Presentation from 'High impact approaches' breakout session at the Whole Education 'Designing an impact curriculum conference'

1. Whole Education Conference
Thursday 5 March 2015

2. A school confronts a never-to-be
resolved contradiction. It must fill the
expectations of those it serves, if it is
to survive. It must change those
expectancies if it is to be truly
educational.
(Denning)

3. Session objectives
• To develop understanding of how one school’s
investment in Cooperative Group-work and
related strategies contributed to an outstanding
Inspection judgement.
• To appreciate how this understanding has the
potential to support the principles of a ‘Whole
Education’.
• To know where to gain further information
about the Co-operative Groupwork model and
associated strategies.

4. The Fallibroome Academy Trust
• The Fallibroome Academy, 1500 students, 3 x
Outstanding (VA 1028)
• The Winsford Academy, 980 students, 2 x RI,
Sponsored
• Broken Cross Primary Academy, 85 pupils, RI
• Nether Alderley Primary Academy, 105 pupils,
Good

5. Quotes from Kinsey report
• ‘How the world’s best-performing school systems come out on top’ Michael
Barber October 2007
• “The quality of an education system cannot exceed the quality of its
teachers.”
• “Second, the top-performing systems understand that the only way to
improve pupil outcomes is to improve the quality of instruction. In many
education reform efforts, everything changes except what happens in
classrooms; no wonder pupil outcomes plateau.”
• “The journey to world class is not easy. It demands consistent government
strategy but it does not just happen in Parliaments or Ministries; it happens
in every classroom every day across a country.”

6. 3/6/2015P W Rubery6

7. 3/6/2015P W Rubery7

8. 3/6/2015P W Rubery8

10. 3/6/2015PW. Rubery10 3/6/2015P W Rubery10
Participation?
Collaboration?
Level of thinking?
Thinking time?

11. Timed-Pair-Share

12. THINK TIME!!
• As talk Bs listen (1minute)
• Bs show your appreciation to As :
Copycat
• Switch roles
• Bs talk As listen (1 minute)
• As show your appreciation to Bs :
Complete the sentence

13. = participation?
• How did we
structure for equal
participation?
TIME &
TURNS

14. Group work
Work in groups to make as many
x4 calculations as you can in one
minute:
Start with no.9 & x4
(x4, x4..etc)

15. Group Work?
• Arrange class into groups
• Set them a task
• Ask them to work as a group on the task
Students achieve
significantly worse
than traditional
teaching
Why?
Hogs and Logs
Conclusion: Group work can generate results
that are worse than traditional teaching
methods

16. Numbered Heads Together

17. Have you…?
• Have you felt and given support to each other?
• Have you had to ‘perform’ for your team i.e. been
accountable for your learning frequently?
• Have you been able to participate equally?
• Have you been actively involved most of the
time?

18. Kagan Co-operative
Groupwork Structures
4 Key Principles
• Positive Interdependence
• Individual accountability
• Equal participation
• Simultaneous interaction

19. The view from the Front Line
• No 3s collect Jake Percival’s article
• Read privately
• Round Robin your thoughts (spinner
decides order, 1 minute each)

20. An Assessment for Learning Model
Assessment for Learning: Putting It into Practice
Paul Black, Chris Harrison, Clare Lee, Bethan Marshall, Dylan
William (September 2003), Open University Press
1. Emphasis on learning outcomes and success criteria
2. Careful planning and delivery of questioning strategies
3. Formative written feedback
4. Opportunities for self and peer assessment
5. Formative use of summative assessments
Development & Research approach – pilot first: 9 CfL research
papers on our website

21. Kagan training

22. Learning Brain Europe Conference

23. Other related CPD strategies offered by
Fallibroome and the FLC
• The Invitational Framework
• Investors in Excellence
• Circle Time (secondary pilot)
• Learning Brain Europe
• TEDx conference and TED salons

24. Key drivers of performance
• Culture
• Teaching and Learning
• Leadership and Management
• Do you have secure frames of reference that help you
create your culture? (with high levels of trust?)
• Do you have a shared understanding of how children
learn?
• Do you have a secure model of Middle Leader
accountability?
• Do you have disciplined innovation?

25. Session objectives
• To develop understanding of how one school’s
investment in Cooperative Group-work and
related strategies contributed to an outstanding
Inspection judgement.
• To appreciate how this understanding has the
potential to support the principles of a ‘Whole
Education’.
• To know where to gain further information
about the Co-operative Groupwork model and
associated strategies.