The document summarizes a staff development meeting at Elthorne Park school focused on action research clusters. It describes three clusters: stretch and challenge for all, marking and feedback, and interventions for underachieving groups. For each cluster, teachers will meet to discuss readings, decide on observation criteria, and determine individual lines of inquiry. Follow up meetings will have teachers sharing new resources, conducting peer observations, and formally presenting findings to shape their practice. The goal is for collaborative action research to improve student outcomes.

1. Teach Meet
Collaborate
Wednesday 25th
September 2013
Pitch: Action
Research Cluster
Groups

2. What are we doing at Elthorne Park?
Every member of staff is engaging in
action research as part of the school’s
CPD model.

3. There are three action
research clusters
Stretch and
challenge for all
Marking and
acting upon
feedback
In-class interventions for
underachieving groups

4. Session 1
Teachers across departments meet in their cluster.
Each cluster is led by a pair of Lead Learners who
have expertise in the chosen area.
Teachers engage with some wider reading to kick-start
discussion and generate ideas.
The cluster decide on criteria for observing best practice.
Each teacher decides on their specific line of enquiry.

5. The importance of reading…
Teachers are keen to stay
up to date with the latest
discussions on teaching
and learning but not all
have the time to read
books!
Using blogs is a good way
of getting more members
of staff to engage with
pedagogical debates.

6. Wider Reading: stretch and challenge for all
Building Challenge: Differentiation that’s quick and works.
http://learningspy.co.uk/2013/01/19/building-challenge-differentiation-
thats-quick-and-works/
Inclusive Questioning
http://huntingenglish.wordpress.com/2013/02/03/inclusive-questioning/
Gifted and Talented provision: a total philosophy
http://headguruteacher.com/2012/09/12/gifted-and-talented-provision-a-
total-philosophy/
Great Lessons Series: challenge
http://headguruteacher.com/2013/01/31/great-lessons-3-challenge/
Great Lessons Series: differentiation
http://headguruteacher.com/2013/02/03/great-lessons-4-differentiation/

7. Wider Reading: marking and acting upon feedback
Make your ‘Marking Policy a ‘Feedback Policy’
http://huntingenglish.wordpress.com/2013/02/09/making-a-marking-
policy-a-feedback-policy/
Marginal Learning Gains: Feedback
http://marginallearninggains.com/2012/11/01/feedback/
Improving peer feedback with Public Critique
http://learningspy.co.uk/2013/02/08/improving-peer-feedback-with-
public-critique/
What can we learn from Dylan Wiliam and AfL?
http://pragmaticreform.wordpress.com/2013/03/30/afl/
Making feedback count: close the gap
http://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-
gap/

8. Wider Reading: In-class interventions for underachieving groups
Education Endowment Foundation: Teaching and Learning toolkit
http://educationendowmentfoundation.org.uk/toolkit
Teaching and Learning Interventions
http://www.teachingexpertise.com/articles/teaching-and-learning-interventions-1613
Closing the gaps (WWC)
http://www.equitableeducation.co.uk/1/post/2012/12/effective-classroom-
strategies-forclosing-the-gap-in-educationalachievement-for-children-and-
youngpeople-living-in-poverty-includingwhite-working-class-boys-by-c4eo.html
What works in improving the educational achievement of gifted and talented pupils?
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/189
733/DCSF-EPPI-04-08.pdf
Motivating underachievers: techniques and tactics
http://www.teachingexpertise.com/articles/motivating-underachievers-techniques-
and-tactics-3002

9. Core pedagogy texts

10. Session 2: Sharing our resources and
plans
Teachers share new resources
or lesson plans they've
created.
We are honest about the
relative success of these new
things!
Teachers are encouraged to
ask probing questions of each
other to measure impact.

11. Before session 3...
Teachers set up peer observations and use the
agreed criteria from the first session.
Wow! This
class is
awesome!

12. Session 3: Teachers reflect on their
colleague's feedback
What were you
trying to
achieve?
What do you
think made a
positive
difference?
How are you
measuring
success?
What could
you have
done
differently?

13. Session 4: Formal presentation
What was the aim of your action research?
What are your key findings?
How has your action research shaped your
practice to enable better outcomes for
students?

14. So in the words of that wise
rapper Vanilla Ice…
DLight@ephs.ealing.sch.uk
One half of @TeacherTweaks