Teaching and learning @ lls october 2016

IL Group (CILIP Information Literacy Group)

This document discusses the personal and professional challenges faced by a teacher in adapting to changes in the computing curriculum from 2014-2017. It outlines changes to the ICT curriculum at key stages 1-3 and new GCSE and A-level syllabi. The second part lists various responses and resources the teacher uses to respond to changes, including collaborating with colleagues within the school and other networks, gathering student feedback, using online resources like blogs and social media, reading books, and engaging in professional development activities.

Education

Teaching and Learning @ LLS
October 2016
Chris Sharples
@gr8ict
www.gr8ict.com
"Challenge
for All"
- how about
us?

Personal Professional Challenges:
• 2014-15 New computing curriculum KS1,2,3
• 2015-16 Need to offer both ICT and
Computer Science at KS4
• A-Level ICT and GCSE ICT ditched...
• 2016-17 New GCSE Syllabus with 20% practical
• 2017-18 New Computing A-level
Change is inevitable...

Meeting with other teachers - Network Groups

Meeting with other teachers - Primary Feeders

Searching the Internet - Advanced Google Search

This document provides information about the PYP Exhibition for the 2012-13 school year at Kris Stanhope's school. The exhibition requires students to collaboratively investigate and address real-world issues through group research, action planning, and presentations. It will take place over 9 weeks, with students focusing on issues related to sharing the planet. Teachers will provide support through the process, while limiting homework to allow students to focus on exhibition work. The culminating event will be Exhibition Week during the final week of the process, where students will present their findings and actions.

Teaching information literacy in an active learning classroom - Bjur & Alfred...

This document outlines exercises for teaching information literacy in an active learning classroom. It uses a backward design approach where instructors first identify the abilities they want students to master, such as evaluating information sources. Exercises are designed for students to practice these abilities and are presented with relevant background information. Example exercises include tracking the origin of an article, playing a Boolean search game, and completing a reference puzzle. The goal of the exercises is to give students hands-on practice finding, evaluating, and citing sources in order to develop information literacy skills.

Practising Ideas - Week 1 Seminar

Louise Douse

This document provides an introduction to a university unit on practicing ideas and approaches to theory. It outlines the aims of the unit, which include developing intellectual curiosity, critical analysis skills, research skills, and the ability to articulate ideas. Expectations for the unit include seeing the learning contract and not talking over each other. Students had questions about the homework, assignments, differences between seminars and lectures, and the relevance of some future lectures to performing arts students. They also asked what "practicing ideas" entails and why the philosophical side of things is being taught.

The flipped classroom

Gjoa Andrichuk

The document summarizes a presentation about flipped classrooms and activities to engage students during class time. It discusses potential issues with students watching many hours of lectures before class and proposes having them complete activities like jigsaws during class. Examples of jigsaw activities are provided where students break into small groups to focus on assigned readings and themes. Observations from jigsaw activities note students were engaged and the approach depends on buy-in from students.

Science Plaza, Professional development in an online habitat

Svava Pétursdóttir

This document summarizes a professional development project called Science Plaza that aims to strengthen science education in schools. The project creates an online community for science teachers to collaborate, share resources and knowledge. It includes a Facebook group and website where teachers can ask questions, share teaching materials and discuss practices. The project also holds in-person workshops and meetings to facilitate peer learning. Since starting in 2011, membership in the online community has grown significantly. Evaluations find the project is achieving its goals of increasing cooperation and support among science teachers. Areas for future improvement include expanding to more urban schools and formalizing some professional development activities.

Hadley_Sample Lecture_Career Decision-Making_Spring 2016

Connie Hadley

The document summarizes a class session on career decisions. It discusses the goals of understanding why career decisions are important and difficult. Key points covered include how career choices influence fulfilling needs and society. Challenges in decision making like inaccurate forecasts of happiness and outside influences are explained. The assignment for next week involves analyzing a case study and answering questions about values and lessons.

GACE workshop

IL Group (CILIP Information Literacy Group)

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This document provides guidance on taking a pedagogical approach to designing LibGuides. It recommends (1) creating a guide outline that defines the learning outcomes and how the guide will help students achieve them, (2) chunking content and removing non-essential materials to reduce cognitive load, and (3) integrating interactive activities that encourage engagement with course materials. The document also stresses the importance of (4) making guides accessible and inclusive to all students and (5) continually evaluating and improving guides based on feedback.

This workshop explored challenges in managing language teachers and courses through discussion of scenarios. Participants ranked common language course management tasks by importance and time spent. These included managing resources, handling student issues, observing teachers, and providing professional development. The workshop also introduced a new book series on language education management and held a raffle for attendees.

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Thomas Feller, Jr.

This document provides an agenda and instructions for the third and final day of a curriculum review week. It includes schedules, tasks to be completed, and deliverables. Groups are asked to finalize curriculum guides by embedding essential questions, learning targets, criteria for success, suggestions for ESL integration and assessment formats, and ideas for cross-curricular lessons. Norms, directions, and a checklist are also outlined. The document closes by thanking participants and wishing them a wonderful summer.

Action research by an educator Geetika Saluja

Dr. Geetika Saluja

NYSTCE - SBL Exam Workshop

Uncorking Learning: Flipping Library Instruction PechaKucha-Style

Nedelina Tchangalova

Creating a buzz for information literacy among faculty and students is a challenge for many librarians, particularly given the prevalence of one-shot library sessions. Could flipping the information literacy session using a learning management system improve learning outcomes, while engaging students more fully with information literacy concepts? Working with undergraduate students in the health sciences, we assigned student groups different online modules prior to class and had them present what they learned to the class in a Japanese presentation style, known as PechaKucha. We compared these sessions with a more traditional instructor-led session. In this PechaKucha-style presentation, participants will learn about efficient and effective approaches for flipping the classroom and assessing student learning in this type of information literacy session.

Elementary 1:1 iPad Implementation: Successes and Struggles in the First Year

Blended Learning: Doing it Right the First Time

This document discusses blended learning curriculum and how to do it effectively. It summarizes a study on factors that influence student engagement in online and blended learning. The study found that clear communication from teachers, meaningful assignments, and flexibility are important for student success. It also found that students may misjudge their readiness for online learning and need preparation and support. The document provides resources and a framework to help educators develop blended curriculum and support students. It emphasizes considering all areas like technology skills, time management, and instructor presence when planning blended programs.

PRAXIS Workshop

Micro teaching

Magdy Aly

This document appears to be a slide presentation on microteaching theory and practice. It discusses microteaching as a scaled-down simulated teaching encounter to help teachers develop their skills. The presentation covers the purposes of microteaching including providing a safe practice environment and receiving immediate feedback. It also outlines different microteaching models, including using real students in a teaching station rotation. The presentation concludes by discussing teacher portfolios as a compilation of artifacts that demonstrate a teacher's talents, skills, and knowledge.

Using STEAM to Inspire Deeper Learning

Colin Heron Sue Horder Jane Richardson Claire Taylor

SEDA

The document outlines the distributed educational development team at a university. It describes how educational development is distributed across four schools, with each school having its own associate director of teaching who leads educational development efforts within that school. It also describes how the associate directors of teaching work together as an extended group to coordinate institutional efforts and ensure alignment with the university's overall strategy. The goal of this distributed model is to enhance learning, teaching, and assessment through communities of practice within each school.

PRAXIS Workshop

Deeper Learning Through Project-Based Learning and STEAM

Project-based learning (PBL) is a teaching method where students investigate and respond to complex questions through extended projects. PBL addresses core standards and develops 21st century skills like collaboration and problem solving. STEAM expands on STEM by integrating arts. Pairing STEAM and PBL allows students to design effective projects across disciplines like science, English, and social studies. The presenters provide examples of STEAM-PBL projects for middle school and resources for planning integrated projects using standards in various subjects.

Blast off with math and science

Shawn Beard

The OSDE Math & Science Partnership Mini Grant aims to increase teacher content knowledge and skills in STEM subjects through a workshop. Key goals of the workshop include increasing the use of technology, developing aligned lesson plans, and exposing teachers to STEM professionals. The workshop will pair elementary and secondary teachers to develop leveled lesson plans together. It will also address administrator concerns about the lack of collaboration between teachers of different levels and with higher education. Presenters will provide workshops on topics like instructional technology, literacy in STEM, and problem-based learning. Teachers must complete a flight report after the workshop applying what they learned. The conference supports ongoing professional development needs in the district.

Seizing the Agenda | Developing effective collaboration in locality areas

Wholeeducation

The document discusses a school partnership program between three secondary schools in Peterborough, England. It describes how Orton Longueville School, which was underperforming, was taken over by CMAT in 2009 and saw improved exam results from 44% in 2011 to 60% in 2013. A key factor in their success was collaborating with the other schools through a partnership which involved sharing resources, lesson observations, exam support and middle leader training. This pilot program demonstrated the benefits of school partnerships and helped spread collaboration to other schools in the region.

Analytics for 21st Century Skills

CITE

This document discusses a 3-year project to identify important qualities of effective lifelong learners and develop an assessment tool to measure learning dispositions. Through presentations and a literature review, the project identified 7 dimensions of "learning power": changing and learning, meaning making, critical curiosity, creativity, learning relationships, strategic awareness, and resilience. Researchers then developed surveys to measure these dimensions and created tools like blogs and the ELLIment dashboard to help students and teachers reflect on strengths and areas for growth across the 7 dimensions in order to support intentional, self-directed learning.

Rolling out testa

Tansy Jessop

This document outlines several models that universities have used to roll out the TESTA (Transforming the Experience of Students Through Assessment) approach. The models include student-led implementations at Greenwich University and PhD-led implementations at Brunel University. Academic-led implementations occurred at the University of Nottingham while Sheffield Hallam University utilized a consultancy model. The University of Winchester uses a periodic review approach. Other models discussed include using graduate interns and a "TESTA-lite" approach. The document prompts discussion on advantages and disadvantages of the different approaches and questions how the TESTA approach could be systematically implemented at the University of Westminster.

Presentation - Reed to Succeed

Poncela

Raúl Poncela presented on Lexia Reading Core 5, a technology-based reading intervention program. Lexia aims to individualize learning for students and provide teachers with progress monitoring data. It addresses 6 areas of reading through personalized and adaptive lessons that provide immediate feedback without testing. Teachers benefit from the resources to guide instruction and easy-to-access student performance data. Successful cases showed students finding success in reading through Lexia's personalized and fun approach.

Challenge 101016

Students were given their first writing task to outline and apply the functionalist theory of society to the family. After completing a first draft, students were provided a "writer's palette" checklist to review and improve their work by adding depth, complexity, and demonstrating examinable skills. It is expected that all future written work submitted must include both a plan and draft. The benefits of requiring a draft include submitting improved work with fewer errors, engaging in self-reflection, and reducing the teacher's marking workload. Exemplar responses are also provided to students either before or after they complete their own response to demonstrate high expectations and how to apply command verbs and examinable skills.

T&l october2016

The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.

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The Fronter assignment tool allows teachers to create electronic tasks for students and receive submissions digitally. Teachers can upload files for students, assign due dates, and select individual students or groups to receive tasks. Students download assignment files, complete the work, and submit electronically. Teachers can then view and grade submissions, providing feedback and downloading all work at once if desired. The assignment tool provides an interactive way to set and receive work digitally in Fronter.

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Logo Visual Thinking (LVT) is a technique that helps students make sense of complex information and enhance their thinking skills. It involves 5 stages: 1) Focus on a guiding question, 2) Gather information from memory or sources, 3) Organize information into groups and themes, 4) Understand by making meaning and seeing ideas as a whole, 5) Apply knowledge to create a product like an essay. An example is provided where students analyze evidence for and against whether the Weimar Republic had a chance of survival by 1929. They organize the evidence, share their understanding, and plan an essay. LVT can be used to explore new topics, make sense of information, and develop ideas.

Challenge for all at ks5

This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.

Stretch and challenge wall (1)

The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.

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The document discusses introducing a mark scheme as part of gallery critique feedback to students. Using a mark scheme provides specific, focused feedback by highlighting what students have achieved with relevant check marks and showing areas for development. This clear feedback allows students to make higher quality improvements by directly referencing the specification in both check marks and targets, and better utilizes student improvement time. While the mark scheme takes initial time to implement, it provides higher quality feedback, fully involves students in the feedback process, and allows students to utilize their knowledge of the exam specification in the future.

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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.

Friday briefing s&c wall

This document provides suggestions for how to use a "Stretch and Challenge Wall" in the classroom. It can be used as an extension activity after initial lessons, as a review at the end of class, for mini-reviews during class, for group challenges, and for paired activities. It also encourages teachers to write down how they have used their wall on post-it notes, discuss different uses with other teachers, and record new potential uses to try in the future.

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The document announces two CPD sessions for teachers this half-term on September 29th and October 10th. The first session focuses on improving student vocabulary and will include a discussion on strategies for developing reading skills. Teachers are asked to bring one successful vocabulary strategy to share. The second session focuses on sharing strategies for challenging all students, with teachers signing up to give short presentations of classroom ideas. The document also provides information on the benefits of using contents pages and knowledge organisers with students.

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This document provides guidance on using questioning to focus coaching. It includes a seating plan, notes on who is questioned and supported, and types of questions asked. It then gives examples of open-ended questions for different subjects like science, religion, and geography. Finally, it provides suggestions for how to use questioning at different points in the learning process, such as igniting curiosity at the start of a lesson, linking questions to learning outcomes, using questions for exam practice and feedback, and inviting students to challenge the teacher.

What is meta cognition

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The document provides strategies and information for students to help them prepare for exams over the next 9 weeks. It recommends using time during weekends and holidays efficiently by dedicating 1-8 hours per day to revision. Specific techniques are suggested, such as creating practice tests, using revision guides like organized notebooks, and doing past papers to identify strengths and weaknesses. Less effective methods like highlighting and re-reading are discouraged in favor of active recall techniques involving testing oneself regularly.

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1. The document discusses three ideas for continuing professional development (CPD) that teachers can use: warm-up activities, an "Articulate" game, and changing one's mindset about marking. 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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This document provides guidance on using questioning to improve coaching and student learning. It includes: - A seating plan and notes on tracking who is questioned and receives support. - A table with question starters to generate different types of questions, such as describe, explain, analyze. - Examples of subject-specific questions that teachers could ask in science, religion, and geography. - Suggestions for how teachers can use questioning at different stages, like sparking curiosity at the start of a lesson or providing feedback and additional challenges.

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This document provides guidance and examples for teachers to encourage students to use connectives in extended writing tasks. It recommends that teachers provide students with connectives before writing to force them to think differently about developing their writing. Sample connectives are given for different writing tasks, like comparisons, character descriptions, and setting descriptions. Teachers are advised to have students build vocabulary webs and use a variety of sentence structures and connectives to create descriptive passages. The goal is to help students improve at linking ideas in their extended writing.

Extended writing 1

This document discusses extended writing across subject areas and provides resources to support its use. It explains that all teachers are responsible for developing students' literacy skills, and that better literacy leads to stronger academic performance overall. The document then describes a booklet with activities, word banks, and style guides for different writing forms and purposes to support extended writing. It concludes by offering assistance to other departments in incorporating more extended writing opportunities and developing additional resources.

Stretch and challenge the high attaining students v2

The staff meeting agenda focused on stretching and challenging the highest attaining students. Teachers were asked to prepare an idea to share with others on how they provide extension activities in their classrooms. Examples mentioned at the school included teaching to the top ability levels with scaffolding, extension tasks in lessons, promoting higher-level skills in lower year groups, and using higher-attaining students to model work. Feedback was also identified as an area to provide stretch, such as asking higher-order thinking questions. The document outlined specific strategies across subjects like using word mats, meta-cognitive questioning, and formulated response tasks in feedback.

Numeracy across the curriculum

The document discusses ways to improve numeracy in five key areas: 1. Collaborating with leaders of other subject areas to identify areas of focus for numeracy. 2. Reorganizing modules in the scheme of learning to align with other curriculum areas. 3. Encouraging the use of mathematical vocabulary and identifying types of data and averages. 4. Helping students make connections between numeracy and other subject areas. 5. Finding quick ideas to improve numeracy skills through challenge and enjoyment.

Training day 4th jan v3

This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include: - The introduction of a new house system to build community and competition with core values of respect, determination, courage, equality, and cooperation. - A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills. - Emphasis on literacy including subject-specific vocabulary, command words, and metacognitive language. - A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.

Purple for progress staff training v2

The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.

Metacognition kda

This document discusses meta-cognition, or thinking about thinking. It consists of monitoring one's progress as they learn and adapting strategies if needed. The document provides examples of how to support meta-cognition through questioning students and scaffolding. Specific questioning strategies are divided into "meta-starters," "meta-main courses," and "meta-desserts." Students should review and reflect on their learning, evaluating successes, mistakes, and setting goals for future learning. Teachers can support meta-cognition by having students evaluate prior knowledge, discuss their thinking, keep records, plan their work, and evaluate their work.

T and l toolkit nov 15

This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.

T and l toolkit nov 15

Rosedale info

The Yorkshire Bunkhouse is an outdoor center located in the Yorkshire Moors that can sleep up to 19 people in tents within 100 meters of camping. It is used for activities like the Duke of Edinburgh Award, outdoor education, geography fieldwork, foreign language immersion, history studies, and creative writing by schools and youth groups. It costs £150 for sole use, £100 for schools and youth groups, and £5 per student for larger groups.

Teaching and Learning Summary

Israel Genealogy Research Association

This document summarizes the strengths and areas for development observed in teaching and learning at the school between September and November 2015. It notes that strengths included engaging tasks, students reflecting on feedback, high expectations, cooperative learning, and clear explanations. Areas for development included some students opting out of responses, setting clear expectations for work, ensuring cooperative activities have structure and participation, and connecting cooperative and individual learning.

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