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Page 1: TeachMeet Gloucestershire Presenter Slides

@TMGlos #TMGlos WiFi: GlosCol_Guest

Page 2: TeachMeet Gloucestershire Presenter Slides

@TMGlos #TMGlos

WelcomeJoe Baldwin | @JosephBaldwin

Page 3: TeachMeet Gloucestershire Presenter Slides

@TMGlos #TMGlos

Pie Corbett | @PieCorbett

Page 4: TeachMeet Gloucestershire Presenter Slides

7creativeactivitiesin7minutes

PieCorbett

Page 5: TeachMeet Gloucestershire Presenter Slides

Rules• Allideasareaccepted• Everyonetakespart• Listentoeachother• Taketurns

• Comeupwithanewidea• Buildonsomeoneelse’sidea• Askforextraexplanation• Challengeanidea

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Wordbyword

• Orsentencebysentence

• Orchunkbychunk

• Inventstories…addinchallenges/limitations

• Ortalkaboutwhatwehavebeendoing

• Oracreativechallenge,e.g.composealettertothePMtopersuadehertoaviewpoint…

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Because….

• Provideasentence,e.g.‘Boblayslumpedonthesofa’

• Studentsaddon‘because’andextend.

• Thisisthenpassedon….

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Unfortunately/luckily….

• Beginwithaproposition,e.g.PiearrivedlateattheCollege.

• PartnerAstates‘unfortunately….’

• PartnerBsolvestheproblem,using‘luckily…’.

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Crossingtheriver

• I’mstandingontheedgeoftheRiverSevern– howmanywayscanyouthinkoftocross?

• Adapttheideaforotherchallenges,e.g.howmanywaystogettothetopoftheEifelTower.

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Questioningastatement• Studentswritestatementsaboutthetopicunderstudy,e.g.TheGreatFirestartedinPuddingLane.

• Oneisselected.

• Rapidgeneratingofquestionswho,when,where,whathow,why– can,must,should,if…

• Studentsselectwhichtodiscuss.

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Howmightwesolvetheproblem…

• 20waystokeepwarminWinter

• 20waystostopthedinosaursbecomingextinct

• 20waystogetkickedoutofthe‘BakeOff’

• 20waystosealaburstpipe…

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Thecatsatonthemat

• Changewords

• Addin– word,phraseorclause

• Extendusingaconjunction,e.g.because

• Addtothefront

• Useatechnique,e.g.alliteration,simile…

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Philosophicalquestions/Thunks• Canprawnsbetortured?• Candogscommitcrimes?• Cananythingbeart?• Isitoktolie?• Ifyoureadanewspaperinashop– isthatstealing?• Isitmoreimportanttobeniceortoberight?• Isitpossibletoholdafairrace?• Isitpossibletothinkofnothing?• What’sisthedifferencebetweentellingalieandkeepingasecret?

• Shouldweallhavethesamerights?• Shouldwebeafraidofcctv ifwehavenothingtohide?• Ifatoyisneverplayedwiththenisitatoy?

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thinkingdice.com

• Hotairriseswhichcausedourballoontoriseup.• TheBrexit votewon.• ‘ComeDinewithme’isaverypopulartv programme.

• Remembering– yellow• Understanding- orange• Applying– red• Analysing – green• Evaluating– blue• Creating– purple

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@TMGlos #TMGlos

Natasha Dennis | @LittleCreative

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Creative StorytellingLearning Through Stories

Natasha DennisThe Crafty Chief

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What is Creative Storytelling

Creativestorytellingisusingstoriesasabasisforcreatingobjectsthatcanbeusedtointeractwiththestory.

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Ways to get children to interact with stories

1. Puppets2. Storyboxes3. Facemasks4. Fingerpuppets5. Models

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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

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Learning through stories

Listen

Create

Retell

Adapt

Write

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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.

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www.littlecreativedays.co.uk

Whatwedo

ü CreativeLiteracy&StorytellingWorkshops forTeachersandEarlyYears

Practitioners

ü CreateandTellandStoryWritingWorkshops forChildren

ü 6WeekCreativeStorytelling Kits

ü TeacherResourcePacks

ü LearningThrough StoriesResources

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www.littlecreativedays.co.uk

FreeStuff

ü Top10tipsofStorytelling Ebook

ü CreativeLiteracyTimesMagazine

ü Blogoffreeprojects

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@TMGlos #TMGlos

Kate Hazell| @DJSClass8

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@TMGlos #TMGlos

Julie Smith| @xJulieSmithx

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“Aspiretogether,achievetogether”

LESSONSTUDY:Teacher-led,collaborativeandevidence-informedprofessionaldevelopment.

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“Aspiretogether,achievetogether”

Whylessonstudyasamodelforcoaching?

•Strongcollaborativeandsupportivefocusonobservingpupillearning.

•Triadsofteachersworkaspeerstodecideonanenquiryquestiontoinvestigate.

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“Aspiretogether,achievetogether”

Theprocess(Dudley,2016):

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“Aspiretogether,achievetogether”

Whoshouldbeinyourtriad?

•Norestrictions.Groupmembersmaybeindifferentdepartmentsorfaculties,andtheydon’tallneedtobeteachers– lessonstudycanalsoworkwellwhenteachingassistantsortechniciansareinvolved.

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“Aspiretogether,achievetogether”

Culture:

• Thereisno‘leader’inthegroup– everyoneworkstogetheronthesamelevel.

• Positivitywithrespectfulchallenge.• Fidelitytoobserveddata– noexcusing(orberating)failure.• Opennesstocriticalviewpointsandsuggestions;shouldbeviewedasasharedlearningopportunity.

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“Aspiretogether,achievetogether”

Duringalessonstudyobservation(videocanbeused)

•Thefocusinonthelearning,nottheteaching.Theaimistofocusontheresponsesandreactionsofthecasestudystudentsformostofthetime.

•Predictionsarecomparedwithreality.

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“Aspiretogether,achievetogether”

Authenticstudentvoice

•Case-studystudentsareinvitedforabriefpost-lessoninterview– thishasthepotentialtodiginmoredeeplyintostudentcharacteristicsandneeds.

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“Aspiretogether,achievetogether”

Post-lessondiscussion:

• Focusofanalysisshouldbeontheobservationsmadeofstudents’learning.

• Whatprogressdideachstudentmake?Wasitenough?Whataboutothersinthegroupoflearnerstheytypify?Howdidthetechniquedevelopedhelp,hinderorboth?Surprises?Whatneedstobeadjusted?

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“Aspiretogether,achievetogether”

Focusofourtriad:

• Improvinglevelsofresilienceinpreviouslylower-attainingYear11students

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“Aspiretogether,achievetogether”

Researchlesson1:

Someofourpredictionswerecorrect:Student1struggledtoremainresilientthroughoutthelesson.Student2neededhelpandsupport,buttimelyinterventionsmeanthecouldcompletethetask.Sometimesourpredictionswerewrong:student3workedmoreeffectivelythanwethoughthewould.

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“Aspiretogether,achievetogether”

Authenticstudentvoice:

•Post-lessoninterviewsshowedacorrelationwithengagementandenjoyment:studentsenjoyedthelessonmorewhentheyworkedharder.

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“Aspiretogether,achievetogether”

Theintervention:

• MartinandMarsh(2009)groupstudents’capacitytodealwithacademicadversityinto3factors.

• Thesearepsychological(self-efficacy,control,senseofpurposeandmotivation);familyandpeerfactors

• Schoolandengagementfactors(attendance,classparticipation,aspirations,enjoyment,extra-curricularactivities,relationshipswithteachers,effectiveteacherfeedback,andachallengingcurriculum)

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“Aspiretogether,achievetogether”

Theintervention:

•Wedecidedtofocusonteacherfeedbackasourintervention,asthisisonefactorwecouldcontrol.

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“Aspiretogether,achievetogether”

Researchlesson2

Student1respondedwelltowrittenandverbalfeedback,andcommentedthatithelpedhimimprove.Althoughheworkedindependentlyduringthetask,heneededfurtherfeedbacktoimprovehislevel.

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“Aspiretogether,achievetogether”

Writtenfeedbackdidn’tworkforallstudents...

• Student2respondedbesttoverbalfeedback.Hefocusesmorecloselyandstates‘histeacherkepthimmotivated’

• Student3respondedlesswell.Hewasawareofhislackofengagement,saying‘heshouldhaveworkedharder’

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“Aspiretogether,achievetogether”

Keyfindings...

•Relationshipsbetweenteacherandpupilareparamounttosuccess.Althoughteachersfelt studentshadn’tdisplayedresiliencethroughouttheirlessons,thegreatestneedforteachersupportwasfortheintroductionofthelearningactivities.Theythenremainedontaskforlongerthanthetriadpredicted.

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“Aspiretogether,achievetogether”

Resilienceandgrowthmindset...somequestionsraised...

1. Doesresiliencealwaysleadtosuccess?2. Canresiliencebetaught?3. Dostudentsjustlearnthesociallyacceptableresponsetotheconcept

of‘growth-mindset’?4. Dostudents’attitudesvaryaccordingtotheirpriorattainmentina

subject?

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“Aspiretogether,achievetogether”

Reflections:currentlyover30ofourstaffareinvolvedinthisprocess.

• Shiftin‘frameofreference’• Collaborativeplanningencouragedcollectiveresponsibilityforhowthelessonwent.Thisencouragedalessdefensiveorself-criticalappraisalofoutcomes

• Reductionindefensiveorself-criticalappraisalpromoted‘capacityforprofessionallearning’

• Collaborativeworkencouragedcreativity,honesty andongoingsupport

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“Aspiretogether,achievetogether”

Questions?

• Email:[email protected]• Twitter:xjuliesmithx• Staffrm:staffrm.io/@juliesmith

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@TMGlos #TMGlos

Aly Thomsen| @AlyBricks

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@TMGlos #TMGlos

Lizzie Bell

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5MinsWorkinginSilenceLizzieBell

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5minsworkinginsilence

Benefits• Greatforformativefeedback.• Improveskidsconcentrationandfocus.• Aidsinprocessingthekeyconceptsinatopiconadeeperlevel.• Allowsthemtimetoputtheirunderstandingofthetopicdowninsentences.

• Givesthinkingtime• Givestudentsconfidence.

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Leadin…..processinginfotwice

Informationsource• exemplarstudentwork• newspaperarticles• textbooks• informationsource• diagrams• stimuluspictures• actingoutscenarios

Processinginformation• highlight• think,pair,share• pickoutfacts• considerstructure• pickoutadvantages/disadvantages.

• facts/opinions• convertinformationintodiagrams• bulletpoints• actitout

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Describehowamylasebreaksdownstarchinglucose

5minutesKEYWORDS:enzymesubstrateactive-siteenzyme-substratecomplexspecificreusableproductsunchangedrateofreaction

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Follow-up

• Givebackthesourcematerialforstudentstoaddtotheirwork.• Studentsmarktheirownwork.• Peer-marking– andstudentspickoutthemostimportantpieceofinformationmissing/giveaw.w.w ande.b.i.

• Teachermarktoassessunderstanding.

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@TMGlos #TMGlos

Julia Skinner | @TheHeadsOffice

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100WC.net

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...but where’s the audience?

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‘It’s ONLY a hundred words!’

‘It’s ONLY a hundred words!’

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Thank You!

Julia Skinner

Twitter: @TheHeadsOffice

Email: [email protected]

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@TMGlos #TMGlos WiFi: GlosCol_Guest

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@TMGlos #TMGlos

David Greenwood-Haigh | @DGHchocolatier

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CHOCOLATE EDUCATIONLEARNING THROUGH CHOCOLATE

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CHOCOLATE IN THE CURRICULUM

¡ Humanities

¡ Science

¡ Maths & Computer skills

¡ Literacy

¡ Expressive Art & Design

¡ RE

¡ Communication & Language

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IN THE CURRICULUM

¡ Real award winning chocolatiers

¡ Hands on learning

¡ Mindful elements

¡ Effective medium for pupils on the autistic spectrum

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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

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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

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@TMGlos #TMGlos

Dave Watson | @CheltSciGrp

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Science ClubsDave Watson

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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.

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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

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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

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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

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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)

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What we do

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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)

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@TMGlos #TMGlos

Vickie Cannam | @Vicks_GlosCol

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COLOUR BLINDNESS:The disability hiding in every classroom

Vickie Cannam@vicks_gloscol

©Eyestock

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Affects1in12males

and1in200females

Thereareapprox.3 million

colourblindpeopleintheUK

Approximately450,000

oftheseareincompulsoryeducation

40%ofcolourblindstudentsleave

secondaryeducationunawareoftheir

condition

Around270,000 oftheseareinprimaryeducationandaround

180,000 areinsecondaryeducation

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Diagnosis

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ProblematicSubjects

A-Levels

Science

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ProblematicSubjectsA-Levels

Science

Maths

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ProblematicSubjectsA-Levels

Science

Maths

Geography

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ProblematicSubjects• ArtandDesign(inc. fashion,interiordesign,graphicdesign)

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ProblematicSubjects• ArtandDesign(inc. fashion,interiordesign,graphicdesign)• Catering/FoodTechnology• ICT• SportFurtherEducation• Beauty&Make-Up• EarlyYears• Electronics• ElectricalInstallation• Hairdressing• HealthandSocialCare• UniformedPublicServices

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UsefulTeachingStrategiesü Naturallight

ü Peersupport

ü Uselabels/underlining aswellascolours

ü Checkworksheetsbycopyingintoblackandwhite

ü Strongcontrastontheboard– NEVER blackonred.

ü Yellowhighlighters

ü Checkwiththestudent!

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UsefulTeachingStrategies

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UsefulTeachingStrategies

ü Don’tpenaliseacolourblindstudentfor‘boring’

presentations

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UsefulTeachingStrategies

ü Contactexamboardstoseeifquestionexemptionswillapplyorifacolourreadercanbeused

ü Noamountofextratimewillhelpinanexamorclassroomsituation

ü Makesureallcolleaguesareaware

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I’mnotconfidentwiththis

I’mnotconfidentwiththis

I’mconfidentwiththis

I’mconfidentwiththis

Ineedsome

helpwiththis

Ineedsome

helpwiththis

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Vickie Cannam@vicks_gloscol

Thank you for listening!For further information…

colourblindawareness.org - @colourblindorg

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@TMGlos #TMGlos

Caroline Doolan | @Caroline_Doolan

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Raising Attainment in GCSE English

Caroline Doolan

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Year 1 – 54% A* - C

Year 2 – 72% A* - C

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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

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Students complete a PIT (Personal Improvement Task) You can have a ‘Red Hunting’ or ‘Going Green’ lesson

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- Does Intervention work?- Use of Walking, Talking Mocks with FOLLOW UP ACTIVITY- Use of War Board in office

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LITEARCY ACROSS THE CURRICULUM TO REINFORCE SKILLS THROUGH LITERACY PLACEMATS

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Using Reading Buddies in tutor time

Use Sixth formers as TAs

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PRAISE WHEREVER POSSIBLE

- Texts and call home- Go into assemblies withcertificates- Email Head of Year- Use inspirations speakers

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@TMGlos #TMGlos

Anna Bellamy | @Anna_Maths

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• 27 questions; 350 students; 35 interviewed• When I think about maths, this comes to mind…

• Everyone can be good at maths

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@TMGlos #TMGlos

Jérôme Garnier | @MrJGarnier

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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

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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)

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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

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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

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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

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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

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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)

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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%

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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

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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 140

Contact

* [email protected] @mrjgarnier

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@TMGlos #TMGlos

Crista Hazell | @CristaHazell

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@TMGlos #TMGlos

Victoria Honeybourne | @HoneybeeVic

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Creating a sense of wellbeing for students with SEN in the mainstream

classroom

Victoria HoneybourneSenior Advisory Teacher / Writer

@HoneybeeVic

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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.

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What’s the problem?

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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).

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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.

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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.

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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.

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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

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The little things can make a big difference.

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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)

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@TMGlos #TMGlos

Sarah Checketts | @EspaldaMassage

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Indian Head Massage for

Special Needs

Sarah Checketts

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Ollie & Giuliana’s Story

The development of a new massage technique

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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)

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Sarah Checkettswww.espaldamassage.co.ukTwitter @EspaldaMassage

[email protected]

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@TMGlos #TMGlos WiFi: GlosCol_Guest