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From good to outstanding teaching at St Nicholas!
- 1. Outstanding Teaching St Nicholas C of E Primary School Roisin Chambers October 25th 2013 *
- 2. objectives To reflect on our own practice as educators To create consistently effective and outstanding teaching To consider strategies and tools that will make us even more effective
- 3. A quick activity……… Write down the first ten words that come into your head connected to the word……… dog
- 4. Facets of outstanding teaching High expectations A level of challenge Focused questioning Effective monitoring and assessment Quality feedback Enthusiasm, engagement and motivation Subject expertise Development of independent learners
- 6. The BIG FOUR FEEDBACK AUTONOMY Assessment Pupil voice The GAP Resilience Meta-cognition Independence ENGAGEMENT Intrinsic Motivation Clarity FLOW CHALLENGE Growth Mindsets Differentiation The PIT
- 7. We achieve the BIG FOUR by…… Focus What do YOU wish to achieve? Energy Being resourced and motivated Model Taking action with yourself first Action Being responsible for the outcome Reflexivity Adjusting action and modelling
- 8. 5%
- 10. Tarsia
- 12. 6 close to behind on top of 5 at the end of 4 3 sat on under neath 2 1 next to hidden in 1 inside 2 3 4 5 6
- 13. 21 9 60 13 5 64 4 28 25 23 36 81 5 3 56 7 24 44 18 20 22 42 17 10 12 39 14 2 54 40 4 8 24 1 30 6
- 14. Uses of a 6x6 grid…. Practising a skill Making links (e.g. cause-effect) Classification Compare contrast Sequencing - Stages in a process Ranking Idea generation
- 16. The idea of “FLOW” Tasks are appropriately challenging Teacher input is minimal* Class have the necessary learning skills Immediate feedback is given Goals are clear and worthwhile Tasks are intrinsically motivating Time begins to stretch
- 17. The power of FLOW Outstanding lessons contain lots of Flow. This is when learners work independently and are in deep concentration and totally immersed in their learning. They are doing what they want to do, not what they have to do. To create flow we need to apply the six key elements we looked at in the last slide
- 18. It‟s time to level up as a teacher Where are you now? How do you know? Consider the level descriptors in your pack….what best fits you? Can you prove it? (you might have to at some stage)
- 19. Levelling-up: Engagement (Flow) Level 1a The students demonstrate that they are highly motivated and possess excellent learning dispositions. Students are clearly in FLOW most/all of the time. The students are highly engaged through their own curiosity and enjoyment of the learning/struggle to learn. The teacher has created a student-led lesson (20:80), and acts as activator and challenger. Students are enjoying opportunities to express themselves creatively in a variety of ways and are making rapid progress. Level 1b The whole class seem to be highly engaged and are making significant progress in understanding new ideas/concepts through participating in the classroom activities. FLOW is evident for the students as the teacher skilfully creates a student-led lesson (30:70). All discussions are purposeful and there is evidence that students are showing initiative and creativity. Many intrinsic motivators appear to be present. Level 2a Nearly all of the students seem to be engaged by the activities and there is clear evidence of enjoyment/understanding why the learning is important. Teacher/student input (40:60) and there is evidence that students are taking more initiative and taking some risks with their learning. The classroom environment is one of positive relationships and many students are in FLOW because the teacher has set appropriately challenging activities. All students are making good progress. Level 2b Most students motivated to participate. There is some evidence that the teacher is building positive relationships with individuals and the class as a whole. Teacher input (50:50). Some use of intrinsic motivators. The activities used are effective and have good impact on learning. Most students are making good progress.
- 20. How do we motivate? Intrinsic and extrinsic motivation “If we are only motivated because of fear or the hope of a reward, we are in a very sorry state indeed” Albert Enstein “Children behave, and therefore learn better when they are in a good mood. Good moods are created by positive environments and good relationships” Rob Plevin
- 21. Intrinsic Motivation (which triggers work best?) Rapport Imagination Competence Choice Feedback Curiosity Relevance Challenge Fun Fear
- 22. Motivational deficit Learned helplessness A threatened sense of “self”
- 23. Learned helplessness! The Escalator
- 24. The seven part lesson….. 1. Immediate Engagement 2. Teacher input 5 minutes 10 minutes 3. Individual activities 10 minutes 4. Mini Plenary 5 minutes 5. Individual activities 10 minutes 6. Plenary 10 minutes 7. Understanding Performance 10 minutes
- 26. Bloom‟s Taxonomy
- 27. Using Bloom’s Taxonomy EVALUATION Making judgements. Assessing the value of something against a set of criteria (Judge, Recommend, Evaluate, Prioritise, Give SYNTHESIS Using old ideas to create something new. Relate knowledge from sources (Design, Compose, Create, Hypothesise, Re- arrange) ANALYSIS Seeing patterns, Understanding how parts relate to the whole. structure (Investigate, Classify, Compare, Contrast) APPLICATION Map, Draw) COMPREHENSION Show) KNOWLEDGE What …?) opinions) different Recognising Using knowledge to solve problems (Make, Build, Demonstrate, Understanding information. Grasping meaning (Give examples, Observing and recalling information. (Tell, Recite,Make a list, Explain,
- 28. Meta cognition 1 4 Clarity 3 1. Concept 2. Challenge Confusion 2 3. Construct 4. Consider
- 29. The “PIT” 1. Concept 2. Conflict 3. Construct 4. Consider
- 30. Concept This is the key focus for the learning activity…….it would incorporate the learning objective and the success criteria. To understand the reasons why highway robbery increased during the 18th and 19th century. To analyse the steps taken to stop highway robbery and decide which worked best. To evaluate the characteristics of a highwayman.
- 31. Conflict This stage challenges preconceptions of the learner. It is about making things difficult, challenges notions and promoting further discussion It is about exploring possible answers, not finding an easy solution
- 32. Questioning Do you agree or disagree with the group next to you? What argument would you use to justify the order in which you have put the statements? How does this relate to what we have been talking about? Are the reasons given for highway robbery clear enough? What else would you need to know? Can robbery be justified?
- 33. Conflict…continued Types of thinking used here include…. Information processing Reasoning Inquiring Creativity Evaluating ideas
- 34. Construct Meaning Sharing of ideas to construct the best, not the easiest solution, piece of writing, presentation, model…… The best is informed by success criteria which help pupils understand their own performance.
- 35. Consider the learning journey This is an opportunity to consider the learning and reach decisions that inform the next stage in the learning…. What did you find easiest/hardest? What was your first belief/thought? What challenged it? What strategies did you consider? What helped things to become clearer? How are your ideas different now from the start?
- 38. Are you in the pit?
- 39. Bloom‟s orange
- 40. Socratic questions Six types of Socratic question… Clarification Why are you saying that? What exactly does this mean? How does this fit in with what we have been talking about? Reasons Where is your evidence? Can you give an example? Are these reasons good enough? Assumptions Please explain why? Aren‟t you thinking that……? Viewpoint Why is it better than..? Why is that necessary? Who would benefit from that? Effects What would happen if? Are you suggesting that……? How does that fit with what we have learnt before? Questions about questions What does that mean?
- 41. Developing the culture We need to develop a culture where it is okay to be wrong
- 42. „Mindsets‟ by Carol Dweck FIXED (helpless, entity learners) : Ability is fixed and not open to change. People are either intelligent, sporty, arts, good at maths etc. or they are not. GROWTH (incremental, Mastery-oriented learners): Ability and many personal characteristics are malleable. With enough motivation, effort and good teaching, people can become better at almost anything.
- 44. Growth Mindset people….. Celebrate mistakes Use Learning journals/logs Adopt no grade marking Encourage self grading Invite „three ways I could improve” Enable children to grade your lessons
- 45. Session 3 Feedback – developing independence
- 46. The BIG FOUR FEEDBACK AUTONOMY Assessment Pupil voice The GAP Resilience Meta-cognition Independence ENGAGEMENT Intrinsic Motivation Clarity FLOW CHALLENGE Growth Mindsets Differentiation The PIT
- 47. Foundations of „FLOW‟ Teacher input is minimal. Learners have the necessary learning skills. Tasks are intrinsically motivating. Tasks are appropriately challenging. Goals are clear and worthwhile. Feedback is immediate.
- 48. Ofsted assessment criteria “Pupil‟s work receives well focused diagnostic comments that helps them to improve. Pupils are helped to judge the success of their work and set targets for improvement.”
- 49. Conditions that support AfL Shared understanding about learning Children actually involved in own learning High expectations….. everybody can improve Learning is at the forefront….. LO + SC Time is given for reflection Self + peer assessment Feedback promotes progress Ask children to think, not just remember Wrong is as good as right Children have no fear factor
- 50. KASH Knowledge Skills Attitude Habits
- 51. Key aspects of independent learning (Autonomy) 30/70 ratio teacher input to pupil action 3B4ME Stuck boards Exemplars of great work Routines (time for reflection) Quality feedback (with targets) Trust culture (it‟s okay to get it wrong) Teach competencies rather than knowledge
- 52. Help boards
- 53. More Autonomy tips Share success criteria as well as learning objective Wonder walls Children as assessors Become a verifier Praise to admonition ratio 80/20 Learning scales Performance scales
- 54. Performance scales Football Effort 1 Hat trick hero can 2 Back of the net! 3 In the penalty box 4 Just kicked off 5 Warming up Some effort 6 Still on the bench 7 Missing the coach As hard as I Very hard Trying hard Joining in Rarely trying No effort
- 57. More scales…. 5-Leading and helping others 4-Giving and sharing ideas 3-Listening but no ideas 2-Causing a fuss 1-Annoying Task……… Can you devise a themed performance scale for your class?
- 58. Aspects of learning The skills for learning to learn Enquiry Manage feelings* Problem solving Motivation Creative thinking Info process Reasoning Evaluating Self awareness Empathy Social skills* Communication
- 59. The task Design a poster for Easyjet holidays It must encourage people to want to take a holiday with the Company
- 60. Success criteria Human characters in the poster Smiling faces An Easyjet aeroplane Holiday location Easyjet title Slogan
- 61. Coping strategies when learning isn‟t working well Break the question down into sections (bitesize) Try a different question Highlight the difficult bits Look back to previous work Try it on your white board Use working wall displays or help desk
- 62. Teacher‟s comments… Relate to objective and learning outcomes Specific advice for moving forward Positive Challenge the pupil to think for herself Provide a framework for discussion Expect a response
- 63. Comment only markingWilliam + Black 1998 Use of comment only Improved performance sustained over a series of tasks Steady decline over a series Use of grade and comment Use of grade only of tasks Initial improvement but not sustained
- 64. The result….. – “I know which parts of the work I can do and which parts I can‟t do instead of just doing it because it‟s got to be done. Sometimes my learning partner seems to understand better than I do, sometimes, I get it more than he does-we help eachother and we both learn more I think” Year five pupil
- 65. Levels for settling to work
- 68. Any questions? chambersassociates@ntlworld.com Thank you for listening and joining in.
Editor's Notes
- We cannot be outstanding all of the timeWe can only strive to constantly try to improveOutstanding teachers sometimes have a less than outstanding lessonThis does not make them bad teachers
- OTI begins with Steven Covey’s maxim – start with the end in mind. End point in education is to do with liberating the thinking of learners and to make them independent.We argue for whole class autonomy which will happen if learners are more aware of thinking strategies, are resilient, intellectually curious.WE also see autonomy as interdependence rather than isolated intellectualsEngagement crucial. Moving to a state of ‘Flow’ complete ABSORBTION.In this session we are focussing on creating more flow in our lessons because without engagement we can’t do any of the others!Challenge is at the heart of learning. Questioning is at the heart of curiosity. Central to assessment, asking students to think deeply, part of feedback. Questioning provides the framework for ‘stuckness’ leading to problem solving, discussion, Feedback – Wiliam and Balck ‘inside the black box’ moved assessment for learning to driving seat. There is power in knowing where you are and where you need to get to Need to create an environment where learners develop growth mindsets (AND TEACHERS)
- Who stole the chocolate cake from the Head teachers’ office? We’ve got to solve the mystery code to find out…..
- Yr 1 take turns to point at a cell and use maths words.
- Story writing in primary (yr4)
- Could we use it in maths?
- Get delegates to analyse the descriptors for levels 1a and 2b. How are they different? Who is doing what at these different levels? Where are their classes usually? What is stopping them from moving their classes up levels?Tell delegates we will use these levels to plan and assess the observed lesson. Get them to use the levels to collaboratively plan later in the session.
- Take a large piece of paper and draw a Venn diagram. This activity explores what might be known as “Cheesy Music”. Ask teachers to categorise the 15 artists rather than the songs as either Cheese, Pop, Both or neither (outside the Venn). They can use the photographs to do this.Unpick according to Bloom. “Now where are we working?” Answer – Analysis, Comprehension, Evaluation – the very nature of the activity stimulates deeper thinking.
- An example from teacher Neil Morris. His class now have shared language about ‘the Pit’. They can say where they are and can work together and with their teacher to get out of the Pit.
- See Training manual for A4 version of this diagram. There is a detailed section on Mindsets which explains how important they are for learning and progress.This particular diagram explores how two different people can process challenge in different ways. Those with fixed mindsets regard challenge/obstacles as painful and they soon give up. These fixed mindset people tend to overly compare their whole selves to other and in so doing see the success of others as a threat.In contrast growth mindset people enjoy challenges. Facilitate a conversation between interventionees on their own fixed mindsets. Share a few of your own! In particular, start to focus on how mindsets can or have been changed in either yourself or learners that we have taught or are teaching.
- The glue to all of the Big Four is FEEDBACK. You cannot ENGAGE a class until you get FEEDBACK about what engages them (so this informs our planning). You cannot CHALLENGE a class appropriately unless you know the ability level (ZPD) of each learner. Without the ability to be open to FEEDBACK and the ability to give FEEDBACK then they will not develop the skills and attitudes to be INDEPENDENT LEARNERS. This is the final and important ingredient to understand the BIG FOUR.Never forget that school is a means to an end not an end in itself! Lets explore feedback. In this module we will explore the concept and many different AFL tools.