TIME TO SHARE AND IMPLEMENT

OUTSTANDING TEACHING AND

LEARNING

Teaching and Learning INSET

5th January 2015

Teaching and Learning 8.45am Roding Valley 10 Examples of Good Practice 9.30am PLCs How they can be effective Skills - the bigger picture 9.50am Interventions in Lessons Examples of Good Practice

10.00am Data Drop for Year 11 and Online Fire Safety

11.00am Break 11.20am Faculty time 1.00pm Lunch - Canteen 1.45pm Faculty time 3.15pm Venue: Hall Evaluation and Showcase

Faculty Time

At the end of the day faculties can showcase and share in the Hall what they have found useful and resources/ideas they have developed during the afternoon. Planning for intervention / Use of Tracking Grids Creation/modification of PLCs Roding Valley 10 – collaborative planning in Faculties Create T & L boards in classroomsImplementing Literacy strategies Preparation for Post 16 Considering extra curricularExploring the GCSEpod

The Roding Valley 10

1. Big picture and measurable learning objectives2. High challenge3. Engage and speak to every student4. Differentiate5. Positive behaviour and environment for learning6. Optimal use of time and pace7. Student led learning8. Check all students make progress 9. Ensure students know how to improve10. Review the learning regularly

Poster

Big PictureChallengeEngagementDifferentiationPositive BehaviourPaceIndependent LearningFeedbackClose the GapAFL

Poster for every teaching room

SGPJCL - Behaviour PlanSMC - LiteracyJQU - QuestioningKNA - Emotional IntelligenceSJE - AFL 

So…what’s the secret? How do we do it?

Consistent Embedded

Habits

Creating a culture

• Writing mats • Weekly focus - precise focus • Literacy learning walks • INSET • Observations • Displays• Book checks

RVHS GUIDELINES FOR SETTING OUT WORKEVERY LESSON, EVERY SUBJECT – LET’S HAVE A CONSISTENT APPROACH!

Every member of staff, every lesson…

• Full stops and capital letters.• No single word/single phrase answers – must

give answers in full sentences.• All work presented in the same way with the

date written in full.

Socratic Questioning1: Clarification of a key concept2: Challenging assumptions and misconceptions3: Arguments based on evidence4: Looking at alternatives5: Consequences, implications and analysis6: Questioning the question

Six Types of Socratic Questions1: Clarification of a key concept'Could you explain that answer further?', 'What led you to that judgement?', 'Why did you come to that conclusion?'. 'What made you say that?'2: Challenging assumptions and misconceptions'Is there another point of view?', 'Is this always the case?'3: Arguments based on evidence'What evidence do you have to support that view?', 'Is there any other information that would help support this?', 'Could we challenge that evidence?'4: Looking at alternatives'Did anyone look at this from a different angle/ perspective?', 'Is there an alternative to that point?', 'Could we approach this from a different perspective?'5: Consequences, implications and analysis'What are the long-term implications of this?', ' However, what if.......happened?', 'How would ......affect..?'6: Questioning the question'Why do you think I asked you that question?', 'What was the importance of that question?', 'What would have been a better question?'

The term Emotional Intelligence gained publicity in 1990 when Peter Salovey and John Mayer explained their thoughts on the subject.

This term was popularised by Daniel Goleman with his 1995 publication, Emotional Intelligence: Why it can matter more than IQ.

Emotional Intelligence

How you relate to your learners?

Can you find a metaphor which best captures how you see yourself in relation to groups of learners?

• law enforcer to the potentially criminal• carer to the vulnerable• salesperson to potential buyer• preacher to the sinful• sheepdog to sheep• website to surfers• gardener to plants• tour guide to tour bus

Subject Expertise

Emotional Intelligence

Teaching & Learning

Personal competence is made up of your self-awareness and self-management skills, which focus more on you individually than on your interactions with other people.

Personal competence is your ability to stay aware of your emotions and manage your behaviour and tendencies.

• Self-Awareness is your ability to accurately perceive your emotions and stay aware of them as they happen.

• Self-Management is your ability to use awareness of your emotions to stay flexible and positively direct your behaviour.

Social competence is made up of your social awareness and relationship management skills; social competence is your ability to understand other people’s moods, behavior, and motives in order to improve the quality of your relationships.• Social Awareness is your ability to accurately pick up on emotions in other people and understand what is really going on.• Relationship Management is your ability to use awareness of your emotions and the others’ emotions to manage interactions successfully.

In the Classroom

Create an environment of respect.

If you want your students to respect you and your classroom rules, you must respect each of them.

- acknowledge all forms of diversity (e.g., race or religion) and disabilities (e.g., physical or learning)

- Do not get frustrated if some students are not learning the material as quickly as you expect. A major part of emotional intelligence is showing empathy.

- If you can try a different teaching technique or a different way of explaining a concept, this could alleviate some of the stress of learning.

In the Classroom

Manage your emotions while taking responsibility.

There will be situations that frustrate you, but not only should you obviously learn to hold back visible anger, you should also take responsibility for your emotions without placing blame on your students.

Focus on using "I" instead of "You" when making a statement. For example, instead of saying, "You are not working hard enough to understand this concept," say, "I am confused about what is making this concept difficult to understand. Let's try together to understand what is not making sense."

Avoiding putting the students on the defensive may help open their minds to learning.

In the Classroom

Validate students.

We as humans like to feel valued rather than dismissed.

So, make an effort to understand what your students may be feeling and relay this to them while also helping them resolve their own issues.

If you empower your students to figure out on their own why something is necessary compared to you just telling them that it is, they may be more accepting of the task. It is hard being told what to do, so encourage self-management.

Characteristics of a non-confrontational style

• using a quiet and calm voice and avoiding finger stabbing and prolonged eye contact in general classroom interaction, thereby creating a non-threatening environment;

• using low-level interventions and walking around the classroom to maintain close proximity to students.

• using humour and distraction, where appropriate, to reduce the tension and help students recognise the need to match their conduct to the situation.

In these ways, the teacher demonstrates empathy and appropriate patterns of social interaction so as to promote these skills on the part of all students. As students learn these skills, the incidence of confrontation between them also diminishes.

Using emotional intelligence is a prerequisite for developing a good relationship with a group of learners, which then can be the basis for producing learners who have:

• More engagement, • Greater motivation,• A greater readiness to take risks in their learning,• A more positive approach, • A readiness to collaborate,• More creativity and more tenacity.

Students will forget what you say,students will forget what you do but students will never forget how you made them feel.

Personal Learning Check lists

PIXL Huddle website There are PLC' s already written for nearly

every subject area.

https://pixl.huddle.net/workspace/20737335/files/#/folder/28452880/list

user name  sdyer@roding password Roding@123

Teaching and LearningTECHNOLOGY

Inset 5 January 2015

Personal Learning Checklists

PLC• A Personal Learning Checklist is a tool for

students and teachers to monitor and track where their learning is at.

= Based on skills that students need to learn= Based on knowledge/learning objectives that students need to learn

SKILLS: The Bigger Picture

WISE WORDS……………….

• “Man often becomes what he believes himself to be. If I keep on saying to myself that I cannot do a certain thing, it is possible that I may end by really becoming incapable of doing it. On the contrary, if I have the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have it at the beginning.” Mahatma Gandhi

Categories

Competitions Trips and Visits

Work Shops

Charities Other

Competitions• Future Chef• Young Ribi• Roding Valley Bake Off

Trips and Visits• Anglian Ruskin

University• Burns Unit• Local High Road (Pizza

Express / Olive tree)• Chefs• Fitness Instructor• Midwives, Mothers,

and Nurses

Work Shops• Heston Blumenthal• Christmas Sweets• Oak View• Clubs• KS2 (Food & RM)• Flapjack Factory

Charities• British Heart

Foundation• McMillan Coffee

Morning• Shrove Tuesday

(Zambia)

Other…..• BBQ• Productions

(Copacabana, Lord of the Flies, Christmas Carol, Aladdin)

Comments…………….

• Parent:

• Pupil:

The after school session where students were able to extend their skills to make

coconut ice and chocolate brownies was a great idea. The treats were delicious too.

It was a lot of fun and I learnt a lot more. It was really yummy at the end, I think it

was a great way to learn how to be a great team. I love to cook and it was a

great life skill. Thanks

FINAL THOUGHTS……..

SKILLS: The Bigger Picture

Interventions

Intervention “Contact with each student in the room each lesson”

5/1/15

Intervention (Joseph Rowntree Foundation April 2012)

● Mentoring● Parental Involvement● Building Relationships● Extra Curricular Activities - (academic and study support)

Some good evidence of impact on Attitude and Attainment

● Keeping ambition ‘on track’ rather than raising aspiration

Purpose of Intervention?

Per task/skillLiteracy /NumeracyAttitudeAttainmentExamLow income / disadvantageClosing the GapWhat does the outcome look like?

Parental Involvement

“The research identified a number of programmes where there are strong indicators of success. It found that the most effective way of helping children from low-income households to achieve their ambitions is involving parents in school; engaging parents in their children’s learning and in their own learning; and aligning school-home expectations. Parents need to understand how the education system works and what choices are available for their children and, critically, how they can work with schools to help their children reach their full potential”

ARE WE TELLING PARENTS HOW TO HELP?

● Testing / Assessment● Additional classes / by issue / grade / task● Contact with home / telephone / letters● Student packs● In-lesson additional help /support● Additional homework ● Mentoring● Contact with HOY ( for any external issues )● Pairing students ● Small study groups● Extended writing tasks to build knowledge● Quick quizzes● Parents evening /meetings● Mock examinations● Skills and approaches to CA or Exam● Removal of lunch pass to complete missed work - temporary measure only● Compulsory sessions at lunch/after school● Deadlines ● Bibliography / websites /reading lists / docs to read and summarise

Building relationshipsClear explanation ( one to one/ group / whole group) Differentiation( sentence starters/ grouping by level / grade / mixed / peer support /homework) Individual conversationsIndividual tasksSeating planIdentifying ‘priority’ studentsIntensive marking/feedback for individualsLesson planningUsing GO / Marksheet to motivateUsing one lesson as ‘Independent learning time’Mobile phones /chrome booksClosing the GapPLCSetting challenges throughout‘Exit Pass’ check and sign books prior to end of lesson - works well P2 /P4 /P5***Student - exemplar material***

Inside the Classroom

OutsideForm Tutor / HOY /HOF / SLT interventionsUtilising extra reading DoddleRevision ClassesIntervention Classes Mentoring GCSEPODPosting work homeEmail‘Bespoke’ websiteOne to one review / feedbackHome Learning SupportCommunications with other supporters

Individuals

What works best with whom?e.g. Christianah AmuwaMy relationship with Christianah?Found out where things were going well? what exactly was going well? Methods used? Applying to my subject? Conversations /confidence building- contact with parents/tasks to demonstrate -what should the outcome look like?

Conclusion

DECIDE:Who needs intervention?Why is intervention necessary?Which intervention/s suits best?Ask around … what is working for individuals elsewhere?

Faculty Time to Implement

Year 11 data dropOnline Fire Training