Briefing nov 2016 house
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This document outlines various house point opportunities at the school, including awarding points for demonstrating core values, participating in house events, taking on leadership roles, and more. It describes upcoming activities like pop-up challenges, a chess league, swimming competitions, and a short story writing contest for house points. It also establishes a biweekly tutor debating program where students can earn individual house points for presenting arguments, research, and articulation skills.
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PP
The document provides general strategies for teachers to support disadvantaged pupils, known as PP or Pupil Premium pupils. Teachers should get to know each PP pupil's learning preferences, interests, family background, attainment level and reading age. They should highlight PP pupils on seating plans and data sheets to provide targeted support. Teachers should also use praise and rewards, develop respectful relationships, and check in regularly with PP pupils. Additional strategies include removing barriers to learning, providing resources and support for catching up, and differentiating instruction to meet the needs of all ability levels in the class.
Teaching alliance 2016 student leadership 2
Student leadership opportunities empower learners by building self-confidence and encouraging independence. They also reward positive conduct, enhance skills for academic success, and strengthen the sense of community. The primary aims of one school's student leadership program were to strengthen the community and provide active involvement in education. They used student leadership roles as a vehicle to ensure students develop skills for life beyond academics. The school evaluates impact through an audit to identify existing opportunities, impact, missed chances and challenges to plan next steps.
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Key stage three 2
Students are awarded a small number of reward points at the beginning of each lesson to motivate positive behavior and engagement. This reinforces that all students are exceptional at the start of class. Students can keep their points by working hard, behaving well, and participating, but certain misbehaviors will remove points. This system sets clear expectations and helps students feel equal while encouraging them to take responsibility for their own conduct during the lesson.
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2. Classrooms should be well-presented with tidy chairs and no rubbish. Displays should enhance learning.
3. Promote positive relationships and use emotional intelligence when dealing with students.
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The survey of 148 students at Chalfonts Community College found that most felt their classwork and homework was regularly marked. Students reported SIR marking (a feedback method) helped their progress, especially in English. While many subjects provided feedback, students commented they often lacked time to respond to improvements. The survey also showed most students felt lessons were well-managed and they were learning, though some requested less focus on disruptive students.
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The document shares research on principles of effective instruction and recommendations for applying them in the classroom. It discusses an article that focuses on instructional practices informed by research on how the brain learns, practices of top-performing teachers, and studies teaching learning strategies to students. It then lists ways to apply these principles, such as beginning lessons with reviews, presenting new material in small steps with practice, checking all students' understanding through questions, providing models and scaffolds for difficult tasks, and requiring independent practice with reviews.
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This document discusses ways to improve student attitude and reduce low-level disruption in the classroom. It identifies common issues like lack of focus, talking, and missing equipment. To avoid disruption, the document recommends meeting students at the door, assigned seating, clear rules, routines, engagement, and building relationships. When disruption occurs, teachers should use calm language, remind students of expectations, and pause to allow compliance without unnecessary dialogue. The overall goal is to promote positive behavior through prevention, clear communication, and an engaging classroom environment.
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Classroom displays and organization are important to create a positive learning environment and engage students. Lessons should provide an appropriate level of challenge for students. Marking should provide frequent feedback to challenge students' thinking. Teachers should know their students' progress and needs, such as which students have special educational or economic disadvantages, and tailor lessons accordingly.
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This document provides guidance on effectively using learning support assistants (LSAs) in the classroom. It discusses current LSA staffing, prioritizing student needs when timetabling LSA support, and the roles and responsibilities of teachers and LSAs to ensure students receive targeted assistance. Teachers are advised to communicate expectations to LSAs, differentiate instruction, and allow students to work independently when possible while utilizing LSAs expertise.
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The document discusses encouraging students to think metacognitively about their learning by reflecting on their work, evaluating their progress, and identifying strategies to improve. It outlines two steps: 1) responding to feedback to correct and deepen understanding of work, and 2) developing metacognition by monitoring and evaluating work to plan for future learning, analyzing successes and difficulties to identify effective learning strategies. Students are challenged to regularly think about what and how they learn in order to evaluate their work and progress.
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This document discusses success criteria and how they can be used effectively to raise standards. Success criteria are learning objectives broken down into smaller, measurable steps that clarify expectations for students. They include WALT (We Are Learning To), WILF (What I'm Looking For), and TIB (This Is Because). Effective success criteria are linked to learning objectives, specific to activities, shared with students beforehand, provide scaffolds for learning, and form the basis for assessment. Examples of success criteria in different formats are provided. The benefits of success criteria for both teachers and students are outlined. Teachers are encouraged to start using and involving students in developing success criteria.
Feedback from the staff meeting marking
The document summarizes feedback from a staff meeting about marking practices. It notes several strategies that are working well, such as giving more priority to student responses, implementing self and peer assessment, and using stickers and stamps to provide quick feedback. It also identifies some challenges, like varying quality in student responses and balancing lesson time between teaching new material and providing feedback.
Teaching alliance presentation 2016 marking and feedback
This document discusses strategies for improving marking and feedback practices. It begins by outlining why bad feedback can be damaging, such as leading to teacher burnout. It then shares several strategies implemented by the author's department to make feedback more timely and effective, including acknowledgement marking, dot marking, and using a five minute marking plan. Students are expected to respond to feedback, for example through DIRT (Dedicated Improvement and Reflection Time) sessions. The goal of feedback should be for students to learn from it and apply it to future work. The document concludes by noting the challenge is adopting an approach that considers workload and promotes long-term student progress.
Outstanding Marking and Feedback 14 April 2015
The school needs to improve consistency in marking, assessment, and developing students' literacy skills. Specifically:
1) There are inconsistencies in marking students' work across subjects, especially correcting spelling and punctuation errors.
2) Opportunities to develop reading, writing, and different writing styles are not fully developed across all subjects.
3) To improve, the school should ensure good and outstanding marking practices are used in all lessons, and students consistently get opportunities to improve their literacy skills.
What Makes A Good Lesson (Ps)
The document discusses elements that make lessons effective. It recommends that lessons have clear learning objectives, be structured in episodes to engage different learning styles, and include formative assessment to check student understanding without extensive marking. Reflection is also presented as important for helping students internalize principles through writing about what they have learned.
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Teaching alliance presentation 2016 marking and feedback
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2. Warm-up activities are suggested to prepare students' brains for learning, like warming up muscles for exercise, through quick unrelated tasks like a whiteboard jigsaw puzzle.
3. An example "Articulate" game is described where groups try to describe education buzzwords to each other without saying the words within 2 minutes.
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The document discusses The Magenta Principles, which represent a pedagogy that believes learning occurs through thinking. It states the job of educators is to get students to think and talk about information by actively engaging with it. The Magenta Principles provide a list of cognitive verbs like reduce, change, assemble, and connect that students can do with information to make it more memorable. Examples are given of how teachers can design challenges for students to apply these verbs to course content. The goal is for students to do more than just receive and recall information.
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Briefing nov 2016 house
- 3. House Points - Showing the core values in your actions around school - Working cooperatively in lessons effectively - Helping peers from any house - Overcoming challenging situations - Taking part in house events (participation and placing points) - Leadership Staff can award points at their own discretion based on the values and above points, where staff believe a student has gone above and beyond or excelled.
- 6. House ‘Shout Outs’ • In each half termly assembly. • Recognise the achievements of students in and out of school in each house. • Please can you send any special mentions to GPA/KWE/JHE/JWS and KHA at the end of each half term.
- 7. Pop up challenges • These will run throughout the year • Notification of an event will be on the bulletin board and the house boards • Just turn up to the time and place if you wish to take part. • Oliver Hesketh (Ha) won the ’keepy up’ challenge with 1000+ keepy ups! • Please let KHA know any suggestions.
- 8. - The first 2 sessions will be learning and sharing chess knowledge and time for practicing. - A league will then run, playing each person in the league. - Sign up on the sheet ‘House Chess’ on house boards outside LS. - Staff are welcome to take part or help ILD run this (28 students signed up already!!)
- 9. - Sign up sheets are in tutor trays for house captains to sort teams. - Students must wear appropriate swimwear. - Please encourage all students to get involved- float races are for less confident swimmers (not club swimmers!)
- 10. Short Story Competition Open to all year groups 7 – 13. Stories must be between 500 and 1500 words long. All stories must be written based on one of the house values : Courage, Inspiration, Equality, Respect, Determination and Cooperation. One winner will be chosen for each of the categories, there will also be a winner for each year group and an overall winner. There will be house points awarded for each entry and also placing points too, alongside a prize for the winners. Winners will be judged on; • Demonstrating the chosen house value • Imagination Entries containing the following will not be accepted: • Fan fiction (will cause problems if we want to publish an anthology) • Violence, bad language, alcohol or drug use • Use of names of existing or past students, school staff All entries will appear in a school anthology later in the year (summer term) which will be sold with all profits going to a chosen charity. Closing date 16th December 2016. Winners will be announced week ending Friday 17th February 2017.
- 11. Tutor Debating Fortnightly in tutor times during the literacy slot - The first few literacy slots (December HT) will be teacher led to explain and practice the different ways of debating. - Jan-July literacy slots will be a debate on a given motion (current affairs topic, curriculum area, motion thought of by the students- this could link to lesson 1 activities). - More prep time given will allow for a greater debate (i.e. research of a topic prior to tutor time). - Guidance and ppts for staff are on: curriculum> houses> debating. - House points will be awarded individually to students who: 1. Present a strong argument 2. Articulate themselves well 3. Research their topic area There is a more detailed points system sheet in the staff information folders!!! Email KHA debating points at the end of the year- run this as a on-going tutor activity with a league or chart to record points per student.
Editor's Notes
- Fair play; knowing one’s own limits; and taking care of one’s health and the environment. Drive and motivation to overcome both physical and mental barriers in order to achieve your goals. Having the self-belief and confidence to overcome adversity and face difficulty in situations that are sometimes outside of the comfort zone. Showing respect and humility towards all those around you in the spirit of fair play, competition and everyday life at LLS. To be motivated by the achievements and actions of others and to be a positive example to others around the school and wider community. Work as part of a team and wider community to achieve a common goal.
- For those students who have contributed to their house in the previous half term Have gone out of their way to help people Examples of the core values or good work
- If you have a chess board please bring with you!!!!!