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Lsl webinar cpd30 january2014
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http://lsl.eun.org
Wäinö Aaltonen School
Finland
Scoil na gCeithre Máistrí
Ireland
Shireland Collegiate
Academy (UK)
Lewis MooreAssistant Director of L4L;
KT
Kirsty TonksAssistant Principal;
Inner city academy in West Midlands
1,100 students; 11-18. Built over 100 years ago and
serves an area of substantial deprivation
38.2% of students have eligibility for free school meals (63% Pupil Premium)
22% have Special Educational Needs
15% live safeguarding issues 64.7% have English as a
second language Judged as
Outstanding in 2006 / 2010 / 2013
KT
KT
Living Schools Lab; STEPS Plan Theme
Embedding Flipped Learning; Staff CPD
KT
Staff CPDOffice 365 Class Site
Tools
Flipped Methodology
Monitoring Impact
Home Access
Elements are interlinked
KT
At Shireland Collegiate Academy we have pioneered the use of Learning Platforms (VLE’s) as early as 2003
Microsoft Office 365 offers a new, online version of SharePoint allowing users access at home and at school. Staff and pupils do not have to install software locally as they have access to Office 365 Cloud based apps wherever they log on.
Office 365 allows staff and pupils to collaboratively work on documents and ‘sync’ them together seamlessly.
Permissioned Portals allow groups of users to access different areas – i.e. Staff, Pupil and Family Portal.
KT
• Flipped learning is the pre-lesson preparation, reflection and questioning that pupils undertake to help inform a teachers planning (Mazur, 1997).
(Bergman and Sams, 2007).
LM
• We can remove the low order skills that involve memorising something
• This allows class time to focus on the higher order skills
*Results from Stayer, 2011 (based on Samsand Bergman’s work in the US
LM
Teacher Intervention /
Planning / Adaptation
Higher Order Questioning /
Thinking Skills / Targeted
interventions
Traditional Homework post
lesson (Synthesis)
Share Knowledge / Test Initial
Understanding
LM
PRO’s
• Students in control of their learning and performance
• Students questioning improves
• Greater choice for students – becoming independent learners
• Students support each other
• Technology can enhance the experience
• More purposeful lessons
CON’s
• Takes a while to encourage group work beyond the classroom
• Important to give clear parameters on certain material/ topics
• Staff must be organised and engage with the pupils preparation prior to a lesson
LM
See our homemade promotional video on the Living Schools Lab’s ‘Community of Practice’ that we created for our staff to start thinking about Flipped Learning before the training session.
KT
Knowledge; Video to watch / Chapter to read / website to study / Photosynth to explore by students prior to lesson via Class Site
Understanding; Concepts / Knowledge / Skill.
A task, quiz, discussion or survey etc based on knowledge is set via Class Site and completed
Interactions / Responses made by students inform teacher of learning / misconceptions via class site and therefore modifies lesson – enabling targeted focus
Application / Analysis / Synthesis / Evaluation; Class Session builds upon or is constructed from responses, feedback and interactions from the Flipped work set on the Class Site moving towards higher tariff work
Linking it to something that is already familiar to staff means that it provides a context and a form of discipline to help them understand it’s role and benefit.
KT
Higher quality pupil outcomes / attainment
Class Sites
Targeted cohorts
Well crafted tasks
It’s about quality and timing of interventions and targeted application.
KT
5th
March
• Whole Staff Inset day
June / July
• Follow Up Sessions for Depts
15th Oct• Whole
Staff Inset day
KT
On
goin
g Dro
p In
sessio
n su
pp
orte
d b
y e-le
arnin
g team
1) All staff to be divided by
departments / teams and
allocated an online resource
3) It tells you logon details –please test and let us know if
any issues
2) Visit CPD / Training Site via
T&L Site and look at your
online resource section
4) Task / Activity / Discussion /
Quiz etc –should not take any longer than
10 mins
5) Respond / Interact before
Tuesday 5th
March
KT
Two aspects:-1) Reacquainting staff to online resource subscriptions such as Brainpop / GCSEPOD2) Introducing the idea of Flipped Methodology by example
ICT 1
Maths 1
ENG 6
ENG 5
ENG 1ENG 2
BrainpopENG 3 ENG 4
ICT 2
ICT 3GCSEPod
Team 1(IT1)
Team 2(IT2)
KT
Resources
• Which resources are you taking forward?
• How will you use them?
• Do you need any more training
Flipped Learning / Class Sites
• Do you have a clear plan for Flipped Learning in your Department?
• Do you need any training on how to use aspects of Class Sites?
KT
Flipped Learning
Resources
Further Training
KT
Staff Self Assessment
3 levels
Emerging
Developing
Proficient
Flipped Tasks
Evaluation & Planning
KT
1) Using Office 365 tools to deliver Flipped Learning (surveys, forums etc)2) Used the time to plan a Flipped Lesson for the following week
Direct Access to create One Note notebook
Access to Community Groups for Discussions
Discussion Topics
Follow a site
Trending Discussions
Flipped Homework Tasks
Drop Off Library to allow pupils to securely upload work
Access to Shared Areas, Calendars and Announcements
KT
Contain all the information a pupil needs to progress with their learning, including all lesson objectives, resources, links and competency references.
WALT and WILF information for each lesson
Competency reference
Links to external websites like You Tube
Links to all resources
KT
Mr Men Lesson – Pupils were directed to listen and read along with an audio story, then respond to the class discussion.
They were prompted to identify something they would like to learn more about
Wordle was used to visually highlight the most popular choice
Part of the next session focused on what they had identified.
LM
Class Sites used to create Theme specific discussion sections. (Y8- Journey to the Centre of the Earth)
Flipped lesson tasks are posted on the class site
LM
Pupils to look at image on discussion board (picture source)
and answer the questions specific to their table by
responding to the discussion.
Responses are then used to inform planning for next lesson.
LM
• A quiz about Pompeii was created on the class site with multiple choice questions, for use before the session.
• The last question asks the pupils to select the source they trust the most. This statistic can then be used in the subsequent work around reliability.
• It was possible to target and direct certain pupils who clearly still had some gaps in knowledge or required further stretch.
LM
Regular Quality Change in teaching
pedagogy
KT
£585,000 funded project
KT
‘Test’ impact of Flipped Learning in 24 Primary
Schools
Maths in Years 5 and 6
Scoil na gCeithre Máistrí:Gearóid Ó Duibhir
• All-Irish Language school based in midlands town Athlone. 300 pupils and 16 teachers.
• Capacity for 500 in new build school to allow for two classes at each of the 8 levels.
• Funding for ICT the key challenge to its continued integration although grant received with new school allowed for modern technology to be installed over four years ago.
• All class rooms have the same equipment - tablet laptop, projector, 3-in-1 printer, visualisers, speakers. Some have extra equipment which is being piloted with a view to being purchased if fit for purpose such as GyroMouse wireless mousesand keyboards, ebeams, large (22") touch screens attached to desktop computers.
• School has set of 32 netbooks (Fizzbooks) with touch capability that are distributed to each class on a daily basis allowing for a ratio of 4:1 when the existing class computers (2 desktops in each) are taken into consideration.
Directed CPD – The Challenge
• Growing School: 16 on staff, mixed competencies• High technological immersion: Tablets, Win 8.1, 4:1• 8 levels two classes per level within 3 years: 500+ kids• Teaching and learning of high standard• Traditional/conventional CPD not effective
– Chalk and Talk/Show and Tell type– Tail end of staff meetings – 10 minutes if lucky!– Not level specific or skill set specific so buy in minimal or
sporadic– Focussed on technological competence and not teaching
and learning with technology
Directed CPD – The Solution• ICT Committee formed as part of e-Learning Plan & LSL• One teacher from each class level: Years 1&2, Years
3&4 etc.• Not competence dependent – no pre-requisites• Fortnightly/monthly meeting: FPT45
– Feedback, Planning, Training – Strictly 45 mins, 15 mins per topic (3.15 – 4.00)
• CPD topic chosen and training delivered to Committee• CPD then by Committee members delivered in
“Breakout Sessions” to teachers from each class level– 45 minutes minimum for each – nothing else on agenda– Delivered in classrooms using resident technology– Discussion starts with technology and ends with teaching
and learning
Directed CPD – The Future
• Current Focus: Technology e.g. Windows 8.1• Future Focus: Teaching and Learning e.g. Oral
Lang.• Organically moving from technology to teaching
(and learning)• Committee-Driven now Vs. Teacher-Driven in
future• Committee responding to teacher needs and
requests therefore teachers determining theirown CPD with a technological emphasis
• Model transferable to multiple discipline and needs e.g. school self-evalution
Pikke Syrjä-Väisänen30th January 2014
Turku, Finland
Wäinö Aaltonen school in Finland
Wäinö Aaltonen school
• 467 pupils from 7 years to 13 years• Staff; 25 teachers, 35 in all• Technology is used as a working tool, not as a
subject• Capacity in technology 1:2
– 30 iPads– 80 mini PCs– 53 windows surface RT– 75 computers– 2 Smartboards– Personal device (pupils)
CPD in action
• Municipal ComputerCentre in Education, training courses forteachers free of charge.
• Mediahubs, 3 teachersco-operate and share their best practises
• tutoring (pupils tutoringeach other)
• Frequent teachermeetings, sharing thebest practices - whatkind of support isneeded?
• Media education crosscurriculum and age level
• Media work through our owntv-program Wäiski-TV
• Our former pupils continuemedia work in upper levels of comprehensive school
• Visitors “job shadowing” in our school, nationally and globally
Sharing
• Municipal platformhttp://tuubi.edu.turku.fi/ for allthe schools in Turku to share pictures, videos, stories
• School blogs
• Wäiski-tv can beseen in ”tuubi” or on YouTube, not onlylocally.
• Mediateam work is done in all schoollevels: comprehensiveschool, and secondaryschool
• Municipal teachertraining obligatorytwice a year.
CPD in the future
• Uncertainty about how to replace disfuntionaldevice
• Teachers are more managers of education thanproviders of knowledge
• The use of personal device is common and acceptable
• The use of books has been replaced withtechnology
• The Media education has a stronger emphasisin
the national curriculum
Thank you/Kiitos!web http://wa-koulu.blogspot.fi/email [email protected]
The work presented in this presentation is partially supportedby the European Commission’s FP7 programme – projectLiving Schools Lab (Grant agreement Nº 317587). The contentof this presentation is the sole responsibility of theconsortium members and it does not represent the opinion ofthe European Commission and the Commission is notresponsible for any use that might be made of informationcontained herein.