Lady Lumley's Teaching and Learning Journal

1. Lady Lumley’s
Teaching &Learning Journal
Termly teaching and learning toolkit
May 2015
Issue 2: May 2015
This Issue
Rotation Squares
Desk Graffiti
Hexagon Generators
Differentiation & Peer Assessment
Ensuring Challenge
Planning for Progress

2. Cooperative: Student’s work
together to make links
Challenge students by providing
blank hexagons for them to fill in.
Support by providing pre-
populated key word hexagons
Lady Lumley’s
Teaching &Learning Journal
Termly teaching and learning toolkit
Issue 2: May 2015
Hexagon
Generator
A simple but
effective tool for
generating pre-
populated
hexagons which
can be used by
students in a range
of contexts.

3. MATHS: H.L. task to find a cylinder and show workings to find its
volume (lots of similar H.L.s possible e.g. surface area of cuboid or
cylinder depending on ability). Peer assessed in lesson using SJE's
idea - worked really well to get them thinking about what a good
piece of work looked like and to get feedback on their own. Gave me
time to spot misconceptions which could be addressed immediately.
Punctuation- Variety and accuracy:
Sentence lengths for effect- Tension,
emphasis and variety.
Ext: demonstrate the correct use of
a piece of punctuation they have not
used so they can use it in their work.
Suggest a section of the story that
would benefit from short sentences.
Connectives:
More than ‘and’ and ‘but’.
Despite
Although
However
Unless etc.
Ext: Suggest places they could think
about adding these connectives in.
Descriptive language and imagery:
Adjectives
Adverbs
Personification
Metaphors
Similes
Ext: Instead of just identifying if it
has been used, judge the quality and
effectiveness of their description
and imagery. Suggest
improvements.
Sentence openers:
Adjective
Verb
Adverb
Simile
Connective
Ext: Suggest places they could think
about adding varied sentence
openers.
ENGLISH: used to
assess their spooky
stories in Yr9.
Lady Lumley’s
Teaching &Learning Journal
Termly teaching and learning toolkit
Issue 2: May 2015

4. Find Someone Who
Once any sort of peer or self assessment
is completed, students have to find
someone who has the same target as
them. As a pair (or small group), they
need to devise a way of making sure they
meet their specific target.
To achieve my target I should…
Carousel Feedback (Gallery Tour)
Once students have completed a task e.g. to design
a revision poster on a topic, groups (or
individuals) leave their work and assessment card
displayed on their table. Students then move around
the room to offer feedback by adding ideas to the
card. Depending on the nature of the initial task,
students could then act on the feedback (in purple)
or discuss the feedback with their original table
(RallyTable) (Carousel feedback assessment cards in
Fronter Room to edit as required)
Simultaneous Round Table
As the work is completed, students
it around the table to offer written
feedback. This could be as open or as
specific as you need it to be e.g. two
things and a target (with each of the
remaining 3 students adding one thing
each piece of work) or the first assessor
comments on x, the second assessor on
etc.
Timed Pair Share
Give a set amount of time for
students to look at the work of
others and feedback. Students
then reply with the one idea
they will take back to their
work to act on in purple.
Pairs Compare
Shoulder partners swap work to assess making
notes on mini white boards).
Facing partners then get the work to assess
(again, on white boards).
Pairs then compare and discuss the final
feedback that will be offered to each piece of
work.
Structures for Peer
Assessment
Focusing on ways to make assessment
opportunities more cooperative with a
range of different approaches.
Lady Lumley’s
Teaching &Learning Journal
Termly teaching and learning toolkit
Issue 2: May 2015

5. Issue xxxxxxxxxxxxxx
Some methods of
differentiation
By outcome This method of differentiation is particularly suited to tasks which are open-ended, &
where a common stimulus or title can be approached at many different levels.
Negotiation of expectations with individuals is essential.
By language As teachers talk, they modulate their language, to differentiate concepts for
individuals. More importantly, they will repeat ideas & instructions for groups using
differentiated terms & levels of language
By
intervention
Students will usually receive differentiated interventions as they work, whether from
the teacher or from teaching assistants. These interventions may include advice,
prompts, questioning & encouragement.
By support
materials
Sometimes, students undertaking the same activity will be offered differentiated
support & stimulus materials, such as writing frames, help-sheets or question banks.
By project
approach
Project-style assignments allow for extended independent learning & great
differences in the way different students can be supported and can achieve.
By
questioning
Teachers vary the way they frame questions, & will reiterate oral questions using
differentiated language. They also differentiate in the way they use follow up
questions, to extend, probe & challenge individuals in targeted ways.
By task Often, this takes place as a result of the negotiation of expectations with individuals.
Sometimes, distinct tasks are set by the teacher; sometimes students set themselves
different tasks, as individuals or in groups. Often, the core task is similar & is simply
tweaked for different students.
By grouping Sometimes the way students are grouped within the class will allow a natural
differentiation to occur: students of similar abilities or approach will reinforce a
particular level or style of working; students of differing ability will adopt
differentiated roles as they work together.
By extension When most tasks are set, extension tasks can be offered. These may be graded – easy,
harder, very hard – so that there are opportunities for all students (not just the most
able) to stretch themselves. Extension work is genuinely challenging – not just ‘more
of the same’.
By role Students might be assigned different roles in group work, or at a table. These might
be ‘social’ (leader, questioner, spokesperson, etc) or fictional (characters, experts,
etc.)
By feedback Formative assessment will be pitched to the needs of the individual - setting
particular next steps, advising on how to build on particular strengths or giving
guidance on how to address gaps and weaknesses.
Lady Lumley’s
Teaching &Learning Journal
Termly teaching and learning toolkit

6. Lady Lumley’s
Teaching &Learning Journal
Termly teaching and learning toolkit
Issue 2: May 2015
Thinking about
differentiation

7. Planning for progress
Key Questions to ask at the planning stage
1. WIIFM(What’s in it for me?)- Can you explain the ‘big
picture’?
2. What do you want your students to learn in this lesson?
3. What do they already know? How will you assess their
prior knowledge?
4. Have you outlined the activities and question(s) which
will challenge students to make at least good progress?
5. How are you going to ensure that you and the
students both know they have made progress?
PRINCIPLES OF
EXPERT
TEACHING
Five key principles
of ‘expert’
teaching. Thanks to
the blog
https://classteachin
g.wordpress.com/
this diagram
provides a good
reminder of what
we should be
providing our
students with in
lessons
Lady Lumley’s
Teaching &Learning Journal
Termly teaching and learning toolkit
Issue 2: May 2015

8. Issue 2: May 2015
NOTES: