STCM Teach Meet 010218

1. Teach Meet:
Growth Mindset
GO Time
Action Research
Thu 1st February 2018

2. As you come in, consider: How did you get on with
using these ideas? Buddy up and share your findings.
Ideas trialled
from the last
Teach Meet:
Book Polish
Structured
snowballs
Challenge
board/wall
Learning
Passports
Most Able
challenge
Create and
use ‘A’ grade
descriptor
(KS5)
(Be an
examiner)

3. PB/JEM - Growth Mindset
Useful links:
“This is too hard”
“She’s so smart, I will
never be that smart”
“It’s good enough”
“I only need a grade 5”
“I can’t do it”

4. PB/JEM - Growth Mindset
Useful links:
•Dweck, C. S.
(2000). Self-
theories:
Their role in
motivation,
personality,
and
development.
Psychology
Press.

5. PB/JEM - Growth Mindset
Useful links:
https://www.youtube.com/watch?v=JfdoJxPjp1k

6. PB/JEM - Growth Mindset
Useful links:

7. PB/JEM - Growth Mindset
Useful links:

8. PB/JEM - Growth Mindset
Creating a Growth Mindset Community is essential
for us and students
● Hope, “Nothing is impossible”
● Counteract the effects of a selective education
mindset
● One of the great gifts we can give to our students
that equips them for life
Useful links:

9. PB/JEM - Growth Mindset
How do we create a Growth Mindset Community
● We believe (10,000 hours to become an expert)
and value it, ensuring it is explicit in all we do
(rewards).
● Communicate it through our language and
visually.
● Language - “Yet”, “Not University material” and
feedforward not back.
● Visual - Posters
● 1st Feb. 2018 collective decision to commit to
become this community
Useful links:

10. PB/JEM - Growth Mindset
Useful links:
“This is too hard” “This may take some
time and effort”
“She’s so smart, I will
never be that smart”
“I am going to figure out
how she does it!”
“I can’t do it” “I can’t do it...YET!”
“I only need a grade 5”
“What opportunities
could a grade 6 give
me?”
“I can’t make this any
better”
“I can always improve so
I will keep trying”

11. Teach Meet
GO Time
Wed 29th November 2017
Thu 1st February 2018

12. As you come in, consider: How did you get on with
using these ideas? Buddy up and share your findings.
Ideas trialled
from the last
Teach Meet:
Book Polish
Structured
snowballs
Challenge
board/wall
Learning
Passports
Most Able
challenge
Create and
use ‘A’ grade
descriptor
(KS5)
(Be an
examiner)

13. LRA - Essay Planning
Using colour coding to identify skills at A level
AO1 = knowledge and understanding
AO2 = application /evidence,
AO3 = Evaluation and Analysis.
● Students plan essays in a spider diagram making sure they meet
each assessment objective. They can change the balance
depending on demands of the question. E.g more green or more
red!
● Can be used for differentiation writing on desks or whiteboard
getting different students to focus on different skills or using
shared doc with font colours changed
● Created posters using colour code
● Give students example essay and they underline using colours to
identify skills
● Change font colours on KOs to identify skills
Useful links:
https://docs.g
oogle.com/a/s
tcm.torbay.sc
h.uk/docume
nt/d/1mJK4r4
CcwcX2tUnJ
GbzDZmJfrP
EIdh5bzmxsJ
4lljhs/edit?us
p=sharing

14. LRA - Essay Planning
Useful links:
https://docs.g
oogle.com/a/s
tcm.torbay.sc
h.uk/docume
nt/d/1mJK4r4
CcwcX2tUnJ
GbzDZmJfrP
EIdh5bzmxsJ
4lljhs/edit?us
p=sharing

15. RDD - English Portfolios revisited
Useful links:
Our portfolios have contributed
to Golden Threads by
embedding more robust and
effective assessment in Years
7,8 and 9.
Each student has a booklet that
contains three assessments for
each term for both reading and
writing.
The final piece in each unit is
summative.
Marking has become more
focused on the AOs.
Marking is quicker for staff and
EBI relate directly to skills.

16. RDD - English Portfolios revisited
Useful links:
Students are encouraged to
respond to their EBI targets.
Students explain what they need
to do to improve in their own
words.
Staff indicate within the
assessment which sections to
redraft.
Redrafts are completed in purple
pen time.

17. RDD - English Portfolios revisited
Useful links:
This piece, written by a low ability PP and SEND student, shows several steps in learning.
Self assessment was completed using a colour code and success criteria.
Teacher assessment using an EBI target and the student redrafted a section.

18. SJT - Working Walls
Useful links:

19. SJT - Working Walls
Useful links:
https://www.ma
gicwhiteboard.
co.uk/
SUPPORT
CHALLENGE
MORE IDEAS
Group work
Circus activities
Feedback -
diagrams
How to boards -
Student or
teacher led
Electrostatic paper - sticks to
wall surfaces without blu-
tack or sellotape! See link for
details of where to obtain
some

20. AH - DIRT Revisited
Useful links:

21. AH - DIRT Revisited
Useful links:

22. SK - Structure Strips
Useful links:
Students stick
the structure
strip along the
margin of their
page and
follow the
instructions to
support them
with exam
technique

23. SK - Structure Strips
Insert student example..

24. SK - Structure Strips
Useful links:
Insert student example..

25. KPS - Revision sessions
Make sure you get the right students there:
● Communicate clearly with students and parents.
● Monitor attendance especially of your target groups.
Make sure the sessions are well planned:
● Past papers- new spec practice materials.
● Topic revision- targeted by PLCs.
● Grade 4/5 questions- focussed back up.
Access to material is key so Google Classroom is powerful tool.
Useful links:

26. TJD - Marking and Feedback
Useful links:

27. TJD - Marking and Feedback
Useful links:

28. AS - Digital Learning Tools
Webtools and apps to encourage use of digital learning tools:
Kahoot!
Answergarden
Random Name Picker
Jason Davies Word Cloud
Useful links:
https://docs.go
ogle.com/a/stc
m.torbay.sch.u
k/presentation/
d/1XBvKuXIAD
APyvlW0Ok5R
X36GAwZwQ8
y9-
BeKLCAb22U/
edit?usp=shari
ng

29. Kahoot!
- www.getkahoot.it
- Create an account
- Create own quizzes or surveys, or use existing
ones and duplicate
- Download spreadsheet of results
- Have a convention for player names
- Try the ‘challenge’ mode
- Get students to create own Kahoots (and use
them)

30. Answer Garden
www.answergarden.ch
- Can set length of response
- Can set limits on access and editing
- Combine with developmental questioning
- Useful for ascertaining prior learning
- Useful for clearing up misconceptions
- Can screenshot or export the garden
https://answergarden.ch/344745

31. Random Name Picker
Part of ClassTool.Net
- Have a classlist ready to copy and
paste from
- Can remove names once asked
- Ask question first (consider
Bloom’s), give time for students to
process, then use the name picker

32. Jason Davies Word Cloud
https://www.jasondavies.com/wordclou
d/
- Copy and paste text in to see
patterns of frequency of
appearance of key words
- Plenty of settings to tweak,
including number of words
- Can use as starter / stimulus to
topics or any text to read
- Can use to identify frequency of
keywords in essays
- Makes nice visuals / displays for
revision
Birling:
I’m delighted about this
engagement and I hope it won't be
too long before you're married. And
I want to say this. There's a good
deal of silly talk about these days –
but – and I speak as a hard-headed
business man, who has to take
risks and know what he's about – I
say, you can ignore all this silly
pessimistic talk. When you marry,
you'll be marrying at a very good
time. Yes, a very good time – and
soon it'll be an even better time.
Last month, just because the
miners came out on strike, there's a
lot of wild talk about possible labour
trouble in the near future. Don't
worry. We've passed the worst of it.
We employers at last are coming
together to see that our interests –
and the interests of capital – are
properly protected. And we're in for
a time of steadily increasing
prosperity.
Gerald: I
believe you're right, sir.
Eric:
What about war?
Birling:
Glad you mentioned it, Eric. I'm
coming to that. Just because the
kaiser makes a speech or two, or a
few german officers have too much
to drink and begin taking nonsense,
you'll hear some people say that
war's inevitable. And to that I say –
fiddlesticks! The germans don't
want war. Nobody wants war,
except some half-civilized folks in
the Balkans. And why? There's too
much at stake these days.
Everything to lose and nothing to
gain by war.
Eric:
Yes, I know – but still -
Birling:
Just let me finish, Eric. You've a lot

33. Jason Davies Word Cloud

34. Spreeder
- https://www.spreeder.com/app.php
- Speed reader
- Useful for recaps, scanning through texts
and as stimulus for questions
Mr. Utterson the lawyer was a man of a rugged countenance, that was never lighted by a smile; cold,
scanty and embarrassed in discourse; backward in sentiment; lean, long, dusty, dreary, and yet
somehow lovable. At friendly meetings, and when the wine was to his taste, something eminently
human beaconed from his eye; something indeed which never found its way into his talk, but which
spoke not only in these silent symbols of the after-dinner face, but more often and loudly in the acts of
his life. He was austere with himself; drank gin when he was alone, to mortify a taste for vintages; and
though he enjoyed the theatre, had not crossed the doors of one for twenty years. But he had an
approved tolerance for others; sometimes wondering, almost with envy, at the high pressure of spirits
involved in their misdeeds; and in any extremity inclined to help rather than to reprove.
“I incline to Cain’s heresy,” he used to say. “I let my brother go to the devil in his quaintly own way.” In
this character, it was frequently his fortune to be the last reputable acquaintance and the last good
influence in the lives of down-going men. And to such as these, so long as they came about his
chambers, he never marked a shade of change in his demeanour.
No doubt the feat was easy to Mr. Utterson; for he was undemonstrative at the best, and even his
friendship seemed to be founded in a similar catholicity of good-nature. It is the mark of a modest man
to accept his friendly circle ready-made from the hands of opportunity; and that was the lawyer’s way.
His friends were those of his own blood or those whom he had known the longest; his affections, like
ivy, were the growth of time, they implied no aptness in the object. Hence, no doubt, the bond that
united him to Mr. Richard Enfield, his distant kinsman, the well-known man about town. It was a nut to
crack for many, what these two could see in each other, or what subject they could find in common. It
was reported by those who encountered them in their Sunday walks, that they said nothing, looked
singularly dull, and would hail with obvious relief the appearance of a friend. For all that, the two men
put the greatest store by these excursions, counted them the chief jewel of each week, and not only set
aside occasions of pleasure, but even resisted the calls of business, that they might enjoy them
uninterrupted.
It chanced on one of these rambles that their way led them down a by-street in a busy quarter of
London. The street was small and what is called quiet, but it drove a thriving trade on the week-days.

35. JAD - Teaching and being taught
Useful links:

36. AB - Creating classroom routes for intentional
student support
Useful links:

37. ECJ - KO stretch and challenge
Useful links:
● More tasks than weeks in the term: no repetition.
● Variety of task type: some rote learning, some research and note-taking, some
demonstration of learning (either knowledge or skill).
● Progression of topic and difficulty: tasks clearly link together and lead on from one
another.
● Some revision topics from previous term, some linked to current schemes of work.

38. Teach Meet
Action Research
Thu 1st February 2018

39. Action Research
Discussion Tables
1. Digital Learning (LAT)
2. Independent Learning (PB)
3. Group work (AS)
4. SEN Learning Passports (ABM)
5. Flip Learning (SJT)
6. Most Able (KPS)
7. Growth mindset (JD)
Questions for Discussion
1. What impact does/can this have on Teaching and Learning? What does this currently
look like in your practice? How can you grow it?
2. What types of activities/differentiation could you incorporate?
3. What are the benefits?
4. What are the barriers and how could these be overcome?
5. Is there an idea/activity/style of lesson/home learning that you could all agree to try
out and then feed-forward?

40. Action Research - Digital Learning (LAT)

41. Action Research - Independent Learning (PB)

42. Action Research - Group work (AS)

43. Action Research - SEN Learning Passports (ABM)

44. Action Research - Flip Learning (SJT)

45. Action Research - Most Able (KPS)

46. Action Research - Growth mindset (JD)