Teaching and learning top ten jan. 15
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1. Establish clear routines and expectations for students. Greet students at the door and check uniforms and equipment. 2. Classrooms should be well-presented with tidy chairs and no rubbish. Displays should enhance learning. 3. Promote positive relationships and use emotional intelligence when dealing with students.
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Teaching and learning top ten feb march 2015
1. Teachers should know their students well, including their abilities and progress. This information should be tracked and used to plan lessons appropriately for different groups.
2. Positive relationships and emotional intelligence when dealing with students should be promoted.
3. Lessons should provide an appropriate level of challenge for students through differentiated tasks.
Feedback from the staff meeting progress
The staff meeting focused on progress being made by students and strategies that are working well. Teachers noted that relating course content to real life, a focus on subject options, and consistent marking are helping to secure progress, especially for Years 9, 10, and 11. Displaying student progress levels and targets on the walls and using progress tracker stickers are keeping students informed and engaged in their own progress. Additional interventions like one-on-one meetings and extra sessions are also supporting progress outside of classroom time. Peer and self-assessment, ambitious targets, and keeping lessons fresh across departments were further discussed as positive strategies. Questions were raised about how to best support disadvantaged students and show impact at the key stage 3 level.
Attitudes to Learning
This document discusses ways to improve student attitude and reduce low-level disruption in the classroom. It identifies common issues like lack of focus, talking, and missing equipment. To avoid disruption, the document recommends meeting students at the door, assigned seating, clear rules, routines, engagement, and building relationships. When disruption occurs, teachers should use calm language, remind students of expectations, and pause to allow compliance without unnecessary dialogue. The overall goal is to promote positive behavior through prevention, clear communication, and an engaging classroom environment.
Feedback from the staff meeting diff - challenge - assessment
The document summarizes feedback from a staff meeting about differentiation and challenges. Several strategies were discussed that are working well, such as building routines, using Show My Homework, moderating assessments, and using progress tracker stickers. Accelerated Reader was also noted as having a positive impact. Some concerns were raised, such as making homework more meaningful and identifying focus groups for interventions. Additional support requested included more English teaching staff, a reading program, and time to create resources.
Feedback from the staff meeting marking
The document summarizes feedback from a staff meeting about marking practices. It notes several strategies that are working well, such as giving more priority to student responses, implementing self and peer assessment, and using stickers and stamps to provide quick feedback. It also identifies some challenges, like varying quality in student responses and balancing lesson time between teaching new material and providing feedback.
Using ls as in class 2015
This document provides guidance on effectively using learning support assistants (LSAs) in the classroom. It discusses current LSA staffing, prioritizing student needs when timetabling LSA support, and the roles and responsibilities of teachers and LSAs to ensure students receive targeted assistance. Teachers are advised to communicate expectations to LSAs, differentiate instruction, and allow students to work independently when possible while utilizing LSAs expertise.
Student survey results
The survey of 148 students at Chalfonts Community College found that most felt their classwork and homework was regularly marked. Students reported SIR marking (a feedback method) helped their progress, especially in English. While many subjects provided feedback, students commented they often lacked time to respond to improvements. The survey also showed most students felt lessons were well-managed and they were learning, though some requested less focus on disruptive students.
Teaching and learning top ten april 2015
Classroom displays and organization are important to create a positive learning environment and engage students. Lessons should provide an appropriate level of challenge for students. Marking should provide frequent feedback to challenge students' thinking. Teachers should know their students' progress and needs, such as which students have special educational or economic disadvantages, and tailor lessons accordingly.
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Teaching and learning top ten feb march 2015
1. Teachers should know their students well, including their abilities and progress. This information should be tracked and used to plan lessons appropriately for different groups.
2. Positive relationships and emotional intelligence when dealing with students should be promoted.
3. Lessons should provide an appropriate level of challenge for students through differentiated tasks.
Feedback from the staff meeting progress
The staff meeting focused on progress being made by students and strategies that are working well. Teachers noted that relating course content to real life, a focus on subject options, and consistent marking are helping to secure progress, especially for Years 9, 10, and 11. Displaying student progress levels and targets on the walls and using progress tracker stickers are keeping students informed and engaged in their own progress. Additional interventions like one-on-one meetings and extra sessions are also supporting progress outside of classroom time. Peer and self-assessment, ambitious targets, and keeping lessons fresh across departments were further discussed as positive strategies. Questions were raised about how to best support disadvantaged students and show impact at the key stage 3 level.
Attitudes to Learning
This document discusses ways to improve student attitude and reduce low-level disruption in the classroom. It identifies common issues like lack of focus, talking, and missing equipment. To avoid disruption, the document recommends meeting students at the door, assigned seating, clear rules, routines, engagement, and building relationships. When disruption occurs, teachers should use calm language, remind students of expectations, and pause to allow compliance without unnecessary dialogue. The overall goal is to promote positive behavior through prevention, clear communication, and an engaging classroom environment.
Feedback from the staff meeting diff - challenge - assessment
The document summarizes feedback from a staff meeting about differentiation and challenges. Several strategies were discussed that are working well, such as building routines, using Show My Homework, moderating assessments, and using progress tracker stickers. Accelerated Reader was also noted as having a positive impact. Some concerns were raised, such as making homework more meaningful and identifying focus groups for interventions. Additional support requested included more English teaching staff, a reading program, and time to create resources.
Feedback from the staff meeting marking
The document summarizes feedback from a staff meeting about marking practices. It notes several strategies that are working well, such as giving more priority to student responses, implementing self and peer assessment, and using stickers and stamps to provide quick feedback. It also identifies some challenges, like varying quality in student responses and balancing lesson time between teaching new material and providing feedback.
Using ls as in class 2015
This document provides guidance on effectively using learning support assistants (LSAs) in the classroom. It discusses current LSA staffing, prioritizing student needs when timetabling LSA support, and the roles and responsibilities of teachers and LSAs to ensure students receive targeted assistance. Teachers are advised to communicate expectations to LSAs, differentiate instruction, and allow students to work independently when possible while utilizing LSAs expertise.
Student survey results
The survey of 148 students at Chalfonts Community College found that most felt their classwork and homework was regularly marked. Students reported SIR marking (a feedback method) helped their progress, especially in English. While many subjects provided feedback, students commented they often lacked time to respond to improvements. The survey also showed most students felt lessons were well-managed and they were learning, though some requested less focus on disruptive students.
Teaching and learning top ten april 2015
Classroom displays and organization are important to create a positive learning environment and engage students. Lessons should provide an appropriate level of challenge for students. Marking should provide frequent feedback to challenge students' thinking. Teachers should know their students' progress and needs, such as which students have special educational or economic disadvantages, and tailor lessons accordingly.
SIR Marking
The document provides information about SIR (Strength, Improvement, Response) marking introduced at CCC in 2013. It aims to create a dialogue between teachers, learners, and others to ensure students are active participants in the marking process. Examples are given of providing positive and constructive feedback focused on improvements. Students are given time to respond to improvements, whether during class or as homework, to help progress learning. Various suggested ways to implement SIR marking are outlined, including self-assessment and peer review with teacher moderation. Tick sheets with success criteria are also presented to help guide students in identifying strengths and areas for improvement in their work.
Marking and feedback suggestions
1) The policy for marking student work is to mark core subjects every two weeks and non-core subjects every three weeks. Marking can be done by peers or self-marking but must also be marked by the teacher every half term for non-core subjects. Comments should include strengths, improvements, and a student response.
2) Suggested marking techniques include acknowledgment marking of 5 books per lesson, dot marking to note strengths and improvements, and using a yellow box to focus student improvements on a specific paragraph. Process praise focuses on effort rather than ability.
3) Self-assessment and student reflection are effective for understanding improvement areas and measuring progress, and may be more powerful than peer assessment.
Marking staff meeting 12.5.15
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
The road to outstanding - RVHS
The document outlines 10 strategies for enabling maximum student progress in lessons: 1) setting clear and measurable learning objectives, 2) pitching work at an appropriate challenge level for students, 3) engaging and questioning all students, 4) differentiating work for all ability levels, 5) maintaining a positive learning environment with consistent behavior expectations, 6) making optimal use of lesson time and pace, 7) incorporating student-led learning activities, 8) using formative assessment to check all students' understanding, 9) providing feedback to help students improve, and 10) regularly reviewing learning and allowing time for students to apply feedback and close gaps in understanding. The overall goal is outstanding progress for every student in every lesson.
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Questioning is a vital teaching tool that can be used to stretch high-ability students and support lower-ability students. Teachers should plan questions as part of their lesson planning to account for different student abilities. There are different types of questions that target different cognitive levels, from basic knowledge questions to more complex analysis, synthesis, and evaluation questions. Teachers can use techniques like "Pose, Pause, Pounce, Bounce" to engage students in answering and discussing each other's responses to questions. Getting students to generate their own questions is also an effective way to consolidate understanding of a topic.
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This document provides tips on how to create impactful marking to improve student learning. It discusses the importance of feedback and outlines several focuses or best practices for marking, including using strengths and improvements, allocating response time, providing timely feedback, tailoring the amount and method of feedback to students, communicating to the intended audience, addressing specific contents, allowing for comparison, describing the function of feedback, maintaining positivity, setting high expectations, addressing literacy, and incorporating peer and self-assessment as well as verbal feedback. The overall goal is to provide feedback that empowers students and motivates them to make progress in their learning.
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This document summarizes a professional development session for middle managers on developing teaching and learning. The session aimed to evaluate the effectiveness of areas of responsibility in relation to teaching and learning, consider the importance of assessment, and find ways to develop teaching and learning. Middle managers were asked to reflect on how they can affect Ofsted judgements, evaluate their leadership strengths and areas for development, and identify action points to support teaching and learning. The document discusses the role of assessment, observing teaching, and providing feedback to help teachers improve. Middle managers were prompted to consider how they can quality assure and develop teaching and learning in their areas through meeting times, staff development, deployment, and using student and parent voice.
Teaching alliance 2016 student leadership 2
Student leadership opportunities empower learners by building self-confidence and encouraging independence. They also reward positive conduct, enhance skills for academic success, and strengthen the sense of community. The primary aims of one school's student leadership program were to strengthen the community and provide active involvement in education. They used student leadership roles as a vehicle to ensure students develop skills for life beyond academics. The school evaluates impact through an audit to identify existing opportunities, impact, missed chances and challenges to plan next steps.
What does whole school literacy look like at
Whole School Literacy at Chalfonts Community College incorporates literacy objectives, strategies and techniques into every lesson to strengthen students' literacy skills. Some examples of literacy focuses include using a literacy mat to support writing development, incorporating structured discussion points to improve students' speaking skills, consistently applying a literacy marking code when providing feedback on assignments, emphasizing sophisticated vocabulary, and taking opportunities to develop independent reading abilities through tasks like guided reading questions.
Geog book look
The geography department held a book look session to review student work and discuss effective marking strategies. During the session, teachers moderated a set of student books from year 7 and saw examples of excellent marking and student engagement, but also opportunities to provide more feedback to further student progress. The discussion highlighted that while it is important to praise good work, explaining why the work is good is more useful for student learning. The session reinforced the significant impact that rigorous marking and engaging students in feedback can have on driving classroom progress.
Resilient learners
The document discusses strategies for creating challenging learning experiences that encourage resilience. It advocates for teaching methods that include mistakes as part of learning, apply skills to real-world contexts, and use techniques like struggle time, problem solving, and group work. The goal is to develop students' ability to respond to challenges and failures.
Teaching alliance 2016 student leadership
This document discusses student leadership initiatives to improve learning at a school. It summarizes that students observe lessons to provide feedback, lead assemblies on attitudes to learning, and brief staff. Students are encouraged to fully participate in class, come prepared, stay focused, and try answering questions instead of saying "I don't know." Applying these ideas will make students more employable, better citizens, and better educated. Teachers are asked to start lessons with engaging questions, allow student feedback, and discourage students from saying "I don't know." The goal is to improve student attitudes and preparation to help them succeed in and after school.
Pace and challenge
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.
Great teaching and learning
Routines, expectations, and time are key elements of effective teaching and learning according to this document. Teachers should greet students, develop relationships, and inspire passion for the subject. Clear routines and expectations should be established regarding behavior and achievement. Teachers should differentiate instruction, accelerate student progress, allow time for thinking and reflection, and give feedback to help students achieve their goals.
Teaching alliance presentation 2016 marking and feedback
This document discusses strategies for improving marking and feedback practices. It begins by outlining why bad feedback can be damaging, such as leading to teacher burnout. It then shares several strategies implemented by the author's department to make feedback more timely and effective, including acknowledgement marking, dot marking, and using a five minute marking plan. Students are expected to respond to feedback, for example through DIRT (Dedicated Improvement and Reflection Time) sessions. The goal of feedback should be for students to learn from it and apply it to future work. The document concludes by noting the challenge is adopting an approach that considers workload and promotes long-term student progress.
Supporting PP
Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
6. Holding frequent progress discussions to monitor impact and adjust support in real-time.
Creativity and the use of LSAs
The document discusses the Abyssinian Crisis between Italy and Ethiopia in the 1930s. It describes how tensions arose after a border dispute and Italy's desire to take Ethiopian land. The League of Nations initially tried to negotiate but took no real action as Italy built up its forces. By late 1935, Italy invaded Ethiopia despite sanctions being discussed but not imposed by the League. The League was reluctant to confront Italy or Germany and its failure to deter the invasion highlighted its weaknesses.
Growth mindset 1
This document discusses developing a growth mindset culture. It explains that praising students for effort rather than intelligence fosters a growth mindset where students believe abilities can be developed through hard work. A study found students praised for effort were more likely to take on challenges and persist when facing difficulties compared to those praised for intelligence. The document provides three things educators can do to encourage growth mindsets: having a growth mindset themselves, being careful with praise language to focus on effort over achievement, and challenging fixed mindset language when they hear students use it.
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These standards define the role of teaching assistants (LSAs) in schools to maximize their contribution to students' education. The primary role of LSAs is to work with teachers to raise learning, attainment, independence, self-esteem, and inclusion for all students. LSAs must maintain proper boundaries and reflect the school's values and policies through their conduct. They should have sufficient subject and special educational needs knowledge, behavior management strategies, and commitment to self-improvement through reflection. LSAs support teachers and learning through relevant strategies, inclusion promotion, effective assessment, and communication skills adapted to students' needs. They work with other professionals, parents, and agencies through effective collaboration, information sharing, and understanding of roles to inform planning and
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The document provides phrases for clarifying complex ideas, introducing supporting material, confirming evidence, identifying main points, challenging others' views, exploring ideas further, acknowledging/justifying/modifying views, and offering answers or responses during discussions. Some example phrases include "I wonder...", "For example...", "So it is clear that...", "Right, we need to agree on the main points", "Don't you think that...", "I wonder whether/if/why...", and "In my opinion...".
Marking tips slide show
Chalfonts Community College's marking and feedback policy aims to provide students with clear and timely feedback on their work to help them improve. Teachers are expected to mark and return work within two weeks and provide comments identifying strengths and areas for development. Feedback should be constructive, specific and refer to assessment criteria to help students understand how to progress in their learning.
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SIR Marking
The document provides information about SIR (Strength, Improvement, Response) marking introduced at CCC in 2013. It aims to create a dialogue between teachers, learners, and others to ensure students are active participants in the marking process. Examples are given of providing positive and constructive feedback focused on improvements. Students are given time to respond to improvements, whether during class or as homework, to help progress learning. Various suggested ways to implement SIR marking are outlined, including self-assessment and peer review with teacher moderation. Tick sheets with success criteria are also presented to help guide students in identifying strengths and areas for improvement in their work.
Marking and feedback suggestions
1) The policy for marking student work is to mark core subjects every two weeks and non-core subjects every three weeks. Marking can be done by peers or self-marking but must also be marked by the teacher every half term for non-core subjects. Comments should include strengths, improvements, and a student response.
2) Suggested marking techniques include acknowledgment marking of 5 books per lesson, dot marking to note strengths and improvements, and using a yellow box to focus student improvements on a specific paragraph. Process praise focuses on effort rather than ability.
3) Self-assessment and student reflection are effective for understanding improvement areas and measuring progress, and may be more powerful than peer assessment.
Marking staff meeting 12.5.15
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
The road to outstanding - RVHS
The document outlines 10 strategies for enabling maximum student progress in lessons: 1) setting clear and measurable learning objectives, 2) pitching work at an appropriate challenge level for students, 3) engaging and questioning all students, 4) differentiating work for all ability levels, 5) maintaining a positive learning environment with consistent behavior expectations, 6) making optimal use of lesson time and pace, 7) incorporating student-led learning activities, 8) using formative assessment to check all students' understanding, 9) providing feedback to help students improve, and 10) regularly reviewing learning and allowing time for students to apply feedback and close gaps in understanding. The overall goal is outstanding progress for every student in every lesson.
Teaching and learning briefing questioning
Questioning is a vital teaching tool that can be used to stretch high-ability students and support lower-ability students. Teachers should plan questions as part of their lesson planning to account for different student abilities. There are different types of questions that target different cognitive levels, from basic knowledge questions to more complex analysis, synthesis, and evaluation questions. Teachers can use techniques like "Pose, Pause, Pounce, Bounce" to engage students in answering and discussing each other's responses to questions. Getting students to generate their own questions is also an effective way to consolidate understanding of a topic.
Marking for outstanding impact
This document provides tips on how to create impactful marking to improve student learning. It discusses the importance of feedback and outlines several focuses or best practices for marking, including using strengths and improvements, allocating response time, providing timely feedback, tailoring the amount and method of feedback to students, communicating to the intended audience, addressing specific contents, allowing for comparison, describing the function of feedback, maintaining positivity, setting high expectations, addressing literacy, and incorporating peer and self-assessment as well as verbal feedback. The overall goal is to provide feedback that empowers students and motivates them to make progress in their learning.
Developing teaching and learning
This document summarizes a professional development session for middle managers on developing teaching and learning. The session aimed to evaluate the effectiveness of areas of responsibility in relation to teaching and learning, consider the importance of assessment, and find ways to develop teaching and learning. Middle managers were asked to reflect on how they can affect Ofsted judgements, evaluate their leadership strengths and areas for development, and identify action points to support teaching and learning. The document discusses the role of assessment, observing teaching, and providing feedback to help teachers improve. Middle managers were prompted to consider how they can quality assure and develop teaching and learning in their areas through meeting times, staff development, deployment, and using student and parent voice.
Teaching alliance 2016 student leadership 2
Student leadership opportunities empower learners by building self-confidence and encouraging independence. They also reward positive conduct, enhance skills for academic success, and strengthen the sense of community. The primary aims of one school's student leadership program were to strengthen the community and provide active involvement in education. They used student leadership roles as a vehicle to ensure students develop skills for life beyond academics. The school evaluates impact through an audit to identify existing opportunities, impact, missed chances and challenges to plan next steps.
What does whole school literacy look like at
Whole School Literacy at Chalfonts Community College incorporates literacy objectives, strategies and techniques into every lesson to strengthen students' literacy skills. Some examples of literacy focuses include using a literacy mat to support writing development, incorporating structured discussion points to improve students' speaking skills, consistently applying a literacy marking code when providing feedback on assignments, emphasizing sophisticated vocabulary, and taking opportunities to develop independent reading abilities through tasks like guided reading questions.
Geog book look
The geography department held a book look session to review student work and discuss effective marking strategies. During the session, teachers moderated a set of student books from year 7 and saw examples of excellent marking and student engagement, but also opportunities to provide more feedback to further student progress. The discussion highlighted that while it is important to praise good work, explaining why the work is good is more useful for student learning. The session reinforced the significant impact that rigorous marking and engaging students in feedback can have on driving classroom progress.
Resilient learners
The document discusses strategies for creating challenging learning experiences that encourage resilience. It advocates for teaching methods that include mistakes as part of learning, apply skills to real-world contexts, and use techniques like struggle time, problem solving, and group work. The goal is to develop students' ability to respond to challenges and failures.
Teaching alliance 2016 student leadership
This document discusses student leadership initiatives to improve learning at a school. It summarizes that students observe lessons to provide feedback, lead assemblies on attitudes to learning, and brief staff. Students are encouraged to fully participate in class, come prepared, stay focused, and try answering questions instead of saying "I don't know." Applying these ideas will make students more employable, better citizens, and better educated. Teachers are asked to start lessons with engaging questions, allow student feedback, and discourage students from saying "I don't know." The goal is to improve student attitudes and preparation to help them succeed in and after school.
Pace and challenge
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.
Great teaching and learning
Routines, expectations, and time are key elements of effective teaching and learning according to this document. Teachers should greet students, develop relationships, and inspire passion for the subject. Clear routines and expectations should be established regarding behavior and achievement. Teachers should differentiate instruction, accelerate student progress, allow time for thinking and reflection, and give feedback to help students achieve their goals.
Teaching alliance presentation 2016 marking and feedback
This document discusses strategies for improving marking and feedback practices. It begins by outlining why bad feedback can be damaging, such as leading to teacher burnout. It then shares several strategies implemented by the author's department to make feedback more timely and effective, including acknowledgement marking, dot marking, and using a five minute marking plan. Students are expected to respond to feedback, for example through DIRT (Dedicated Improvement and Reflection Time) sessions. The goal of feedback should be for students to learn from it and apply it to future work. The document concludes by noting the challenge is adopting an approach that considers workload and promotes long-term student progress.
Supporting PP
Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
6. Holding frequent progress discussions to monitor impact and adjust support in real-time.
Creativity and the use of LSAs
The document discusses the Abyssinian Crisis between Italy and Ethiopia in the 1930s. It describes how tensions arose after a border dispute and Italy's desire to take Ethiopian land. The League of Nations initially tried to negotiate but took no real action as Italy built up its forces. By late 1935, Italy invaded Ethiopia despite sanctions being discussed but not imposed by the League. The League was reluctant to confront Italy or Germany and its failure to deter the invasion highlighted its weaknesses.
Growth mindset 1
This document discusses developing a growth mindset culture. It explains that praising students for effort rather than intelligence fosters a growth mindset where students believe abilities can be developed through hard work. A study found students praised for effort were more likely to take on challenges and persist when facing difficulties compared to those praised for intelligence. The document provides three things educators can do to encourage growth mindsets: having a growth mindset themselves, being careful with praise language to focus on effort over achievement, and challenging fixed mindset language when they hear students use it.
Professional standards for teaching assistants
These standards define the role of teaching assistants (LSAs) in schools to maximize their contribution to students' education. The primary role of LSAs is to work with teachers to raise learning, attainment, independence, self-esteem, and inclusion for all students. LSAs must maintain proper boundaries and reflect the school's values and policies through their conduct. They should have sufficient subject and special educational needs knowledge, behavior management strategies, and commitment to self-improvement through reflection. LSAs support teachers and learning through relevant strategies, inclusion promotion, effective assessment, and communication skills adapted to students' needs. They work with other professionals, parents, and agencies through effective collaboration, information sharing, and understanding of roles to inform planning and
Weekly report card
This weekly report card for a French class lists the student's targets of being responsible, resourceful, reflective, resilient, and rational. It includes spaces to check off if these targets were achieved on different dates and provides an area to review how the week went in French.
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Teaching alliance presentation 2016 marking and feedback
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Marking tips slide show
Chalfonts Community College's marking and feedback policy aims to provide students with clear and timely feedback on their work to help them improve. Teachers are expected to mark and return work within two weeks and provide comments identifying strengths and areas for development. Feedback should be constructive, specific and refer to assessment criteria to help students understand how to progress in their learning.
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Lesson activity ideas
The document lists over 50 different lesson activity ideas that teachers can use, including using play dough to create models, card sorting activities, watching video clips, poetry writing, using post-it notes for a flipchart, and games like bingo, dominoes, and pass the parcel. It also includes ideas for class discussions like debates and role playing, as well as thinking activities like rainbow thinking on strategies and relational diagrams.
Darren sewell (resistant materials) and katy
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Student progress tracker
This document tracks a Year 10 student's progress towards their end of KS4 target grade of A. It shows the student's starting point of 5b and includes spaces to record their current working grade and progress check grade for each half term. Teachers can use this to monitor if a student is making good progress towards their target, and to provide interventions if needed to help students working below the expected grade to get back on track.
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This document contains a student questionnaire about various aspects of learning. It asks students to rate statements about marking and feedback, in-lesson learning, and homework on a scale of strongly agree to strongly disagree. It also provides space for students to write overall comments on each topic to provide feedback on what is useful and suggestions for improvement. The goal is to help teachers improve students' learning experiences.
Is my book revision ready pdf
The document contains a checklist for a student to review if their book is ready for revision. It lists tasks such as having topic overviews, lesson notes, completed worksheets, and a glossary. For each task, it indicates whether the student has completed it or needs to take action. The purpose is to help the student audit their book and identify any outstanding items to finish preparing for an upcoming assessment.
Growth mindset 2
This teaching and learning briefing introduces the concept of growth mindset and how to bring it into the classroom. It explains that a growth mindset is the belief that intelligence can be developed through effort, embracing challenges, and learning from criticism and mistakes. In contrast, a fixed mindset views intelligence as innate and fixed, leading students to avoid challenges and give up easily when facing obstacles. The briefing provides definitions of growth mindset and fixed mindset and encourages embracing challenges, persevering through obstacles, being willing to work hard, and learning from criticism and others' success.
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The document provides tips for being a super learner in a foreign language. It recommends using support books, dictionaries, and prior knowledge to look up vocabulary and understand new concepts. It also stresses the importance of speaking the target language as much as possible, being engaged during lessons, asking questions if confused, and applying what is learned to new topics. The document emphasizes being responsible by bringing all materials to class, reflective by understanding strengths and areas for improvement, and resourceful by participating fully and using various tools to enhance learning.
Share your teaching and learning ideas and great
The school blog is looking for teachers to share teaching and learning ideas, great practices from their classroom, resources they have found useful, and exciting things happening in their classroom by contacting Sinead McGinty directly to have their work uploaded to the school blog at ccclearningandmastery.wordpress.com.
Book look teacher feedback
Marking is frequent and effective, following college policy. Students are aware of strengths and work towards clear targets, improving progress. Students engage with marking by correcting work, improving achievement. Neat presentation and literacy corrections also impact effort and writing quality. However, marking does not always adhere to policy by lacking frequency and highlighted student responses. Students are not engaged in marking or responding to targets, limiting understanding and progress. More focus is needed on literacy and improvement targets rather than presentation alone. Students require clearer guidance on progress through additional comments. Success criteria are not consistently shared, hindering understanding of expectations.
Apostrophe Rules
If the electoral college results in a tie of 269 votes for each candidate, the presidential election would be decided by the House of Representatives. The document then provides 8 rules for using apostrophes correctly, such as showing possession, indicating a missing letter, distinguishing between it's/its and you're/your, and making words plural.
Ideas on how to reinforce apostrophes in all subject areas.
This document discusses using apostrophes in literacy lessons. It provides examples of how to incorporate apostrophes into starters, the main lesson body, and plenaries. Apostrophes are used to show possession or contractions. Teachers should have students identify apostrophes in texts and explain their use, add apostrophes where needed in sentences, and write sentences incorporating apostrophes accurately.
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Presentation
Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants based on biweekly progress discussions.
4. Consulting students to understand different obstacles faced in each year group.
5. Hiring parent support staff to address non-academic barriers.
6. Creating after-school study areas and intervention programs in English as an additional language.
7. Prioritizing social/emotional support and counseling before focusing on academics.
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Ideas on how to reinforce apostrophes in all subject areas.
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