Focus Group Feedback
10 February 2015
If a man does not keep pace with his
companions, perhaps it is because he
hears a different drummer.
Henry David Thoreau
Key ideas… differentiation
• …is the process of identifying, with each learner, the
most effective strategies for reaching agreed targets”
• “Differentiation should be seen as integral to
learning, not an add-on for when things do not go
as well as planned.”
• “ It is not about troubleshooting but is a concept
which has to be seen in an inclusive way, applying to
Differentiation can be aimed at:
• The whole class (setting).
• Groups within the class.
What are the categories of
• By task (tasks graded in difficulty)
• By outcome (open-ended tasks, allowing pupil response
at different levels)
• By support (perhaps via an LSA)
• By resources (reading comprehension at differing levels
• By interest (choice of title for writing)
• By variety (media/ICT/games/role play)
• By progressive questioning (Planned levels of
• By grouping (Different grouping based on prior
attainment, learning style)
• Do you know the SEN, LAC, PP, G&T, RA, Prior Attainment
of the students you teach? It is all about the DATA
• Are they identified on SIMS as having a special need?
• Seating plan- where should they sit? Do they have a
physical/ sensory need? Can they see the board?
• At the beginning of the year have 2 seating plans, to
target different needs within the classroom for the year.
Plan learning partners from data.
• Know your Blooms Taxonomy.
Planning for differentiation
Few people to follow on twitter
• Devise a questionnaire-repetitionofquestions
• All year 7s complete the questionnaire-7completed
• Analyse the data-anomalies,24students
• Group and individual tasks to encourage aGrowth Mindset-
• Completethe original questionnaireagain
• Analyse the data vtherestoftheyear
• Evaluate theproject
• Smoke a cigar
Google Forms and Self Marking
Create a Google Form by going on
your Drive and click ‘Create’ and
Create the questions on your form
and a selection of answers
Then ‘Share’ the Google Form with
yourself and it will email it to you
for you to fill out a copy first
• Self Marking
• Instant results
• Easy to view and show
• Time consuming
• Not all students know their
Click ‘Add On’ at the top and search for
Flubaroo and install it as an add on
This will install immediately and is the
program which marks the quiz responses
Then ‘Share’ the quiz with your class by
typing in their email address or classlist
Websites and Blogs
In science we have designed a
blog for the KS3 students where
we can give out information
about school trips, homework
tasks and reminders for clubs
We have also created a blog
designed especially for year 11
revision. We can post revision topics
in advance and when/where revision
will take place.
A blog for year 10 will be our next
• Pupils have received information about the website and blog. Posters on display
(class room, teaching area and around school).
• Home learning material made available (pdf documents used). If paper copies are
lost there is no excuse for work not completed due to missing sheets.
• Sticker produced for their planner as a reminder of website.
• Digital leaders supported with the designing and input of files. Teacher updates files
• Focus group: GCSE (Year 10), very low ability group as a whole.
• Moving forward:
• Maybe pupils can post some of their own examples on the site (of completed tasks)/
examples available of different grades to view.
• Recipes/dishes can be posted by pupils and comments can be given by other
members of the group.
• Setting challenges for each other in the group and identification of skills achieved.
• Support needed:
• Would be useful if admin time could be available to input all resources.
Websites and Blogs
Show My Homework
• We looked at a case study
• Tried the process of setting h/w, lots of steps
• Spoke to a pupil from case study school about it
• Discussed with colleagues and discounted due to
mainly due to price (£6400 for 2 years), but also
complexity of setting h/w, but this would become
easier with familiarity.
• Google classroom/ Doddle and Google Calendar can all
do what Show My Homework does.
Students know how to improve
• Marking policy
• Written feedback through closing the gap
• Oral feedback
• Green pen
• Pair work
• Peer assessment
• Mini plenaries
• Mini whiteboards
• 2 stars and a wish
• MFL forms
Success criteria checklist (KS4)ABC I have used different connectives
ABC I have given opinions and justified them (reasons)
ABC I have used the present tense and checked my verbs
ABC I have used the perfect tense and checked my verbs
ABC I have used the future tense and checked my verbs
ABC I have used time phrases
ABC I have used intensifiers
ABC I have used negatives
ABC I have used adjectives +checked agreements/position
ABC I have checked that my sentences make sense
ABC I have completed all of the task in enough detail
ABC I have used adverbs
ABC I have checked spelling and accents (dictionary)
AB I have used different pronouns not just je
AB I have used the comparative
AB I have used the imperfect tense and checked my verbs
AB I have used reflexive verbs (in more than one tense)
AB I have used “après avoir” and “après être”
AB I have used “y” meaning “there”
AB I have used the conditional (je voudrais)
AB I have used depuis + the present tense
AB I have used j’ai décidé de + infinitive
AB I have used avant de + infinitive
A A* I have used while doing … (eg. en regardant)
A A* I have used subordinate clauses (quand,où)
A A*I have used direct + indirect object pronouns
AA* I have used interjections
AA* I have used the superlative
AA* I have used the conditional tense and checked my verbs
AA* I have used an if sentence and the conditional tense
AA* I have used relative pronouns (qui/que)
Click on the date and
time the homework is
Select the teaching group
Set and email
reminder to the group
Open the Calendar
app from any google
● Staff, Students and parents
can access on phones,
tablets and desktop
● We already have class
groups set up for emails.
● Homework can be set
focused on due date to help
students manage their time
● Staff can enter homework
directly from classroom
computer during lesson, in
advance or at the end of the
● Option to give students a
● Potentially replace
homework tracking forms for
HoFs Technology and
TECHNOLOGY & HOMEWORK FOCUS GROUP
MR S. RAHMAN
Easy to Set Up
Teachers can add students directly or share a
code with their class to join.
Teachers can easily communicate with the class.
Students can also collaborate on work.
Google Drive folder automatically created for
Homework can be tracked on Assignment page.
Part of Google Apps for Education
Integrated with Google services.
Mobile Phone and
The Classroom app is available on Android and iOS.
Snap a photo
Attach photos to assignments or posts
to share with the teacher or
the whole class.
Share from Other Apps
Attach files, images, and links
to Classroom assignments
right from other apps.
Access Classroom assignment
without an internet connection.
20 Things You Can Do With Google Classroom
RV and E-Bacc
• Performance Indicator (for Ofsted)
• 49% current yr 11 (108/221)
(English, Maths, Science, Geog/Hist, MFL)
• 58% current yr 10 (134)
(English, Maths, Science, Computer Science,
What have we been doing?
• Impact of E-Bacc – what is it?
Research / links from DMA/viewed
favourably by university/6th forms /employers
• Identifying E-Bacc students in Yr10 / Yr11
Attached to this ppt
• What do students know and need to know about it?
Designed a quiz /assemblies/award
• What do we need to know about it?
***ALL STAFF EBACC FOLDER SHARED IN DRIVE***
Moving Forwards …..
• Letter home to parents of Year 11 students
• Assembly for Year 10 – after half term
• Assembly for yr 9 – prior to option choices
• Tutor time information
• Quiz for students
• Certificate of Achievement (KS4 Awards Eve)
• Establishing suitable candidates for exam
entries in other MFL
Establish how many
students can speak
another language and
enter them for a GCSE -
(no teaching required)
presented at the KS4
Awards Evening to the
Yr10/11 Ebacc student list(Roding Valley)
LATEST DFE 'Ebacc'
EBACC info for schools (last updated July 14)
The Red A group is the Triple Science high flyers
The Red B is the higher ability Ebacc route with Core
and Additional Science.
Green A encourages students to follow the Ebacc
route, but does not make it compulsory whilst still
filling all the Ebacc buckets for Attainment and
Positive behaviour and
environment for learning
• Gandhi said that in order to see a change in
the world, we must first change ourselves.
• If you want to see a change in your classroom
and the students you teach, the same is true.
Why students don’t do what you want them to
1. They don’t know what to do.
2. They don’t know how to do it.
3. They don’t know why they should do it.
4. They aren’t suited or matched to the task.
5. There isn’t any consequence.
6. There isn’t any relevant feedback.
7. They get more attention by not doing it.
So what ???
• Be assertive, not passive or aggressive.
• Describe the behaviour you want , not what
• Be super CONSISTENT.
• Use positive language.
• Praise on a minimum of 4 to 1.
• Invest time in building student relationship.