Good to Excellent </li></ul><ul><li>Lesson Observations </li></ul><ul><li>Performance Management </li></ul>How?
  34. 38. Agreed lesson observation focus: General introduction focus- creating interest/motivation, questioning, links to previous learning and ‘big picture’. St.Nicholas Junior School Lesson Observation <ul><li>Strengths: </li></ul><ul><li>Excellent connections made with; real-life, previous learning and context </li></ul><ul><li>Challenged pupils to justify their opinions and to analyse the text </li></ul><ul><li>Rich literary environment- lots of thinking, analysis and discussion about words and text </li></ul><ul><li>Modelled the scaffolding of knowledge and built on the contributions of pupils </li></ul><ul><li>Excellent materials prepared to support the introduction with lovely connection with other ‘circuits’ </li></ul><ul><li>Pupils focussed and engaged in discussion in pairs and as a group </li></ul><ul><li>Very good paired discussion and use of mini whiteboard to record ideas </li></ul><ul><li>Transition to main part of lesson very smooth with excellent mini-plenary of introduction </li></ul><ul><li>Really nice thought provoking questions and statements eg. ‘anything in your heads?’ </li></ul>
  35. 39. <ul><li>Areas for Development: </li></ul><ul><li>Give more thinking time and engage all children in dialogue through wording of expectations and getting pupils to comment/build on the opinions of others- avoid prolonged dialogue with individual pupils- focus others to listen to and respond </li></ul><ul><li>Reinforce expectations regarding oral participation- avoid attempting to raise your voice to talk over the pupils- be very strict about high expectations for routines involving oral participation </li></ul><ul><li>Share clear learning objectives and success criteria and display them visually- refer to them throughout the learning and plenary where appropriate </li></ul>
  36. 40. <ul><li>Pencil </li></ul><ul><li>Snake </li></ul><ul><li>Triangle </li></ul><ul><li>Track </li></ul><ul><li>Star </li></ul><ul><li>Bullet </li></ul><ul><li>Dice </li></ul><ul><li>Hourglass </li></ul><ul><li>Baseball </li></ul><ul><li>Fingers </li></ul><ul><li>Goalpost </li></ul><ul><li>Eggs </li></ul><ul><li>Conference </li></ul><ul><li>Necklace </li></ul><ul><li>March </li></ul><ul><li>Car </li></ul><ul><li>Magazine </li></ul><ul><li>Soldier </li></ul><ul><li>Golf club </li></ul><ul><li>Glasses </li></ul>
  37. 41. Question: How are we doing on our presentation so far? Answer: Muy bien!!!!
  38. 42. <ul><li>80% of talking done by the teacher, often more in secondary classrooms! </li></ul><ul><li>Teacher’s brain grows not the pupils </li></ul><ul><li>Rat research </li></ul>
  39. 43. Phase three: Learning ‘ The difference between excellent and satisfactory lessons is often the extent to which students are engaged in their learning and the ways in which they are challenged to think and interact with information.’ Ofsted ‘ Education is what survives when what has been learnt has been forgotten.’ F.Skinner
  40. 44. <ul><li>Phase three: Learning/ Understanding </li></ul><ul><li>A sample of Indicators of excellence; </li></ul><ul><li>Tasks that require students to think – engage cognitive process </li></ul><ul><li>Students re-creating rather than reproducing information </li></ul><ul><li>Making it real </li></ul><ul><li>Students fully engaged in their learning </li></ul><ul><li>Opportunities for students to demonstrate their understanding </li></ul>
  41. 45. Top 5 EvaluationReview Tips from across the Continent!
  42. 46. <ul><li>Pencil </li></ul><ul><li>Snake </li></ul><ul><li>Triangle </li></ul><ul><li>Track </li></ul><ul><li>Star </li></ul><ul><li>Bullet </li></ul><ul><li>Dice </li></ul><ul><li>Hourglass </li></ul><ul><li>Baseball </li></ul><ul><li>Fingers </li></ul><ul><li>Goalpost </li></ul><ul><li>Eggs </li></ul><ul><li>Conference </li></ul><ul><li>Necklace </li></ul><ul><li>March </li></ul><ul><li>Car </li></ul><ul><li>Magazine </li></ul><ul><li>Soldier </li></ul><ul><li>Golf club </li></ul><ul><li>Glasses </li></ul>Lets try again! 0-5 Oh dear! 6-10 Could do better! 11-15 Not shabby! 16-20 Oh yeah!
  43. 47. Thank you ‘ Highlight my strengths and my weaknesses will disappear.’ Maori Proverb ‘ Knowledge is knowing that a tomato is a fruit; wisdom is knowing not to put it in a fruit salad.’ Brian O’Driscol

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