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@TMGlos #TMGlos WiFi: GlosCol_Guest
@TMGlos #TMGlos
WelcomeJoe Baldwin | @JosephBaldwin
@TMGlos #TMGlos
Pie Corbett | @PieCorbett
7creativeactivitiesin7minutes
PieCorbett
Rules• Allideasareaccepted• Everyonetakespart• Listentoeachother• Taketurns
• Comeupwithanewidea• Buildonsomeoneelse’sidea• Askforextraexplanation• Challengeanidea
Wordbyword
• Orsentencebysentence
• Orchunkbychunk
• Inventstories…addinchallenges/limitations
• Ortalkaboutwhatwehavebeendoing
• Oracreativechallenge,e.g.composealettertothePMtopersuadehertoaviewpoint…
Because….
• Provideasentence,e.g.‘Boblayslumpedonthesofa’
• Studentsaddon‘because’andextend.
• Thisisthenpassedon….
Unfortunately/luckily….
• Beginwithaproposition,e.g.PiearrivedlateattheCollege.
• PartnerAstates‘unfortunately….’
• PartnerBsolvestheproblem,using‘luckily…’.
Crossingtheriver
• I’mstandingontheedgeoftheRiverSevern– howmanywayscanyouthinkoftocross?
• Adapttheideaforotherchallenges,e.g.howmanywaystogettothetopoftheEifelTower.
Questioningastatement• Studentswritestatementsaboutthetopicunderstudy,e.g.TheGreatFirestartedinPuddingLane.
• Oneisselected.
• Rapidgeneratingofquestionswho,when,where,whathow,why– can,must,should,if…
• Studentsselectwhichtodiscuss.
Howmightwesolvetheproblem…
• 20waystokeepwarminWinter
• 20waystostopthedinosaursbecomingextinct
• 20waystogetkickedoutofthe‘BakeOff’
• 20waystosealaburstpipe…
Thecatsatonthemat
• Changewords
• Addin– word,phraseorclause
• Extendusingaconjunction,e.g.because
• Addtothefront
• Useatechnique,e.g.alliteration,simile…
Philosophicalquestions/Thunks• Canprawnsbetortured?• Candogscommitcrimes?• Cananythingbeart?• Isitoktolie?• Ifyoureadanewspaperinashop– isthatstealing?• Isitmoreimportanttobeniceortoberight?• Isitpossibletoholdafairrace?• Isitpossibletothinkofnothing?• What’sisthedifferencebetweentellingalieandkeepingasecret?
• Shouldweallhavethesamerights?• Shouldwebeafraidofcctv ifwehavenothingtohide?• Ifatoyisneverplayedwiththenisitatoy?
thinkingdice.com
• Hotairriseswhichcausedourballoontoriseup.• TheBrexit votewon.• ‘ComeDinewithme’isaverypopulartv programme.
• Remembering– yellow• Understanding- orange• Applying– red• Analysing – green• Evaluating– blue• Creating– purple
@TMGlos #TMGlos
Natasha Dennis | @LittleCreative
Creative StorytellingLearning Through Stories
Natasha DennisThe Crafty Chief
What is Creative Storytelling
Creativestorytellingisusingstoriesasabasisforcreatingobjectsthatcanbeusedtointeractwiththestory.
Ways to get children to interact with stories
1. Puppets2. Storyboxes3. Facemasks4. Fingerpuppets5. Models
The more we interact with a story the more we
remember.
ü Helpstodevelopstorywriting.
ü Increaseengagement– encouragesreluctantspeakers.
ü Buildsempathyforcharacters.
ü Increasevocabularyandthemeaningofwords– context
ü Developsfinemotor skills
ü Developsproblemssolving
Why creative storytelling is such a good way to learn
Learning through stories
Listen
Create
Retell
Adapt
Write
Storiesacrossthecurriculum
ü History– TheWhen
ü Geography– TheWhere
ü Science– TheHow
ü Mathematics– TheHow
ü PSHE– TheWhy
ü RE– TheWhy
ü Literacy
ü Design&Technology incl ComputerAidedDesign
Storieslastlonginthememory– increaseknowledgeretention.
www.littlecreativedays.co.uk
Whatwedo
ü CreativeLiteracy&StorytellingWorkshops forTeachersandEarlyYears
Practitioners
ü CreateandTellandStoryWritingWorkshops forChildren
ü 6WeekCreativeStorytelling Kits
ü TeacherResourcePacks
ü LearningThrough StoriesResources
www.littlecreativedays.co.uk
FreeStuff
ü Top10tipsofStorytelling Ebook
ü CreativeLiteracyTimesMagazine
ü Blogoffreeprojects
@TMGlos #TMGlos
Kate Hazell| @DJSClass8
@TMGlos #TMGlos
Julie Smith| @xJulieSmithx
“Aspiretogether,achievetogether”
LESSONSTUDY:Teacher-led,collaborativeandevidence-informedprofessionaldevelopment.
“Aspiretogether,achievetogether”
Whylessonstudyasamodelforcoaching?
•Strongcollaborativeandsupportivefocusonobservingpupillearning.
•Triadsofteachersworkaspeerstodecideonanenquiryquestiontoinvestigate.
“Aspiretogether,achievetogether”
Theprocess(Dudley,2016):
“Aspiretogether,achievetogether”
Whoshouldbeinyourtriad?
•Norestrictions.Groupmembersmaybeindifferentdepartmentsorfaculties,andtheydon’tallneedtobeteachers– lessonstudycanalsoworkwellwhenteachingassistantsortechniciansareinvolved.
“Aspiretogether,achievetogether”
Culture:
• Thereisno‘leader’inthegroup– everyoneworkstogetheronthesamelevel.
• Positivitywithrespectfulchallenge.• Fidelitytoobserveddata– noexcusing(orberating)failure.• Opennesstocriticalviewpointsandsuggestions;shouldbeviewedasasharedlearningopportunity.
“Aspiretogether,achievetogether”
Duringalessonstudyobservation(videocanbeused)
•Thefocusinonthelearning,nottheteaching.Theaimistofocusontheresponsesandreactionsofthecasestudystudentsformostofthetime.
•Predictionsarecomparedwithreality.
“Aspiretogether,achievetogether”
Authenticstudentvoice
•Case-studystudentsareinvitedforabriefpost-lessoninterview– thishasthepotentialtodiginmoredeeplyintostudentcharacteristicsandneeds.
“Aspiretogether,achievetogether”
Post-lessondiscussion:
• Focusofanalysisshouldbeontheobservationsmadeofstudents’learning.
• Whatprogressdideachstudentmake?Wasitenough?Whataboutothersinthegroupoflearnerstheytypify?Howdidthetechniquedevelopedhelp,hinderorboth?Surprises?Whatneedstobeadjusted?
“Aspiretogether,achievetogether”
Focusofourtriad:
• Improvinglevelsofresilienceinpreviouslylower-attainingYear11students
“Aspiretogether,achievetogether”
Researchlesson1:
Someofourpredictionswerecorrect:Student1struggledtoremainresilientthroughoutthelesson.Student2neededhelpandsupport,buttimelyinterventionsmeanthecouldcompletethetask.Sometimesourpredictionswerewrong:student3workedmoreeffectivelythanwethoughthewould.
“Aspiretogether,achievetogether”
Authenticstudentvoice:
•Post-lessoninterviewsshowedacorrelationwithengagementandenjoyment:studentsenjoyedthelessonmorewhentheyworkedharder.
“Aspiretogether,achievetogether”
Theintervention:
• MartinandMarsh(2009)groupstudents’capacitytodealwithacademicadversityinto3factors.
• Thesearepsychological(self-efficacy,control,senseofpurposeandmotivation);familyandpeerfactors
• Schoolandengagementfactors(attendance,classparticipation,aspirations,enjoyment,extra-curricularactivities,relationshipswithteachers,effectiveteacherfeedback,andachallengingcurriculum)
“Aspiretogether,achievetogether”
Theintervention:
•Wedecidedtofocusonteacherfeedbackasourintervention,asthisisonefactorwecouldcontrol.
“Aspiretogether,achievetogether”
Researchlesson2
Student1respondedwelltowrittenandverbalfeedback,andcommentedthatithelpedhimimprove.Althoughheworkedindependentlyduringthetask,heneededfurtherfeedbacktoimprovehislevel.
“Aspiretogether,achievetogether”
Writtenfeedbackdidn’tworkforallstudents...
• Student2respondedbesttoverbalfeedback.Hefocusesmorecloselyandstates‘histeacherkepthimmotivated’
• Student3respondedlesswell.Hewasawareofhislackofengagement,saying‘heshouldhaveworkedharder’
“Aspiretogether,achievetogether”
Keyfindings...
•Relationshipsbetweenteacherandpupilareparamounttosuccess.Althoughteachersfelt studentshadn’tdisplayedresiliencethroughouttheirlessons,thegreatestneedforteachersupportwasfortheintroductionofthelearningactivities.Theythenremainedontaskforlongerthanthetriadpredicted.
“Aspiretogether,achievetogether”
Resilienceandgrowthmindset...somequestionsraised...
1. Doesresiliencealwaysleadtosuccess?2. Canresiliencebetaught?3. Dostudentsjustlearnthesociallyacceptableresponsetotheconcept
of‘growth-mindset’?4. Dostudents’attitudesvaryaccordingtotheirpriorattainmentina
subject?
“Aspiretogether,achievetogether”
Reflections:currentlyover30ofourstaffareinvolvedinthisprocess.
• Shiftin‘frameofreference’• Collaborativeplanningencouragedcollectiveresponsibilityforhowthelessonwent.Thisencouragedalessdefensiveorself-criticalappraisalofoutcomes
• Reductionindefensiveorself-criticalappraisalpromoted‘capacityforprofessionallearning’
• Collaborativeworkencouragedcreativity,honesty andongoingsupport
“Aspiretogether,achievetogether”
Questions?
• Email:[email protected]• Twitter:xjuliesmithx• Staffrm:staffrm.io/@juliesmith
@TMGlos #TMGlos
Aly Thomsen| @AlyBricks
@TMGlos #TMGlos
Lizzie Bell
5MinsWorkinginSilenceLizzieBell
5minsworkinginsilence
Benefits• Greatforformativefeedback.• Improveskidsconcentrationandfocus.• Aidsinprocessingthekeyconceptsinatopiconadeeperlevel.• Allowsthemtimetoputtheirunderstandingofthetopicdowninsentences.
• Givesthinkingtime• Givestudentsconfidence.
Leadin…..processinginfotwice
Informationsource• exemplarstudentwork• newspaperarticles• textbooks• informationsource• diagrams• stimuluspictures• actingoutscenarios
Processinginformation• highlight• think,pair,share• pickoutfacts• considerstructure• pickoutadvantages/disadvantages.
• facts/opinions• convertinformationintodiagrams• bulletpoints• actitout
Describehowamylasebreaksdownstarchinglucose
5minutesKEYWORDS:enzymesubstrateactive-siteenzyme-substratecomplexspecificreusableproductsunchangedrateofreaction
Follow-up
• Givebackthesourcematerialforstudentstoaddtotheirwork.• Studentsmarktheirownwork.• Peer-marking– andstudentspickoutthemostimportantpieceofinformationmissing/giveaw.w.w ande.b.i.
• Teachermarktoassessunderstanding.
@TMGlos #TMGlos
Julia Skinner | @TheHeadsOffice
100WC.net
...but where’s the audience?
‘It’s ONLY a hundred words!’
‘It’s ONLY a hundred words!’
@TMGlos #TMGlos WiFi: GlosCol_Guest
@TMGlos #TMGlos
David Greenwood-Haigh | @DGHchocolatier
CHOCOLATE EDUCATIONLEARNING THROUGH CHOCOLATE
CHOCOLATE IN THE CURRICULUM
¡ Humanities
¡ Science
¡ Maths & Computer skills
¡ Literacy
¡ Expressive Art & Design
¡ RE
¡ Communication & Language
IN THE CURRICULUM
¡ Real award winning chocolatiers
¡ Hands on learning
¡ Mindful elements
¡ Effective medium for pupils on the autistic spectrum
FIELD TRIPS
¡ £££££
¡ Risk assessments
¡ Coach hire
¡ Extra TAs
¡ Logistical challenges
¡ Time away from school
¡ DBS Checked presenter
¡ Award winning chocolatiers
¡ Nut free recipes
¡ Bring all necessary equipment
¡ No extra staff
¡ Minimal logistical needs
¡ No Time away from school
¡ Legacy
Traditional @school
FIELD TRIPS
¡ Matthieu de Gottal
Gloucestershire International School
Wotton HouseHorton RoadGloucesterGL1 3PTGloucestershire
t: 01453 799 869m: 07805 350 409e: [email protected]: www.matthieudegottal.com
South North
¡ David Greenwood-Haigh
4 Briarwood close
OutwoodWakefieldWF1 3TZ
Yorkshire
t: 01924 799 869m: 07595 623427e: [email protected]
w: www.Coeurdexocolat.com
@TMGlos #TMGlos
Dave Watson | @CheltSciGrp
Science ClubsDave Watson
The Extra Curriculum• Sports• Music• Art• Drama• Outdoor education• SCIENCE/TECHNOLOGYShould be the one of the highlights of the week. Should leave you with a smile on your face.
PlanningThings to do• Delivering lessons• Lesson planning• Marking• Reporting home• Faculty meetings• Year team meetings• Whole school meetings• Plan and resource science club after school
Do Some ResearchFind out about STEM club programmes, awards or competitions that already exist. Examples:• Cheltenham Science Group• Lego• Jaguar• Blood Hound SSC• STEMnet• Royal Society Young People’s
Book Prize
Find some funding:• British Science Association (including science
week)• Institute of Physics (IoP)• Royal Society• Royal Society of Chemistry (RSC)• Royal Society of Biology (RSB)• Institute of Mechanical Engineers (IMechE)
Follow us and these on twitter/facebook.There are opportunities for small amounts of funding out there.
Do Some Research
What Works• Keep it simple.• Plan a timetable of activities for a term. • Expand on these as you go to build up a year
portfolio of activities. (Some to start with is better than none.)
• Don’t be afraid of “We’ve done this before miss/sir”.
• Give the kids some freedom to explore/investigate/question.
• Rewards – link this to participation rather than outcome (passports)
What we do
Cheltenham Science Group• Hands on Science Centre in Cheltenham to serve
Gloucestershire, Herefordshire and Worcestershire.
• Schools outreach (What would you like from a science centre on your doorstep?)– Teacher CPD– Peripatetic lessons– Resource boxes– A regular after school science club– Visits to and from the centre– Funding application support– Business links (Spirax Sarco and MOOG)
@TMGlos #TMGlos
Vickie Cannam | @Vicks_GlosCol
COLOUR BLINDNESS:The disability hiding in every classroom
Vickie Cannam@vicks_gloscol
©Eyestock
Affects1in12males
and1in200females
Thereareapprox.3 million
colourblindpeopleintheUK
Approximately450,000
oftheseareincompulsoryeducation
40%ofcolourblindstudentsleave
secondaryeducationunawareoftheir
condition
Around270,000 oftheseareinprimaryeducationandaround
180,000 areinsecondaryeducation
Diagnosis
ProblematicSubjects
A-Levels
Science
ProblematicSubjectsA-Levels
Science
Maths
ProblematicSubjectsA-Levels
Science
Maths
Geography
ProblematicSubjects• ArtandDesign(inc. fashion,interiordesign,graphicdesign)
ProblematicSubjects• ArtandDesign(inc. fashion,interiordesign,graphicdesign)• Catering/FoodTechnology• ICT• SportFurtherEducation• Beauty&Make-Up• EarlyYears• Electronics• ElectricalInstallation• Hairdressing• HealthandSocialCare• UniformedPublicServices
UsefulTeachingStrategiesü Naturallight
ü Peersupport
ü Uselabels/underlining aswellascolours
ü Checkworksheetsbycopyingintoblackandwhite
ü Strongcontrastontheboard– NEVER blackonred.
ü Yellowhighlighters
ü Checkwiththestudent!
UsefulTeachingStrategies
UsefulTeachingStrategies
ü Don’tpenaliseacolourblindstudentfor‘boring’
presentations
UsefulTeachingStrategies
ü Contactexamboardstoseeifquestionexemptionswillapplyorifacolourreadercanbeused
ü Noamountofextratimewillhelpinanexamorclassroomsituation
ü Makesureallcolleaguesareaware
I’mnotconfidentwiththis
I’mnotconfidentwiththis
I’mconfidentwiththis
I’mconfidentwiththis
Ineedsome
helpwiththis
Ineedsome
helpwiththis
Vickie Cannam@vicks_gloscol
Thank you for listening!For further information…
colourblindawareness.org - @colourblindorg
@TMGlos #TMGlos
Caroline Doolan | @Caroline_Doolan
Raising Attainment in GCSE English
Caroline Doolan
Year 1 – 54% A* - C
Year 2 – 72% A* - C
Changing the way we mark and teach
- In a 7 week term the assessment in usually in week 5 or 6
- Have a mini assessment in week 3 using a PLC
Students complete a PIT (Personal Improvement Task) You can have a ‘Red Hunting’ or ‘Going Green’ lesson
- Does Intervention work?- Use of Walking, Talking Mocks with FOLLOW UP ACTIVITY- Use of War Board in office
LITEARCY ACROSS THE CURRICULUM TO REINFORCE SKILLS THROUGH LITERACY PLACEMATS
Using Reading Buddies in tutor time
Use Sixth formers as TAs
PRAISE WHEREVER POSSIBLE
- Texts and call home- Go into assemblies withcertificates- Email Head of Year- Use inspirations speakers
@TMGlos #TMGlos
Anna Bellamy | @Anna_Maths
• 27 questions; 350 students; 35 interviewed• When I think about maths, this comes to mind…
• Everyone can be good at maths
@TMGlos #TMGlos
Jérôme Garnier | @MrJGarnier
T a k e I t F u r t h e r J é r ô m e G a r n i e r 131
Jérôme GARNIERLead Practitioner
Cleeve School Take It Further: Stretch and Challenge Strategies
T a k e I t F u r t h e r J é r ô m e G a r n i e r 132
The origins of Stretch and Challenge
Different i a t ion sugges t s t ha t you can chal l enge a l l l earner s by providing mater i a l s and t asks on the s t andard a t var i ed l evel s of di f f i cul ty, wi th varying degrees of scaf folding, t hrough mul t i pl e i ns t ruct ional groups , and wi th t ime var i a t i ons .
Carol Ann Toml inson (2000)
T a k e I t F u r t h e r J é r ô m e G a r n i e r 133
Why do we bother?
§ To be honest - one size doesn't fit all
§ To try to teach the people not just the lesson plan
§ To stop feeling as if you have settled for teaching to the middle
§ To take a good lesson to a different level, i.e. inspiring and energising them!
§ To challenge yourself to be a more flexible and responsive teacher
§ To see what happens for your learners if you do
T a k e I t F u r t h e r J é r ô m e G a r n i e r 134
Rationale
T a k e I t F u r t h e r J é r ô m e G a r n i e r 135
The Context
T a k e I t F u r t h e r J é r ô m e G a r n i e r 136
Differentiated extension
What you would expect all students to complete.
All Most SomeClassic expectations Classic extension Take It Further
What you would expect your more able / early finishers to complete.
Fully skilled-focused:- Translation- Grammar
Bloom’s taxonomy-driven
T a k e I t F u r t h e r J é r ô m e G a r n i e r 137
Examples of Take It Further(in French)
T a k e I t F u r t h e r J é r ô m e G a r n i e r 138
After a year
s tu d en ts ex ceed ed th e ir en d o f y ea r ta rg e ts
100%
T a k e I t F u r t h e r J é r ô m e G a r n i e r 139
Let’s compare the progress
0
1
2
3
4
5
6
7
8
1 2 3 4 5 6 7 8 9 10
NC
Lev
els
Academic year
Series1
Series2
@TMGlos #TMGlos
Crista Hazell | @CristaHazell
@TMGlos #TMGlos
Victoria Honeybourne | @HoneybeeVic
Creating a sense of wellbeing for students with SEN in the mainstream
classroom
Victoria HoneybourneSenior Advisory Teacher / Writer
@HoneybeeVic
What’s the problem?
Mental health problems are on the increase in general.
(Statistics from ‘Young Minds’).
Rates of depression and anxiety in teenagers have
increased by 70% in the past 25 years.
One in four young people experience suicidal
thoughts.
The number of hospital admissions for eating
disorders in young people has doubled in the past
three years.
The amount of teenagers self-harming is
increasing.300,000 young people in the UK have an anxiety
disorder.
What’s the problem?
What’s the problem?
Young people with SEN are up to six times more likely than their peers to experience mental health difficulties
(NASS, 2015).
Create a language friendly environment• Use visual support (photos, diagrams, objects, pictures, video,
gesture)• Use task boards and other visual instructions• Explain new vocabulary, rephrase and repeat when necessary• Check understanding frequently• Use writing frames, speaking frames, sentence starters, key word lists• Teach social communication skills and structure group work.
Reduce anxieties related to learning• Provide helpful resources (and make it the norm to use these) –
dictionaries, writing slopes, concrete mathematical equipment, pencil grips, overlays, writing and planning frames, sentence starters, Clicker / WriteOnline, voice-text software…
• Show finished examples.• Share the structure of the lesson and time limits.• Praise effort rather than achievement.• Clear, written instructions for homework – and useful resources.
Support social times
• Structured activities (e.g. sports, art club, film club, homework club)
• Give jobs or tasks (e.g. librarian, playing with the younger children)
• Provide quiet areas for reading, relaxation and being alone.
Create an accepting and tolerant environment• Model the skills and attitudes you want to develop• Teach curiosity as a mind-set• Support students to recognise their strengths and skills• Accept the student’s point of view – sometimes just listening
can be enough• Make it the norm to be different• Refer on to the most appropriate person
The little things can make a big difference.
More information…
Victoria Honeybourne@HoneybeeVic
Publications:Educating and Supporting Girls with Asperger’s and Autism (Speechmark, 2016)Your Autism Journey: A self-exploration workbook for young women on the autism spectrum (2016)The Sky’s the Limit: A mental wellbeing workbook for young people with SEN (Speechmark, 2015)The Speech, Language and Communication Pocketbook (Teachers’ Pocketbooks, 2014)
@TMGlos #TMGlos
Sarah Checketts | @EspaldaMassage
Indian Head Massage for
Special Needs
Sarah Checketts
Ollie & Giuliana’s Story
The development of a new massage technique
Which pupils can benefit?
• Autism• Dyslexia• Dyspraxia• ADHD• OCD• Anxiety• Depression
• Eating disorders• Behavioural issues
• As detailed in Guiliana Fenwick’s case studies in her book Indian Head Massage for Special Needs (Singing Dragon Press 2016)
Sarah Checkettswww.espaldamassage.co.ukTwitter @EspaldaMassage
@TMGlos #TMGlos WiFi: GlosCol_Guest