9.00:Welcome BackER 9.30:T&L 2013-14LER 10.00:Lesson
Observation Pro-formaLER 10.30:Learning Plan Pro-formaLOH
11.00:Break 11.15:Lesson Observations What Next?LOH 11.45:Feedback
Policies, Marking & AssessmentLER 12.15:Lunch
1.00:Differentiation and ChallengeLER 1.30:IRIS ConnectLOH 2.00:CPD
GenieLOH 2.30:D.I.R.T T&L INSET: Sept 2013 Teaching and
Learning 2013-14 Monday
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T&L INSET: Sept 2013 Teaching and Learning 2013-14
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T&L INSET: Sept 2013 Teaching and Learning 2013-14: Whats
Happening?
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Engagement with T&L Portal Staff contributions increased
interactivity Feedback Policies School & Dept Policies in
effect from Sept 2013 Culture of Self Reflection Creating
dialogues
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T&L INSET: Sept 2013 Teaching and Learning 2013-14: Whats
Happening? T&L Bulletins Greater focus on whats working at
Calderstones Lesson Observations Pro-forma tweaked What Next?
Learning Hubs New focus on key learning issues
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T&L INSET: Sept 2013 Teaching and Learning 2013-14: Whats
Happening? Differentiation Levels of challenge Learning Visits
Evaluative and Formative IRIS Connect Self (and / or peer)
reflection
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T&L INSET: Sept 2013 Teaching and Learning 2013-14: Whats
Happening? #TMNorthwest September 28th Redesigning Learning
Workshops 30mins every 2-3 weeks Lesson Plan Pro-forma Out with the
old A Learning Plan
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T&L INSET: Sept 2013 Teaching and Learning 2013-14: Whats
Happening? Revised / New National Curriculum Effective Sept 2014
Learning to Learn How not What More collaboration &
co-observation Where teaching is most successful, collaboration is
a habit
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T&L INSET: Sept 2013 Lesson Observation Pro-forma Session
1: Changes to the Schools Lesson Observation Pro-forma.
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T&L INSET: Sept 2013 Lesson Observation Pro-forma Low
Challenge Spot the differences between the lesson observation
criteria in the 2012-13 and 2013-14 pro-formas. Medium Challenge
Select key words and terms from the 2013-14 lesson observation
criteria and with a partner, discuss possible definitions. High
Challenge Complete any one of the two tasks above and then use the
criteria to reflect upon the general standard of your own teaching.
Identify some areas of personal focus within this criteria.
Activity (10 mins):
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T&L INSET: Sept 2013 Lesson Observation Pro-forma
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Outstanding (1)Good (2) Learner Progress (LP) All pupils
(including different groups of pupils and those from across the
ability range) have made exceptional progress by the end of the
lesson. All pupils will have exceeded their expected capabilities.
The learning is evident to both the teacher & the pupils;
pupils know how well they have done and how they are learning.
Pupils demonstrate that they can use & apply the knowledge
& skills they have gained in future learning with confidence.
Understanding is checked throughout the lesson allowing for
striking high-impact intervention. Most pupils (including different
groups of pupils and those from across the ability range) have made
good progress by the end of the lesson & in some cases will
have exceeded their expected capabilities. They have clear
understanding of their work & will be able to build upon this
in future learning. Pupils know how well they have done & can
articulate how they might be able to improve. Teachers listen to
& observe pupils in order to reshape tasks & explanations
to improve learning.
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T&L INSET: Sept 2013 Lesson Observation Pro-forma
Outstanding (1)Good (2) Differentiation (DIFF) A wide range &
variety of learning experiences challenges and inspires all pupils.
Teachers use well- judged & often inspirational teaching
strategies that accurately match the different needs of individual
pupils. A range of learning experience engages most pupils.
Effective teaching strategies are matched well to most pupils
individual needs, including those most & least able, so that
pupils learn well in lessons.
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T&L INSET: Sept 2013 Lesson Observation Pro-forma
Outstanding (1)Good (2) Pitch & Challenge (DIFF) All learners,
at all levels, make exceptional progress through the highly
effective tailoring of activities to the learners capabilities. The
motivational effect of this is evident. A clear awareness of prior
attainment, performance targets & relevant assessment criteria
has been used to pitch the lesson accurately for all pupils.
Activities are closely tailored to the different capabilities of
different groups of learners so that most pupils can learn well
& make good progress. An awareness of prior attainment,
performance targets & relevant assessment criteria has been
used to pitch the lesson appropriately for most pupils.
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T&L INSET: Sept 2013 Lesson Observation Pro-forma
Outstanding (1)Good (2) Feedback (ASL) Marking is of high quality
& constructive feedback from teachers ensures that pupils make
rapid gains. There is clear evidence that marking & feedback
has had an impact on future learning. Praise is consistent,
appropriate & specific in supporting pupils improve their
learning. Teachers assess pupils learning & progress regularly
& accurately. Marking & feedback is largely effective. They
ensure that pupils know how well they have done & what they
need to do to improve. Praise is a key feature in the lesson.
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T&L INSET: Sept 2013 Lesson Observation Pro-forma
Outstanding (1)Good (2) Questioning techniques (ASL) All pupils
show deep understanding, asking & answering a range of probing
questions in a variety of situations. Questioning is used to assess
understanding & to encourage deep thinking. Most pupils are
involved in asking/answering questions. Questioning is used to aid
understanding & techniques are used to engage most pupils.
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T&L INSET: Sept 2013 Lesson Observation Pro-forma
Outstanding (1)Good (2) Peer & self- assessment (ASL) All
pupils are able to assess the success of their own & others
learning & set targets for improvement. All pupils assess the
success of their own & others learning.
Where are we at? We have to get this right ! School and
Department policies effective now. Some are too complex need
simplifying. Focus at first Department Meeting. Leap of faith! e.g.
SEF and SIP.
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T&L INSET: Sept 2013 Feedback Policies, Marking &
Assessment Key Messages: Consistency simplicity. Qualitative not
quantitative. Developmental comments raise standards. Pupils need
to act upon feedback. Provide DIRT. (e.g. ask them questions).
Where verbal feedback is given, can you develop ways for students
to record this? Examples of best practice needed in policies.
Books, folders, work available whenever observations take place.
Monitoring via: Work scrutiny Lesson observations Learning
visits
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T&L INSET: Sept 2013 Feedback Policies, Marking &
Assessment Recent criticism of the direction AfL has taken! All
feedback and assessment should be formative and part of the overall
learning cycle. Feedback is the most critical aspect of this cycle
and underpins the whole of the teaching and learning process. In
this sense it is crucial that: Pupils understand that when they
receive feedback, in whatever form, the intention is to inform and
improve future learning opportunities. Teachers base their planning
and teaching on an understanding of prior learning and assessment
and constantly review and respond to where they believe pupils to
be in terms of their progress. Overall, the purpose of assessment,
in whatever form, is to improve standards, not merely to measure
them. As such, it is the feedback process that is most fundamental,
not the assessment itself.
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T&L INSET: Sept 2013 Feedback Policies, Marking &
Assessment Individual Staff (5 mins): For each Year group that you
teach, what will be the first piece of written marking / feedback
that you undertake? What is the purpose of the marking and
feedback? What other feedback opportunities will have taken place
by that stage? Departments (5 mins): Is everyone in the Department
clear on: what work is being marked and when the marking should
take place? the purpose of the marking? how the feedback should be
communicated to the pupils? how feedback might be acted upon by
pupils (for example using DIRT)? By the start of October for
example, can we guarantee that marking and feedback within the
Department will be consistent? Activity (10 minutes):
T&L INSET: Sept 2013 Differentiation and Challenge Summers
over kids! Now, all you round pegs get back into your square
holes!
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T&L INSET: Sept 2013 Differentiation and Challenge
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Activity (6 minutes): List and briefly describe three
differentiation strategies. T&L INSET: Sept 2013
Differentiation and Challenge The biggest mistake we have made in
past teaching has been to treat all children as if they were
variants of the same individual and thus to feel justified in
teaching them the same subjects in the same ways. The biggest
mistake we have made in past teaching has been to treat all
children as if they were variants of the same individual and thus
to feel justified in teaching them the same subjects in the same
ways. Howard Gardner
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What not to do? Dont just focus on learning needs. Avoid
objectives containing: All, Most, Some. Dont rely on VAK activities
(although VAK can be useful). Avoid just tagging on meaningless
tasks for early finishers (extension activities). T&L INSET:
Sept 2013 Differentiation and Challenge
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Recommended Starting Points An Introduction to Differentiation
on the T&L Portal (This area will grow!)
http://frog.calderstones.co.uk/index.phtml?d=440833 An A-Z of
Differentiation Strategies
http://frog.calderstones.co.uk/index.phtml?d=441003 Differentiation
using S.O.R.T http://frog.calderstones.co.uk/index.phtml?d=441273
Teachers Toolbox
http://frog.calderstones.co.uk/index.phtml?d=1091490 T&L INSET:
Sept 2013 Differentiation and Challenge
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High expectations and challenge. Groupings / seating flexible
if possible. Menus, especially for starters (DE). Aim for
project-based learning (or learning contracts) where appropriate
(NG).
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T&L INSET: Sept 2013 Differentiation and Challenge
Anchoring activities (perhaps with an activity centre or learning
station). Have a questioning strategy dont leave this to chance
(see workshop, Portal). Differentiated feedback which is then acted
upon will enable differentiated learning. Use Blooms Taxonomy speak
openly to pupils about it.
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T&L INSET: Sept 2013 Differentiation and Challenge K.N.W (
? X) charts. Nominate specialists or experts in particular areas of
study (creativity, language techniques, spelling, etc.) Tiered
activities (not starting below their point of ability). Provide
outcome choices how are pupils going to demonstrate that they have
learned?
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T&L INSET: Sept 2013 Differentiation and Challenge
Meaningful V.A.K. Provide or removing scaffolding. Tumaczy swoje
cele ksztacenia w innym jzyku (AD). Use classroom support
effectively (see workshop).
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T&L INSET: Sept 2013 Differentiation and Challenge
