teaching and learning

1. Teaching and Learning 2015/16
Something to consider…
The balance
Mini-whiteboards
Cooperative learning
Student input
Student response
Exercise Books
Independent Learning
Teacher input
Teacher feedback

3. Summary of learning walks and lesson observations Sept-Nov 2015
Strengths Areas for development
 Engaging differentiated tasks (examples shared
by SJE- using seating plan/ targeting questions-
whole-staff briefing 8/10)
 Students reflecting on feedback- depth of
responses
 High expectations reinforced
 Use of pink highlighter to identify strengths
 Cooperative learning tasks- well planned and
executed- good links to next activity- (whole-
staff meeting DJO revisited structures 18/9)
 Clear explanations and instructions-
whiteboards and students use to reinforce.
 Whole-class questioning – pose,pause,
pounce, bounce
 Learning outcomes well explained and clearly
displayed
 Students confidently articulating progress
 Use of keywords by teacher and students
 Presentation in books
 Plan for periods of quiet/silent work
 Some students opting out of responses
 Set clear expectations in terms of
tasks/quality of work
 Opportunities for HAPs to model their work
(visualiser- 15 minute forum-5/11)
 Pink highlighter- challenge students to explain
the process involved (meta-questions- 15
minute forum22/10)
 Ensure that cooperative learning activities
have structure and equal participation (whole
staff meeting- session led by DJO to address
this18/9)
 When silence is needed- insist on silence
before moving on
 Use behaviour continuum consistently to
challenge off-task behaviour
 Making the connection between cooperative
learning activities and individual learning (SCL
middle leaders- ‘finding the balance- 10th Nov)