Post on 16-Jul-2015
daydream25%
concentrate in male
teachers classes
12%
take in the information
63%
What do you usually think about when the teacher is teaching?
friends60%
technology40%
Distractions in lessons
group work27%
interactive 27%
strict13%
more work33%
3 things to maximize learning (teacher)
organised8%
revision17%
ind Learning8%speak more
33%
take notes17%
listen 17%
to maximize learning student (student)
for laughs12%
relieve stress38%
don't 25%
peer pressure
25%
Why do you "play fight"
Problem..
A2 Level physicist have a 25 marks multiple choice section of the final exam.
They only have 45 mins to complete
it - 1 min 48 sec per question.
How can we train them to identify solutions using the process of elimination and sound reasoning under pressure !
How can you deliver effective assessment feedback to students
without adverse effects on teacher workload?
• It is widely recognised that feedback plays a central role to a student’s learning process
• However there is growing crisis in teacher workload -> teachers spending disproportionate amount of time on non-teaching tasks (OECD, 2014); volume, level of duplication, bureaucracy and detail associated with marking and assessment adding unnecessary burden to general workload (Workload Challenge, DfE, 2015)
Problem and plan
1) Problem- Boys achievement and engagement
2) Causes- staff confidence, boys confidence, lesson structure and pace
3) Most suitable and best solutions
4) Success criteria: Boys progress. Active effort
Strategies and evaluation
• Lead practitioners. Adapt lesson plans. Weekly meetings w Boys’ Achievement Leader
• Increase in intervention attendance, questions during and after class, slight improvement in end of unit scores (PPE?)
• Active learning to be embedded in all lessons to build confidence
• Coaching system- is it the most effective?
ACTION RESEARCH
• This is very much an active project with the following strategies (see below), for example, being implemented as needs have dictated.
In terms of what has been learned, broadly…
• Good practice is good practice;
• Incredible levels of sensitivity required;
• An in-depth cultural knowledge and understanding required;
• A huge amount of coordination and mobilisation of in-school and out-of-school agencies necessary;
• Going hat extra yard – essential;
• Asking for help – essential;
• Being very creative, flexible and responsive to the individual’s needs and acting on these needs;
• Personal connection – essential… from whomever, whenever;
• Look to the future.
SOME STRATEGIES• Sensitivity – duty of care• Child protection• Flexible curriculum• Appropriate buddies• Tangible resources mobilisation• Trust• Gender considerations linked to
past experience• Mobilising community
organisations• Good, solid language teaching –
not losing sight of fundamental challenge (i.e. language)
• These points are all brief and need expanding on, but give an initial overview of my work with this student.
D.SMITH (EAL ACTION RESEARCH 2015) 24.02.15FOCUSOne refugee student’s language acquisition and the impact of her unique and traumatic circumstances on her linguistic progress. Strategies to meet her needs, monitoring of these strategies and the on-going creative response to meeting new challenges as and when they occur.
STAGE 7:
Monitoring
STAGE 8:
Evaluation
- Consultation/ collaboration with colleagues (Department meeting)
- Engagement with wider professional debates/community (ALL Literature Project WiKi)
Evaluation of lesson:
Authentic resources are inherently interesting
Student perspectives: Year 8 students motivated by the authenticity of the task.
Poetry recitations; poster display: Students responded to the competitiveaspect. Poetry (and creative writing tasks) in general encourage independenceand allows learners the (rare) opportunity to say what they WANT to say.
Recitation, in particular, encourages students to really feel the rhythm and the cadence of a poem … and know it inside-out
STAGE 1:
The
Problem
(Key
questions)
STAGE 2:
Causes of
the
problem
(Context)
STAGE 3:
Range of
practical
solutions
to the need
How do we integrate Literature into the Key Stage 3 Curriculum in MFL?What sort of Literature is relevant to our pupils at Key Stage 3?
The new programme of study for languages at KS3 states that pupils should “read literary texts in the language [...], to stimulate ideas, develop creative expression and expand understanding of the language and culture”.
Communicative approach has prevailed in MFL:
- relevant use of the foreign language for communication (tourism and business). See broader target-driven climate: education increasingly viewed in terms of its ‘use’ and as a skill set to serve the perceived needs of society and the economy. (Lawes 2007).
- sub-setting of literary aspects of language
- Underpinned by an elitist ideology because it implicitly reinforced notions that areas of knowledge (i.e. foreign language literature) should remain the preserve of a tiny section of society; irrelevant to the rest.
New Key Stage 3 Curriculum (and draft GCSEs) explicitly calls teachers to reclaim areas of literary knowledge for all students. - lack of prescriptiveness = opportunity for embracing texts from the rich diaspora
Where to start? Suitability? Relevance?
Short stories
News articles Letters
Tongue twisters
Posters
Comics Cartoon strips Film clips
Poetry/songProverbs
STAGES 3
(cont) & 4: Most
suitable solution
STAGE 5:
Success criteria
STAGE 6
Action
Look for a Text which fits the language (vocabulary or grammar) and build that into lesson plan sequence
The key question to ask is about the Rationale for including Literary Text in lessons with younger students.
So, some of the potential useful outcomes, making good use of available time, could be:
Speaking skills Reading skills
Grammar
Translation
Creative writing Technical skill (description, dialogue, assonance, onomatopoeia etc.)
Year 8 poetry lesson
STAGE 7:
Monitoring
STAGE 8:
Evaluation
- Consultation/ collaboration with colleagues (Department meeting)
- Engagement with wider professional debates/community (ALL Literature Project WiKi)
Evaluation of lesson:
Authentic resources are inherently interesting
Student perspectives: Year 8 students motivated by the authenticity of the task.
Poetry recitations; poster display: Students responded to the competitiveaspect. Poetry (and creative writing tasks) in general encourage independenceand allows learners the (rare) opportunity to say what they WANT to say.
Recitation, in particular, encourages students to really feel the rhythm and the cadence of a poem … and know it inside-out
How to make registration time interventions more appealing to students.
To ensure that students feel motivated
en
gag
e w
ith ta
sks a
nd
turn
up
to th
ese
sessio
on a regular basis.
C R E A T E
E N V I R O N M E N T
Does the room feel inviting?
Can the space be changed?
Are the notice boards appealing?
Do they aid the learning ?
Are they eye catching ?
Is the space interactive?