English & Media Centre course

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Sessions on planning, marking & feedback and SOLO taxonomy

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  • Previous lesson- Jigsaw groups – characters - QFT
  • breaking the plan – quotes around room (stuck stations)
  • English & Media Centre course

    1. 1. How to teach the „perfect‟ English lesson David Didau 27th March 2013
    2. 2. How to teach the „perfect‟ English lesson David Didau 27th March 2013
    3. 3. The plan • Session 1 Planning – 10 - 11.30 • Session 2 Marking & feedback – 11.50 - 1.20 • Session 3 SOLO taxonomy – 2.00 - 3.20Disclaimer: there is no such thing as a perfect lesson
    4. 4. What should we include in an English curriculum?
    5. 5. What is „progress‟?• Performance vs learning• Introducing „desirable difficulties‟• Spacing & interleaving
    6. 6. Spacing
    7. 7. Spacing
    8. 8. Audience & purpose AnalysisingParagraphing & structureSpelling, punctuation & Writing grammar Using evidence Contextualising Using evidenceParagraphing & structure Analysising Contextualising Reading Audience & purposeSpelling, punctuation & grammar Interleaving ContextualisingSpelling, punctuation & grammar Analysising Writing Audience & purposeParagraphing & structure Using evidence
    9. 9. Our KS3programme of study
    10. 10. APP lite
    11. 11. The Learning Loop Independent construction deliberate Joint practice construction modelling & feedback Setting the deconstruction context & building repeat assessment of the field reflectionprior knowledge
    12. 12. @Pekabelo
    13. 13. What might make a „perfect‟ lesson?
    14. 14. The bit that’s observedThe bit that makes it ‘perfect’
    15. 15. Planning Principles• Time is precious• Marking is planning• 5 planning questions• Focus on learning not activities• „Break‟ your plan
    16. 16. 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?
    17. 17. Activitieshttp://www.newtools.org/showtxt.php?docid=737
    18. 18. During the lesson1. Explain why to the observer2. Observe the learning3. Questioning4. Take the temperature5. Take risks
    19. 19. LEARNING: OUTCOME: To be able to So that we can Evaluate analyse Steinbeck’scharacterisation intentions ZOOM So that we can ZOOM IN OUT
    20. 20. Your questions (QFT)• Which of your 3 best questions will allow you to meet the learning outcome?• Choose 1 which you will rewrite
    21. 21. 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
    22. 22. 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!
    23. 23. 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
    24. 24. moment?• How might “the best laid plans o’ mice and men” go wrong?• Who might die?!
    25. 25. …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…
    26. 26. 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
    27. 27. BreakBack at 11.50
    28. 28. What‟s the shortest word inthe English language which contains each of the first 6 letters of the alphabet?
    29. 29. FEEDBACK
    30. 30. What % of feedback dostudents receive from their peers?
    31. 31. 80%
    32. 32. …and 80% of this is wrong!
    33. 33. Dylan Wiliam: one of themost effective assessment for learning strategies is to „activate students as the owners of their learning‟
    34. 34. 5Use more colour
    35. 35. 4 Trie toimproov the spelling
    36. 36. 3Make itneater!
    37. 37. 2Add more detail
    38. 38. 1Do it better LOL!! 
    39. 39. Critique
    40. 40. Critique protocolsKind (but Helpful Specifichonest) (so (be precise) that…) Hard on the content Step up - Soft on the person Step back
    41. 41. •Gallery critique•In depth critique•Informal critique
    42. 42. 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
    43. 43. Embedding a culture of critique• Should we cover content, or should we insist on „beautiful work‟?• Can we do both?
    44. 44. 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
    45. 45. Critique in practice• 5 minutes to plan a lesson which introduces to a class• Critique each others‟ plans• Review your plans
    46. 46. 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
    47. 47. 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‟?
    48. 48. DIRT
    49. 49. Triple Impact Marking1. Students reflect on their work2. Teacher asks questions and sets improvement tasks3. Students answer the questions and complete tasks
    50. 50. TIM in EnglishStep One – You will:• Use the CSP Code to proofread your work• Highlight work you are proud of• EXPLAIN how you have met the SUCCESS CRITERIA
    51. 51. TIM in EnglishStep Two – Your teacherwill:• Use the CSP Code to point out your mistakes• Use the SUCCESS CRITERIA to explain how you can improve• Set specific tasks for you to complete
    52. 52. TIM in EnglishStep Three – You will:• Read the feedback written in books• Answer any questions the teacher has asked• Complete the tasks the teacher has set
    53. 53. 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
    54. 54. Feedback & next steps…
    55. 55. LunchBack at 2:00
    56. 56. Session 3 Using the SOLO taxonomy to designlearning experiences so that…?
    57. 57. What do you know?
    58. 58. Levels of understanding• In pairs, arrange the five statements about assessment for learning in order of understanding• You have 3 minutes
    59. 59. A problem with Bloom‟s…Night Hawkesby Edward Hopper
    60. 60. What kinds of thinking did you do? How many different “Blooms” levels were involved?
    61. 61. • Can we define analysis as teachers?• Can you separate thinking from content?
    62. 62. 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
    63. 63. 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…?
    64. 64. 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
    65. 65. With SOLO we can…• differentiate effectively by allowing students to choose the point at which they can access lessons• SOLO stations
    66. 66. 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?”
    67. 67. 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
    68. 68. What makesyou clever?
    69. 69. What happens when a student “establishes arelational construct which is wrong”?
    70. 70. How much do you know?
    71. 71. What do you think?
    72. 72. Before After Before Now AfterBefore After
    73. 73. Before After Before Now AfterBefore After
    74. 74. 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.
    75. 75. • Where was the now part?• Where was the before part?• Where was the after after part?
    76. 76. 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)
    77. 77. Comparison alley 1st thing Dulce etDecorum Est What they have in common In Flanders 2nd thing Field
    78. 78. Shall I compare…thee … to a
    79. 79. Why would you use SOLO? How could you use SOLO? What do you now know about SOLO?
    80. 80. Using the SOLO taxonomy to designlearning experiences so that…?
    81. 81. Two pieces of adviceIt‟s always better to ask for forgiveness rather than permission Be brilliant and people will forgive you anything
    82. 82. Sapere aude! David Didau @LearningSpy learningspy.co.uk ddidau@gmail.com

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