Embed Size (px)
Citation preview
Learning and Teaching Feedback
6 January 2016
Feedback from Sharing Classroom Experience November 2015 - Strengths
l Polite, well behaved pupils who are keen to do well and make progress
l Positive, calm atmosphere in classes with excellent teacher/pupil relationships evident
l Clear and effective classroom routines in placel Lessons were plannedl Most teachers knew young people welll Strong potential for embedding digital technology in learning and teaching
Feedback from Sharing Classroom Experience November 2015 - Strengths
l Effective use of peer assessment in some lessonsl LIs shared in all lessonsl In a few lessons, young people could describe their learning and progress and had some awareness of the wider skills they were developing
l Pupils responded well to activities that were challenging (when they were clear about what they had to do/were learning). Boys especially enjoyed the competition element used in some classes.
Feedback from Sharing Classroom Experience November 2015 – Areas for Development
l A limited range of learning and teaching approaches was observed. Almost all lessons were too teacher led and directed and young people too passive in their learning.
What learning and teaching approaches could have been used to ensure all pupils were actively engaged in their learning?
Feedback from Sharing Classroom Experience November 2015 – Areas for Development
l In some lessons, teacher explanations were either too long to remember or lacked clarity.
l What other approaches could have been used to support pupils’ learning?
Feedback from Sharing Classroom Experience November 2015 – Areas for Development
l All questioning was teacher led and almost all of it focused on simple recall rather than developing pupils’ higher order thinking/depth of learning
l There were very few opportunities for pupils to question each other, to lead the learning for others, take responsibility for their own learning or learn independently.
l Discuss – how do you use effective questioning in your classroom?
Feedback from Sharing Classroom Experience November 2015 – Areas for Development
l Almost all LIs were focused on tasks with no reference to skills.
l Success Criteria were mentioned in only one classroom.
l Where the second part of a lesson was observed there were no plenaries or recapping of learning linked to LIs and SC.
Feedback from Sharing Classroom Experience November 2015 – Areas for Development
l Almost all differentiation was by outcome rather than by task, activity or through teacher or PSA support. Pupils did the same task, at the same pace with the same resources.
l A wider range of differentiation needs to be evident, including teachers regularly checking the learning of individuals and groups and revisiting learning or offering more challenge as appropriate. This could include more opportunities to learn independently (pupils teaching each other;; flipped learning). Pupil generated success criteria can also be a useful strategy.
Feedback from Sharing Classroom Experience November 2015 – Areas for Development
l In almost all lessons pace could have been brisker and more expected of pupils.
l Higher expectations and more challenge required in tasks and activities.
Feedback from Sharing Classroom Experience November 2015 – Areas for Development
l There was reference to the development of literacy skills in some lessons.
l More use of genuinely real and relevant contexts for learning and explicit linking of learning to skills for life and work.
Feedback from the S3 Focus Group
l All pupils were keen to contribute and were a credit to themselves and the school.
l They felt safe and cared for.l They were pleased they were regularly asked for their views but did not always see the impact of what they said in action so were unsure about their real role in decision making in the school.
Feedback from the S3 Focus Group –What makes a good lesson?
l Where teachers explain things really well.
l When we work in groups and there is a variety of approaches used.
l Where pupils get the chance to support each other and learn from each other.
Feedback from the S3 Focus Group –What makes a good teacher?
l One who does not talk too much.l One who treats us as individuals and knows us well.
l Where you get helpful feedback on your learning and progress and opportunities to discuss how you are doing eg learning logs in English, Geography and PE
Feedback from the S3 Focus Group –general comments.
l Sometimes it is disappointing when you do a piece of work/homework and there is no feedback or teacher comment.
l In some subjects the work is repetitive and not challenging enough and we cover the same things we have done before.
l We would like to see learning linked more to real life and learn skills for later life and work.
Feedback from the S3 Focus Group –general comments.
l Less posters!l Overall S3 is more challenging than S1 and S2 but not in all classes.
l In some subjects we know what level we are working within and towards but some teachers are very vague about what we need to do to progress and we are unclear about our levels.
Feedback from the S3 Focus Group –general comments.
l Teachers should vary their approaches to take account of the different ways we all learn best.
l We would like to be asked our opinions about how and what we are learning – note S6 said the same thing in their individual interviews.
l Some teachers are ‘stuck in an old fashioned way of working’.
Questions
Do your BGE courses reflect the principles of curriculum design?l Challenge and Enjoymentl Breadthl Progressionl Depthl Personalisation and choicel Coherencel Relevance
What part does pupil voice play in the refreshing and revising of courses and programmes
Areas to revisit
l AiFL techniques – in particular success criteria, questioning, effective feedback and self assessment
l The 4 phase lesson
The 4 phase lesson
Phase 1- Overviewl Pupils engagedl Lesson linked to prior learning through formative assessment
l Lesson placed in a wider contextl LIs sharedl Interest generated, curiosity stimulatedl Open questioning usedl SC generated
The 4 phase lesson
Phase 2 - Inputl Brief exposition with information presented in short chunks
l Frequent questioning to check understandingl New information presented in a variety of waysl Teacher checks that all understand including use of technical and subject specific vocabulary
The 4 phase lesson
Phase 3 - Processing will include a variety of the following
l Frequent pupil/pupil and teacher/pupil interactionsl Time allowed for pupils to think about and discuss their responses to questions
l Opportunities for pupils to generate questionsl Tasks that enable the teacher to assess understandingl Tasks that motivate pupils and engage them – including for example a critical skills approach
l Pupils given opportunities to process information in a variety of waysl Peer and self assessmentl Emphasis on pupils recreating rather than reproducing information.
The 4 Phase Lesson
Phase 4 – Reviewl Sufficient time devoted to reviewing what has been learned
l Pupils actively engaged in the review process to inform next steps
l Explicit reference to SC and LIsl Pupils encouraged to reflect on how they have learned
l Information provided in order to stimulate thought before the next lesson.
