This document outlines the agenda and activities for a professional development session for the Learning Support department. The session aims to develop the department through thought-provoking activities and discussions. Teachers are asked to identify 3 key takeaways, or "Golden Nuggets," from the session. Several activities are included to discuss supporting teachers in different assessment areas, developing students' resilience and independence, and celebrating student achievements. Teachers are also asked to complete a feedback form at the end.

1. CPD for the Learning Support
Department
3rd January 2017

2. Aims
• To develop the professional development of the Learning Support
department through thought provoking activities.
• 3 Golden Nuggets – three things you are going to take away from
today’s session.

3. Meeting Expectations
On your tables you have the details of an area that teachers are
judged against.
Highlight – what things can the LSA support the teacher with.

4. Assessment - Proactive Support
You have some post-it notes on your desk.
On each post it write a different question you could ask about rivers.
Now, there are some cards on your desk that represent Blooms
questioning hierarchy. Take a look at the questions you have written. Put
them where you think they would go the hierarchy.
Discuss with your group – how could you improve the questions to
challenge students further?
A lot of your work is 1 to 1 support. How could this help you to develop the
students you work with?

6. Knowledge – What is…?
Comprehension – Explain /
Identify…
Application – Can you…?
How have you…?
Analysis – Why? How?
Synthesis – How would
you improve…?
Evaluation – What is your
opinion…? How
effective…?

7. Assessment - What makes a good
response?
Take a look at the responses on your tables.
Rank them in order of best to worse.
What is good about the better ones?
https://www.youtube.com/watch?v=hqh1MRWZjms

8. A good response…
• Improves their work and understanding – progress is shown and
made.
• Shows the teacher they have understood their improvement
comment and have started to/have begun to improve in that area.
• In silence
• In green pen
• 10 mins
• Not ‘I’ll do that next time’ or ‘Thanks Miss’

9. Subject Knowledge
Please take a look at the list of questions on your table.
Can you answer any of them?
Does it matter if you can or you can’t?
Does having some subject knowledge help you to support students?
If so, how could you develop your subject knowledge in an easy and
straightforward way?

10. • What does plant cells have that animals cells don’t have?
• What is the word equation for Photosynthesis?
• What is the word equation for (aerobic) respiration?
• In programming, what is a variable?
• In programming, what is an IF statement?
• For portraiture- what are the rules of proportion when adding in the features on a face?
• For colour theory- What are the primary colours and secondary colours? How do you make the
secondary colours?
• What is the marketing mix also known as?
• Give 3 reasons why an entrepreneur might start a business?
• What is meant by economic, environmental and social geography?
• What is the difference between Britain and Great Britain?
• What is the imaginary line called that connects the North and South Pole?
• What is the difference between hygiene and safety in the kitchen?
• What are the 6 different coloured chopping boards and give an example of food used on each?
• How many players on a basketball team?
• What’s “in” on a badminton singles court?

11. Learning and Progress - Resilience
Read the list of scenarios on your desk. Discuss what you would do.
Now take a look at the triangle help sheet. Could you improve your
response to make students more independent and resilient?

12. Scenarios
• The teacher has provided a differentiated task, your student is quietly reading through. What do you do?
• The student is reading a piece of text and gets stuck on a word, what do you do?
• The teacher has just given instructions to a task, but the student doesn’t know what to do. What do you do?
• You have provided quite a bit of support to get the student on task but they are still sitting there doing nothing. What
do you do?
• You have arrived half way through a double lesson and students are working and on task. What do you do?
• There is a student with a statement in the room who is very hostile to LSA help and support. What do you do?
• Many members of a class are hostile towards a particular teacher. How do you deal with that?
• Many members of the class have misunderstood the task, how do you approach the teacher with this problem?
• You notice that a student has not completed a task, you know the student will get into more trouble and you already
know that he is in detention today and tomorrow. He had been trying his best, what do you do?

13. Attitudes
• What do you see as a clear routine?
• What part can you play in that?
• How do you celebrate the achievements of your students?
https://www.youtube.com/watch?v=hTghEXKNj7g&t=218s

14. Golden Nuggets
Please complete your golden nuggets – three things you have taken
away from today’s session. What you are going to try or something
that has changed your thinking or made you think about something.
Please also complete the feed back sheet. Thank you 

15. Golden Nugget 1 Golden Nugget 2 Golden Nugget 3
Golden Nugget 1 Golden Nugget 2 Golden Nugget 3