A learning school journey_whsg


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A learning school journey_whsg

  1. 1. W HSG - A LEARNING SCHO O L’S JO URNEY KATHY HERLOCK Deputy Headteacher Westcliff High School for Girls
  2. 2. WHSG OBJECTIVE To develop our “flexpertise” in enabling learning
  3. 3. “FLEXPERTISE”? “21st Century education should be the business of coaching the development of “flexpertise” – building confidence and capacity and how to respond to trick situations” Guy Claxton
  4. 4. KEY QUESTIONS FOR LEARNERS What am I learning? Why am I learning it? Why am I learning it in this particular way?
  5. 5. WHY IS OUR FOCUS ON LEARNING? Our Ofsted of 2008 was a big disappointment We needed to improve the quality of teaching and learning
  6. 6. HOW ARE WE DOING IT? We refocused our plan to improve the Quality of Teaching and Learning at the school We created teacher Teaching and Learning Communities (TLCs)
  7. 7. WHY BUILDING LEARNING POWER (BLP)?Because: “BLP gives Teachers further tools to engage pupils in activities which promote Personal Learning and Thinking Skills, and the development of ‘learning habits’ to aid pupils’ conceptual understanding.
  8. 8. OUR APPROACH TO EMBEDDING BLP Graham Powell trained Learning Coaches to lead TLCs Learning Coaches undertook a Learning Review with Graham Powell
  9. 9. POSITIVE KEY MESSAGES FROM THE REVIEW • “Students are eager to learn and comply readily with their teachers’ requests and expectations” • “They are keen to succeed” • “Behaviour is impeccable “ • “Students take pride in their work” • “Year 7 students are naturally curious and inquisitive and are willing to ask questions and explore possibilities”
  10. 10. KEY MESSAGES NEEDING ACTION Students: •“expect their teachers to provide them with the answers and solutions” •“lose focus and attention when they are required to listen for extended periods” •“In Year 7 students do not get as many opportunities as they might to exploit and develop these habits of mind. •“In Year 10 students are more compliant” “The pressure of examination courses may be causing them to be more spoon-fed and reliant on their teachers.”
  11. 11. THE WAY FORWARD… • ½ termly TLCs focus on Building Learning Capacity • Devised workshops to aid in the understanding of ‘Learning Habits’ • All Year 7 students engage with BLP on arrival in September • All new Year 12 students engage with BLP on arrival in September • Reworked Lesson Planning pro-forma – designed with learning in mind • Reworked Lesson Observation pro-forma – designed with learning in mind • Pairing off for BLP “observations”
  12. 12. BUILDING LEARNING CAPACITY What are learning habits?
  13. 13. LEARNING HABITS SHOULD BE • Routine • Second nature • Aquired over time • Used in all learning experiences • Orchestrated and guided by teachers • Fostered through experience
  14. 14. Learning Habits include imagining reasoning distilling planning capitalising listening collaborating meta-learning risk-taking questioning making links persevering empathising imitating noticing REMINDER OF LEARNING HABITS?
  15. 15. TEACHERS AND HABIT FORMING As teachers we are in the habit-forming business. Those habits we model in front of young people influence the ways in which they perform and behave. Therefore, we need to be sure to foster productive learning habits.
  16. 16. TEACHERS SHOULD: • Provide rich and varied occasions for exercising learning habits • Infuse learning habits into lessons to enhance understanding • Recognise and celebrate the use and growth of learning habits • Expect students to take ownership and responsibility for their learning habits • Explore the development of learning habits with students
  17. 17. DUAL OBJECTIVES At the start of a lesson students should be asking: What am I going to learn? How am I going to learn it?
  18. 18. QUESTIONS TEACHERS SHOULD ASK: Are our teaching habits helping students learning habits? How might we need to change some of our teaching habits?
  19. 19. TEACHERS SHOULD DO LESS OF… • Being driven by subject content • Asking all the questions • Making it too easy for students • Saying ”That’s right” • Avoiding the uncomfortable • Providing solutions too readily when pupil are • stuck • Interrupting learning • Insisting “will you listen!” • Over preparing material • Being the centre of attention
  20. 20. TEACHERS SHOULD DO MORE OF … • Valuing imagining as part of their subject area • Inviting students to really speculate and experiment • Exercising lateral thinking habits • Encouraging thinking out loud • Showing a real interest in what pupil are saying • Using tentative (“could be”, “might be”) language
  21. 21. TEACHERS SHOULD EXPERIMENT WITH… Using different media in the classroom Making links and thinking in metaphors Asking “What if?” Listening in different ways
  22. 22. RECENT ACTIONS • BLP Handbook • Students as teachers • Conferences with Claxton and TLO consultants • Students undertaking learning walks • Developing a language for learning • Involving governors in training
  23. 23. ALL TEACHERS AT WHSG UNDERTAKE… School-based research ( Classroom enquiries)
  24. 24. SCHOOL BASED RESEARCH QUESTIONS “What is the effect of students leading revision sessions on test results?” “To investigate the extent to which new year 12 students can fully engage with the use of BLP and to reflect on how my teaching needs to change in response to my findings.” “Do teaching techniques affect outcomes? “ “ To investigate how working collaboratively aids students’ learning capacity". 
  25. 25. “AN OUTSTANDING SCHOOL” “Outstanding teaching” Ofsted 2010
  27. 27. TLO LEARNING QUALITY FRAMEWORK (LQF) An assessment of where we are now
  28. 28. OUR WAY FORWARD • Sharing our practice with parents – helping them to model learning • Displaying a language for learning around the school • Developing our students as learning coaches for other students and staff
  29. 29. Kathy Herlock Deputy Headteacher Westcliff High School for Girls Kenilworth Gardens Westcliff on Sea Essex SS0 0BS email: st-kathy.herlock@whsg.info Tel: 01702 476026