This document outlines the agenda for the second facilitator training session of the Falkirk Teaching for Deep Learning Programme. The agenda includes reviewing the learning intention and success criteria format, updating the facilitators on programme news, discussing the content and facilitation of session 6 on higher order skills, and planning next steps for facilitator development including keeping a reflective journal and setting up discussions with school leadership. Facilitators are also given follow up tasks to complete by the next meeting date.

1. The Falkirk Teaching for Deep
Learning Programme
Facilitator Training Session 2
14th March 2013

2. Format for tonight:
• LI/SC/Evidence
• Update – programme news
• Use of reflective journal
• Getting to know the content – session 6
• Professional reflection and discussion
• Follow up task
• Next meeting date and content

3. What do you want from this?
• Write your learning intention for your
participation in this course.
• You may want to write more than one – for you
AND/OR for your establishment

4. How will you know?
• Write down you success criteria for participation
in the course
• What evidence will you gather – what will you
say, write, make and do?

5. Dates, times, tasks
• 14/3/13, 2/5/13, 6/6/13, 29/8/13, 3/10/13,
5/12/13
• Tell us ASAP if there are any issues with these
dates

6. Programme Update
• Delivered/shared in detail with CS team –
strong feedback and potential for contributions
(QIO awareness-raising also)
• YMcB facilitated session 6 at Stenhousemuir
PS – Sharon and Kelly will facilitate session 7
next month
• Larbert HS looking at various models of using
programme – Charlaine will be involved
• SW Drumbowie PS session 3 next week
• Matching to SCLPL
• Glow development

7. Getting to know the content
• Session 6 – most requested to see delivered by
you, and also most requested so far by schools

8. Teaching for Understanding
Higher Order Skills (1)
Session 6

9. Reflective Questions
• What are higher order skills?
• What is Bloom’s taxonomy? What role does it
play in Curriculum for Excellence?
• Which skills are essential learning for 21st
century pupils? Why?
• Which HOS are integrated into my teaching?
• Which HOS skills do I use most? Why might
this be?

10. Learning Intention
• We are developing knowledge and
understanding of the higher order skills

11. Success Criteria
I can:
• Increase my knowledge of the higher order skills
• Understand how these skills can be organised using
taxonomies
• Identify and evaluate an example of these skills within
my practice

12. Impact
• Where is your understanding of the higher order
skills at the moment on a rating of 1 – 6?
• 1 being low understanding
• 6 being high understanding

13. Format :
• Welcome
• Whole group task – Round Robin, carousel to
share, video
• Individual task – Hand out 1
• Paired task – Bloom’s triangle – assign tasks to
HOS
• Group task – Handout 2 & discussion
• Action Plan

14. Pre-task
• None

15. Whole Group Task
• Use Round Robin, Team Relay or chosen
method to gather and record existing
understanding of HOS as notes and words on a
flip chart sheet
• Carousel or share whole group responses to
these records – record any questions the group
has
• View Kier Bloomer video 6.1– discuss which
aspects the group already had understanding of
and also which of their questions have been
answered

16. Individual Task
• Study Hand out 1 – Bloom’s and HOS taxonomies

17. Paired Task
• Use Bloom’s triangle activity to assign tasks to
HOS

18. Group Task
• Use Hand out 2 –
• What would emerging and advanced examples of this
look like? How much do I integrate Higher Order Skills
into my practice?
• Use as focus for paired interview of random partner to
respond to: Which HOS have you used in recent
lessons? How did it go?

19. Extension Task
• None

20. Teacher Action Plan
• Individuals record their own progress and define next
steps
• Monitor the extent of their use of HOS and note which
are used and which ones recur most often
• Consider using the Excellence group taxonomy at the
bottom of handout 1 – is this more or less useful to
you?

21. Evaluation
• Where is your understanding of higher order
skill taxonomies and their use now?
• Impact – rating 1 – 6

22. What support can we build?
• Create other examples of practice
• Record our own progression within HOS
• Look out for practice which exemplifies the
session content
• Think about how the content relates to your
practice
• Think about the kind of questions people might
ask and prepare yourself as far as possible for
answering

23. How ready are you?
• What stage are you at now?
• Are you ready and willing to facilitate or co-
facilitate?
• Ideally, when would you want to facilitate a
session?
• Any other questions?

24. Reflective Programme Journal
• Any entries so far?
• How are you using yours?

25. Follow on tasks – by 22.4.13
1. Arrange a professional discussion time with a
member of your SLT/SMT (20-30 mins)
2. Discuss whether and how the programme
could support your school improvement
agenda
3. What about your professional learning?