The Falkirk Teaching for Deep Learning Programme

Facilitator Training Session 2

14th March 2013

Format for tonight:

• LI/SC/Evidence• Update – programme news• Use of reflective journal• Getting to know the content – session 6 • Professional reflection and discussion• Follow up task• Next meeting date and content

What do you want from this?

• Write your learning intention for your participation in this course.

• You may want to write more than one – for you AND/OR for your establishment

How will you know?

• Write down you success criteria for participation in the course

• What evidence will you gather – what will you say, write, make and do?

Dates, times, tasks

• 14/3/13, 2/5/13, 6/6/13, 29/8/13, 3/10/13, 5/12/13

• Tell us ASAP if there are any issues with these dates

Programme Update• Delivered/shared in detail with CS team –

strong feedback and potential for contributions (QIO awareness-raising also)

• YMcB facilitated session 6 at Stenhousemuir PS – Sharon and Kelly will facilitate session 7 next month

• Larbert HS looking at various models of using programme – Charlaine will be involved

• SW Drumbowie PS session 3 next week• Matching to SCLPL• Glow development

Getting to know the content

• Session 6 – most requested to see delivered by you, and also most requested so far by schools

Teaching for Understanding

Higher Order Skills (1)

Session 6

Reflective Questions

• What are higher order skills?• What is Bloom’s taxonomy? What role does it

play in Curriculum for Excellence?• Which skills are essential learning for 21st

century pupils? Why?• Which HOS are integrated into my teaching?• Which HOS skills do I use most? Why might

this be?

Learning Intention

• We are developing knowledge and understanding of the higher order skills

Success CriteriaI can:• Increase my knowledge of the higher order skills

• Understand how these skills can be organised using taxonomies

• Identify and evaluate an example of these skills within my practice

Impact

• Where is your understanding of the higher order skills at the moment on a rating of 1 – 6?

• 1 being low understanding

• 6 being high understanding

Format :• Welcome • Whole group task – Round Robin, carousel to

share, video• Individual task – Hand out 1• Paired task – Bloom’s triangle – assign tasks to

HOS• Group task – Handout 2 & discussion• Action Plan

Pre-task• None

Whole Group Task• Use Round Robin, Team Relay or chosen

method to gather and record existing understanding of HOS as notes and words on a flip chart sheet

• Carousel or share whole group responses to these records – record any questions the group has

• View Kier Bloomer video 6.1– discuss which aspects the group already had understanding of and also which of their questions have been answered

Individual Task

• Study Hand out 1 – Bloom’s and HOS taxonomies

Paired Task

• Use Bloom’s triangle activity to assign tasks to HOS

Group Task• Use Hand out 2 –

• What would emerging and advanced examples of this look like? How much do I integrate Higher Order Skills into my practice?

• Use as focus for paired interview of random partner to respond to: Which HOS have you used in recent lessons? How did it go?

Extension Task• None

Teacher Action Plan• Individuals record their own progress and define next

steps

• Monitor the extent of their use of HOS and note which are used and which ones recur most often

• Consider using the Excellence group taxonomy at the bottom of handout 1 – is this more or less useful to you?

Evaluation

• Where is your understanding of higher order skill taxonomies and their use now?

• Impact – rating 1 – 6

What support can we build?• Create other examples of practice• Record our own progression within HOS• Look out for practice which exemplifies the

session content• Think about how the content relates to your

practice • Think about the kind of questions people might

ask and prepare yourself as far as possible for answering

How ready are you?• What stage are you at now?

• Are you ready and willing to facilitate or co-facilitate?

• Ideally, when would you want to facilitate a session?

• Any other questions?

Reflective Programme Journal• Any entries so far?

• How are you using yours?

Follow on tasks – by 22.4.131. Arrange a professional discussion time with a

member of your SLT/SMT (20-30 mins)

2. Discuss whether and how the programme could support your school improvement agenda

3. What about your professional learning?