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Well it’s finally arrived: the first day of term! Having survived the supposed ‘end of the world’ on the last day of term, it’s time to re- focus and ensure everything is ready for our pending OFSTED visit. As part of our on-going developments within teaching and learn- ing, a regular newsletter will be distributed to all staff, sharing good practice, strategies for learning and celebrating innovation. Improving the quality of teaching and learning needs to be at the heart of everything we do and, as we increasingly move the moni- toring of such onto school IP, it will become much easier to offer targeted professional develop- ment and support to all colleagues. This publication should become an ‘aide memoir’ to teaching techniques old and new—so grab a coffee, sit back and check out this month’s tips and tricks of the trade! If you have any strategies that you want to share—please email me, and I’ll include them in the next newsletter! Enjoy!! Amanda Neville Collaboration is the key! Happy New Year!!! Operation T.A.L.K. TUPTON HALL SECONDARY SCHOOL Assessment for Learning — “Two stars and a wish” This is a really quick and really simple techniques that can be used to peer assess any piece of work. Quite simply, the students seek out two things to compliment their peer on (the stars) and one thing they think could be improved (the wish). One of the principles of AfL stresses the im- portance of learner motivation and creating opportunity for success and target setting in the work students undertake. This peer-assessment method is most effective when students are given some guidance about the nature of the comments they give; remind them what the lesson objective is and be sure to let them know what they are looking for in the piece of work. This can be done both in the form of a verbal or written assessment, shared between the students or the whole class. Give it a go and let me know how it goes! Volume 1, Issue 1 January 2013 DID YOU KNOW??? Inspectors must spend as much time as possible gathering evidence on teaching and learn- ing, observing lessons, scrutinising work and talking to pupils about their work, gauging their understanding and their engagement in learning, and obtaining their perceptions of typical teaching

Teaching & Learning News Letter Jan 1023

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Page 1: Teaching & Learning News Letter Jan 1023

Well it’s finally arrived: the first day of term! Having survived the

supposed ‘end of the world’ on the last day of term, it’s time to re-

focus and ensure everything is ready for our pending OFSTED visit.

As part of our on-going developments within teaching and learn-

ing, a regular newsletter will be distributed to all staff, sharing

good practice, strategies for learning and celebrating innovation.

Improving the quality of teaching and learning needs to be at the

heart of everything we do and, as we increasingly move the moni-

toring of such onto school IP, it will become much easier to offer targeted professional develop-

ment and support to all colleagues.

This publication should become an ‘aide memoir’ to teaching techniques old and new—so grab a

coffee, sit back and check out this month’s tips and tricks of the trade!

If you have any strategies that you want to share—please email me, and I’ll include them in the

next newsletter!

Enjoy!!

Amanda Neville

Collaboration is the key!

Happy New Year!!!

Operation T.A.L.K.

T U P T O N H A L L S E C O N D A R Y S C H O O L

Assessment for Learning — “Two stars and a wish” This is a really quick and really simple techniques that can be used to peer assess any piece of

work. Quite simply, the students seek out two things to compliment their peer on (the stars) and

one thing they think could be improved (the wish). One of the principles of AfL stresses the im-

portance of learner motivation and creating opportunity for success and target setting in the work

students undertake. This peer-assessment method is most effective when students are given some

guidance about the nature of the comments they give; remind them what the lesson objective is

and be sure to let them know what they are looking for in the piece of work. This can be done

both in the form of a verbal or written assessment, shared between the students or the whole class.

Give it a go and let me know how it goes!

Volume 1, Issue 1

January 2013

DID YOU KNOW???

Inspectors must spend as much time as possible gathering evidence on teaching and learn-

ing, observing lessons, scrutinising work and talking to pupils about their work, gauging

their understanding and their engagement in learning, and obtaining their perceptions of

typical teaching

Page 2: Teaching & Learning News Letter Jan 1023

Ever noticed how some youngsters love to stand up

and sit down again for no apparent reason?? Stretch-

ing, tucking their shirt in or just yawning—either way,

they will love this active starter activity.

Starting with the whole class standing, you (or a student) reads some text out aloud. Ask the stu-

dents in the class to sit when they hear an example of a particular area of focus e.g. keyword or

concept. This allows you to immediately see who understands and who may need further support.

This exercise also lends itself to being done to music e.g. in an English lesson, pupils might listen

to a well known song and sit down every time they hear a proper noun. In MFL they might be re-

quired to sit down every time they hear an infinitive verb.

Give it a go!

With no further INSET days scheduled until the next

academic year, I have uploaded all 9 lessons from the

ASCL Lesson Observation range onto Clickview.

(Staff are encouraged to independently access the

material—alternatively HOF may wish to use some of

the material for their own faculty development. All

associated OFSTED reports will also be attached to

the footage for staff use. If any member of staff wants

any assistance in accessing or using the films—please

let me know!

Perfect Partners—an old favourite!

Active Starters— “Bumps”

Professional development for all!

This is great plenary activity that get the students out of their seats,

and working together!

Having split the group into two halves, give half of the group a

question, and the remaining half of the group the answer.

The pupils’ task is then to circulate, looking for the classmate with

the corresponding part (question / answer) of their task. Students

can be encouraged to sit down if they think they have found their

‘Perfect Partner’. You can then get the class to evaluate who is has

successfully found their Perfect Partner. It is also really easy to differ-

entiate the activity—offering questions to students based upon their ability!

Perfect Partners—needs about 20

minutes to prepare, but makes a

great ‘active’ plenary !

Tupton Hall School

Page 2 Operation T.A.L.K.

You will find the footage at:

THS — Teaching and Learning —ASCL

Lesson Observations