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© Jackie Beere Associates
In the age of uncertainty…
‘It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’
Charles Darwin
Adaptable, flexible and resilient...
© Jackie Beere Associates
RNLC 12th ANNUAL CONFERENCE
John Beasley PGCE Tutor, Teacher Trainer, Consultant, Author,
Former Deputy Headteacher
Outstanding Learning:
Outstanding Learners
© Jackie Beere Associates
• Mood and mindset for learning• Habits of good learners• The learning brain• Facilitating an outstanding lesson
• Success criteria• Navigate the 7 C’s in lessons• D.I.R.T. – dedicated improvement and reflection time
• Plenary – the rucksack, treasure chest and first aid box
• Good feedback
• What will you Keep / Grow / Change after today?
Outline of the presentation
© Jackie Beere Associates
Check yourself out• What’s your mood like? (1 – 10)• Energy• Open-minded• Brave
1 MOOD 10
Metacognition – thinking on purpose
© Jackie Beere Associates
:
Expectations
Are pupils working independently? Are they self-reliant – do they make the most of the choices they are given or do they find it difficult to make choices?
To what extent do pupils take responsibility for their own learning?
How well do pupils collaborate with others?
Are pupils creative, do they show initiative?
Are pupils developing the habits of good learning?
When observing lessons, inspectors may find the following prompts helpful
What are the habits of good learners?
© Jackie Beere Associates
What are the habits of good learners?
Think of children who you knew from first meeting would make outstanding progress in their learning – NO MATTER WHAT THEIR STARTING POINT.
What do good learners do? / What are their habits? Discuss in 2’s, 3’s or 4’s and choose the top 3 habits.Then write them down on the Post-its provided. Bring to the front.
What % of your pupils have these habits?
What % of your staff have these habits?
What do your pupils think are good habits for learning?
How can we build these habits?
Be role models.
Responsive to feedback.Resilient.
Risk-taking.Relentless curiosity.
Communication skills.Making connections.
Doesn’t it feel great to be so successful!?
When I keep falling over, I just
laugh!
I ask lots of questions
I’ll eat anything
I try out lots of different words and
sounds
What’s your secret?
I like everyone I
meet!
I LOVE a challenge
© Jackie Beere Associates
I’m never, ever going to give
up learning to walk
Responsive to feedback.Resilient.
Risk-taking.Relentless curiosity.
Communication skills.Making connections.
5 habits of schools that deliver great learning:• Vision and values• Learning culture• Research based practice and self evaluation• Coaching for managing performance• Good habits and growth mindset modelled by all
What habits do schools need to deliver great learning?
The aim is to have a school that we are proud for anyone to inspect - any time, any day - because we know what we do…. is to offer our students great learning…
‘The Perfect Ofsted Inspection’. Jackie Beere
© Jackie Beere Associates
© Jackie Beere Associates
Mindsets (Carol Dweck)
• You have a certain amount of intelligence, and you really can't do much to change it
• You are a certain kind of person, and there is not much that can be done to really change that.
• You can learn new things, but you can't really change your basic intelligence• You can do things differently, but the important parts of who you are can’t
really be changed.
1 = Strongly agree. 2 = Agree. 3 = Mostly agree.4 =Mostly disagree. 5 = Disagree. 6 = Strongly disagree.
<3 = Fixed mindset 3 to 4 middle (15%) >4 = Growth mindset
© Jackie Beere AssociatesMr Men mindsets
Fixed mindset Growth mindsetIntelligence is a given Intelligence can grow
Leads to a desire to want to look smart and therefore develops a
tendency to:
Leads to a desire to want to learn and therefore develops a tendency to:
Avoid challenges as can’t risk failing
Embrace challenges willingly
Can get defensive or give up too easily
Persist in the face of setbacks
See effort as fruitless or sign of weakness
See effort as the path to mastery
Ignore useful negative feedback Learn from criticism and welcome the feedback.
Feel threatened by the success of others, leading to fragile self
confidence and relentless perfectionism
Find lessons and inspiration in the success of others
As a result, may plateau early and not achieve potential
As a result, can reach ever higher levels of achievement.
Carol Dweck
© Jackie Beere Associates
You can change your mindset...
‘Be the change you want to see’
Try the mindset questionnaire
What to praise…Carol Dweck.
© Jackie Beere Associates
Primitive
Emotional
Novelty/surpriseHumourMusicRhythm/rhymeLoveMysteryStoriesPassion!
EvaluationReflectionCreativityAnalysis
FearAngerThreatAnxiety
Thinking
The learning brain
METACOGNITION
LEARNING TO LEARN
TAs as the MAGIC learning coach
LEARNERS WHO KNOW HOW TO BUILD THEIR BRAIN
© Jackie Beere Associates
High expectations
Learning is scary.You need to take risks.Unconditional peer support.No blame.No failure – only feedback
© Jackie Beere Associates
Facilitating an outstanding lesson
Thunk thinks
What colour is Friday?
What does sadness taste like?
If a Viking lived now what would he wear?
Where does the sky end?
Do animals get in the challenge zone?
Thinking starters prime the brain
ENGAGEMENT
© Jackie Beere Associates
Sharing success criteria
To learn strategies that will produce greater progress in learning
How will we get there? What will this look like?
Start Finish
I will use new strategies and techniques in my lessons and deliver measurably better progress for allWAGOLL
© Jackie Beere Associates
The 7 C’s (well… 5 of them)
Challenge / Criteria / Creativity / Collaboration / Communication
Learn and Teach – an activity to help students learn from one other
Hyperlink Sutton Trust.pptx
© Jackie Beere Associates
Engaging activities for independent learning
Challenge / Criteria / Creativity / Collaboration / Communication
Stand back and watch them learn. Encourage. Motivate. Intervene with impact - especially with your vulnerable learners
Competition
Choice
.
What are the two missing C’s
© Jackie Beere Associates
Feedback time
• They’re doing or have done the activity - now what…
• FEEDBACKAccording to Hattie:
Feedback Source of Influence Effect Size Teacher 1.13
An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% • a correlation between some variable (e.g., amount of homework) and achievement of
approximately 0.50 • A two grade leap in GCSE, e.g. from a C to an A grade
© Jackie Beere Associates
“Your answers are spot on – keep this up”
96% - a brilliant score that you deserve
“Your take off was excellent, Matt. On
your next jump try to have a more graceful
landing”
“I think it would be even better if you had
included examples to support your argument”
“To get an ‘A’ you will need to use more key
vocabulary “
The effort that you are putting in is really starting to pay off
C. Great effort. You need more detail and need to use more key
terminology to develop further.
Good start but your answer deteriorated
towards the end
“You made good eye-contact with your
partner. Very supportive body language. Don’t
forget to smile.”
A – oral (teacher) B – written (teacher) C – oral ()
D – written (teacher) E – oral (teacher)F – oral (teacher)
G – oral (teacher) I – oral (peer)H - written (teacher)
Rewrite the last
two lines
Replace 3 words
with key vocabulary
Create a question that will challenge
you more
Bewar
e gra
des
Give them a tip and set a
challenge or a question to do. Pupil works in
purple pen.Do it in DIRT.
© Jackie Beere Associates
Effective feedback should:
• focus on the learning objectives , success criteria, skills and habits for learning ;
• stimulate the correction of errors or improvement of a piece of work; scaffold or support pupils’ next steps;
• comment on progress over a number of attempts;
• Focus on EFFORT, PROGRESS and PROCESS
• provide opportunities for pupils to think things through for themselves A N D R ES P O N D
© Jackie Beere Associates
DIRT - Dedicated Improvement and Reflection Time
Teacher adds extra progress working with gap and able pupils
Fix- it time
S.I.D. – Strengths, Improvement, Do it!
F.A.R. – Feedback, Action, Pupil Response
One to one coachingWWW What W
ent Well
EBI Even Better If
MRI My Response Is
Leadership roles
Yellow Pages
3B4ME
© Jackie Beere Associates
Measuring progress – the perfect plenary
What would you put in each?
EXIT TICKETDo not leave
without doing….
Differentiated proof activities
Learning aims,
objectives / targets
Shared success criteria
WAGOLL
Developing moods, metacognition, mindsets, habits and skills, knowledge and understanding
Engaging tasks
Assessment and
imperative feedback
Pupil response
and action
Effective AfL
© Jackie Beere Associates
Mood, habits, mindsets, skills
Thoughts and ideas
Beliefs and values. Principles of your school
Visible
Invisible
© Jackie Beere Associates
Reading and resources
Thanks for listening
By Jackie Beere:
The Perfect Ofsted Lesson The Perfect Ofsted InspectionThe Perfect Teacher CoachThe KS3 Learner’s ToolkitThe Primary Learner’s Toolkit
Mindset – Carol DweckVisible learning – John HattieThe Teacher’s Toolkit – Paul GinnisInspirational Teaching – Will Ryan
www.jackiebeere.com
[email protected]@virgin.net .