Teaching and Learning and performance management


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  • Where lower ability learners had less to fill in by themselves and focused on forming their own sentences – peer assessing to see if their sentences make sense.
    Re: Moore’s criticism - however, for our lower ability learners this is a very good place to start within language acquisition. Repetition of a limited range of key linguistic vocabulary and structures leads to a more accurate production of language.

  • About working at whichever stage they are up to.
  • Teaching and Learning and performance management

    1. 1. Teaching and Learning: making it a meaningful and genuine aspect of Performance Management Mariella Wilson and Anna Griffiths FELTHAM COMMUNITY COLLEGE & SIXTH FORM
    2. 2. December 2014 • New approach to Teaching and Learning with the TfL team • Changes to Performance Management and greater accountability and focus for Ofsted inspections • Two thirds of our staff engaged in Masters research • Collaboration • Success of autumn twilight CPD FELTHAM COMMUNITY COLLEGE & SIXTH FORM
    3. 3. How could we improve the Performance Management process - and at the same time, harness all the significant enthusiasm and commitment to academic and/or action research? FELTHAM COMMUNITY COLLEGE & SIXTH FORM
    4. 4. • We organised staff into groups of 5 with a Group Lead - on or heading towards Expert Teacher status • We asked staff to identify an area of teaching and learning that they wanted to improve • We planned out the 3 twilight sessions and what expected outcomes would be • We provided teachers with the necessary documentation and fully briefed them and Group Leads FELTHAM COMMUNITY COLLEGE & SIXTH FORM
    5. 5. Why are we running these sessions this way?  Because Performance Management should be rooted in our Teaching and Learning  Because we know that often the best learning takes place when we work with others and can reflect and evaluate on our practice  Because we want to grow our rich culture of research based evidence  Because we want to do it differently FELTHAM COMMUNITY COLLEGE & SIXTH FORM
    6. 6. How will this afternoon work?  You will shortly leave the Hall and meet your Group Lead and group members  This is an opportunity to share and discuss your T & L strengths and the area you want to further develop  You will see how you can support others in your group and vice versa.  Use this time to identify a piece (s) of research that can underpin the area you want to develop. Discuss that research. How might others in your group support?  How will your own learning impact on the students?
    7. 7. Your turn: • How engaged are teachers in your school with what the research says? • Is the PM process in your school as meaningful and fit for purpose as it can be – in improving teaching and learning? • Have you done something similar/ better in your school? If not could you introduce something similar in your school? FELTHAM COMMUNITY COLLEGE & SIXTH FORM
    8. 8. Examples of teachers’ questions: • How can progress be better evidenced through both written and oral feedback within Drama? • How can a range of dialogues through marking impact on student progress? • Investigate the impact of specific AfL techniques for essay questions in ESL IGSEC exam • Which forms of feedback are most effective for low ability students? FELTHAM COMMUNITY COLLEGE & SIXTH FORM
    9. 9. Skills • L4 I can perform the skill with some control and accuracy. Explain your answer. • L5 I can apply what I have learnt with precision, control and fluency. • L6 I can perform skills consistently and accurately and examine their effectiveness in game situations. • L7 I can perform advanced skills and tactics in complex activities and judge their effectiveness.
    10. 10. Research Project How can I differentiate effectively at AS level?
    11. 11. The situation
    12. 12. 2 key things they need to do: 1) Generate ideas [both advantages and disadvantages] on a range of topics from alcohol and smoking to fashion and image. 2) Remember these ideas and respond to questions appropriately using them. Higher ability students already do this confidently, using ideas discussed as a class. So I wanted them to focus on generating their own, original ideas successfully. AS level French: The speaking exam (21 March)
    13. 13. 2 key things they need to do: 1) Generate ideas [both advantages and disadvantages] on a range of topics from alcohol and smoking to fashion and image. 2) Remember these ideas and respond to questions appropriately using them. AS level French: The speaking exam (21 March) I wanted lower ability students to focus on this section alone for the time being, using ideas discussed in class, until their
    14. 14. Scaffolding for new content Moore: “[Scaffolding can] become an overused mechanism for restricting and constraining thinking and writing…”
    15. 15. Avantages Inconvénients Individ u Sociét é Questio ns possible s Higher ability students to complete this from scratch as they have demonstrated that they do not need the scaffolding. Lower ability students to fill this table with ideas given to them by me.
    16. 16. What does the research say? What is the best way to feed back to each student after their mocks? Robert Marzano: Formative assessment is ‘one of the more powerful weapons in a teacher’s arsenal.’ Black and Wiliam: ‘Many of [the studies] show that improved formative assessment helps the (so-called) low-attainers more than the rest, and so reduces the spread of attainment whilst also raising it overall.’
    17. 17. Formative Assessment Dylan and Wiliams: ‘For formative assessment to be productive, pupils should be trained in self-assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.’ General Questio ns 26 Feb What I liked What I need to see improved • Response to ‘pourquoi as-tu choisi le français?’ • Excellent answer to school subjects question • Good answer to future plans question • Good fluency overall • Bien que je sache que • Il y aurait • Response to living abroad question • The difference between lycée and collège • j’espère d’étudier = j’espère étudier General questio
    18. 18. Formative Assessment
    19. 19. Mixed ability pairings A B C D E F G H I Il va sans dire que… En outre… Bien que je sache que… Ils remplissent les hôpitaux avec leurs maladies Le gouvernement sans doute.. Je crois que… J’estime que… également
    20. 20. Did it work? The results of the three mocks in February and Mar
    21. 21. Did it work? Based on the speaking exam we predicted them the following as their overall grade: The December mock results. Their March predicted grades.
    22. 22. Reflection Scaffolding: Always successful for this group of students, especially lower ability. Formative assessment: Higher ability students engaged better with this form of assessment. What can I do to engage lower ability students with formative assessment?Mixed ability pairings: An enjoyable activity – but perhaps only due to the competitive element? Did ALL students benefit from these pairings?
    23. 23. Next steps • August – results. • How can I differentiate for the other skills: writing, reading and listening? • Moving towards independent learning – flipped learning.
    24. 24. Problems… • Log ons • Difficulty in accessing particular research around specialist areas • Insufficient time between finishing ‘trials’ and then reporting back in Review meeting with PM Reviewer • Group composition FELTHAM COMMUNITY COLLEGE & SIXTH FORM