Leading Learning Together - … · Shared architecture for lesson design, ... Leading Learning...
Transcript of Leading Learning Together - … · Shared architecture for lesson design, ... Leading Learning...
Leading LearningTogether
Alistair SmithOutstanding and Beyond March 2012
What's your story?
CultureSatisfactory schools talk about
Coping
Good schools talk about Teaching
Great schools talk about Learning
(World Class schools talk about
Re-Inventing)
What seems to workDialogue around Core Purpose
Agreed features of Great Learning
Shared architecture for lesson design, delivery and observation
Joint planning btw Teachers and TSAs
link observations to CPD
Informed use of pupil performance data
Narrowed Agenda
Our Outcomes:Content: we will learn more about positive leadership, about outstanding learning with some practical ways to improve our schools
Process: we will learn through a balance of formal input, reflection, paired discussion, challenge and transfer
Benefits: we will be able to apply what we experience immediately in our professional lives and much of the rest will shape our thinking in the near future.
Leading LearningTogether
Find out what works and do more of it…
Q. to Years One and TwoWhat do you have to do to be great at learning?
"sit still"
"fold your arms"
"put your hand up if you want to speak"
"don’t touch someone else's property"
"listen"
"don't talk"
"behave"
"wait your turn"
"be good"
"do what the teacher tells you "
"sums"
"look at the teacher"
Learning behaviours first…
Sutton Trust category GainEffect size
Our examples
Effective feedback 9 months0.73
Best directed at task and process level
Meta cognition and self regulation strategies
8 months0.67
Strategies to plan, monitor and evaluate ones own learning
Peer tutoring and peer assisted learning
6 months0.5
Paired or small group mutual support and evaluation
Early intervention 6 months 0.45
Sure Start, ECAT, ECAR
One to one support 5 months0.4
Intensive remedial tuition especially with younger learners in reading
ICT 4 months0.35
Most effective when accessible 24/7
Assessment for Learning 3 months0.32
Intervention to align progress towards learning outcomes
What's worth doing more of…
Types of praiseWhich sorts of praise do you give?
Group One: "You're a good boy/girl…" (person centred praise)
Group Two: "I'm proud of you…" (person centred praise)
Group Three: "You're very good at this…" (trait centred praise)
Group Four: "That's the right way to do it…" (outcome centred praise)
Group Five: "You really tried hard…" (effort centred praise)
Group Six: "You found a good way to do it; could you think of other ways which would also work?" (strategy
centred praise)
How teachers can give better feedback
Do.Give Strategy with Persistence FeedbackPraise for ProgressBreak it down into the smallest challenges and personalise itUse What, How and Why throughout Link to Learning and to Learning Outcomes Triangulate: self, teacher, peersUse Learner Behaviours Use a Taxonomy of Thinking/Questioning
Don'tBe the only source of feedback in the roomMake comparisonsPraise for PerfectionGive Early Answers or Progressive HintsGive only Raw Scores or GradesGive Raw Scores or Grades alongside commentsDelay feedback - unless deliberately so
Find out what works and do more of it…
Marzano category Effect size
Our examples
Identifying similarity and differences
1.61 Use of selected thinking tools and constant reference to categories of knowledge
Summarising and note-taking
1.00 Feedback protocols and regular review
Reinforcing effort and providing recognition
0.80 Positive learning environments
Home learning and practice
0.77 Extended research projects
Non-linguistic representations
0.75 Use of Success Mats and teaching of visual tools such as memory mapping
Co-operative learning 0.73 Paired and group work, team challenges, peer and group assessment
Setting objectives and providing feedback
0.61 Three dimensional success criteria, goal setting
Generating and testing hypotheses
0.61 Prediction exercises, use of debriefing during and after learning
Questions, cues and advance organisers
0.59 Connecting activities, teaching of success criteria and how to benefit from using it
What's worth doing more of…
Hattie category Effect size
Our examples
Deliberate attention to learning intentions and success criteria
1.44 Deliberate attention to learning intentions and three -dimensional success criteria
Exposure of learning processes 0.90 Understanding how we are learning
Active engagement and reciprocal teaching
0.74 Learning ‘challenges’ throughout with peer coaching
Feedback which provides task information and is easily understood
0.73 Self and peer evaluation alongside debriefing against the success criteria
Multiple opportunities for deliberative practice
0.72 Consolidation phase within each cycle and blocks of time for extended enquiry
Students construct and then reconstruct knowledge and ideas
0.69 Cognition, meta-cognition and affective engagement form part of the reflection process
Critical role of teaching appropriate learning strategies
0.60 Programme built around appropriate learning strategies
What's worth doing more of…
Do more of what works…..1.Using Prior Knowledge2.Reference to Outcomes3.Differentiated Challenge 4.Timely and Useful Feedback5.Quality Questioning6.Self and Peer Assessment 7.Group Learning8.Demonstrating Progress 9.Problem Solving10.Review for Recall
A coherent Model for Learning
connect
demonstrate
consolidate activate
supported by professional consideration of:
Psychological
Physical
Physiological
factors
Follows instructionsMust get it rightWants the answerFollows the teachers logic
and tries to get it rightFollows teachers paceAnswers teacher questions Is grouped by the teacherIs rewarded upon
completion Is given a mark, level or
gradeIs assessed by the teacherFocus is on becoming a
better performerIs concerned with status and
pecking order
Makes decisions Must have a go
Wants the methodLearns incrementally and by
trial and errorControls own pace
Answers own questionsElects who to learn with
Is rewarded by effortUnderstands and interprets
their own mark, level or grade
Is assessed by the teacher, themselves and peers
Focus is on becoming a better learner
Is concerned with progress and capacity to improve
Performing Learning
Instructs and DirectsFocused on answersHas answersSelects contentControls the paceAsks the majority ofquestions Directs groupingsGives feedback basedon complete outcomesMarks all contributionsDetermines allassessment Focus is on exam or test
Teaches and GuidesFocused on questionsSearches for answers
Constructs optionsOrchestrates the pace
Encourages others’ questions
Invites groupingsGives feedback based on
progress & next stepsUses a variety of marking
methodsShares assessment criteria
and techniquesFocus is on incremental
improvements
Teach and Do Teach and Learn
Should youworry about OFSTED?
Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils are making rapid and sustained progress. All teachers have consistently high expectations of all pupils. Drawing on excellent subject knowledge, teachers plan astutely and set challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding. They use well judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum. The teaching of reading, writing, communication and mathematics is exceptional. Teachers and other adults generate high levels of enthusiasm for, participation in and commitment to learning. Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills in other subjects. Appropriate and regular homework contributes very well to pupils’ learning. Marking and constructive feedback from teachers and pupils are frequent and of a consistently high quality, which enables pupils to understand how to improve their work, encouraging high levels of engagement and interest.
New OFSTED framework
Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils are making rapid and sustained progress. All teachers have consistently high expectations of all pupils. Drawing on excellent subject knowledge, teachers plan astutely and set challenging tasks based on systematic, accurate assessmentof pupils’ prior skills, knowledge and understanding. They use well judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum. The teaching of reading, writing, communication and mathematics is exceptional. Teachers and other adults generate high levels of enthusiasm for, participation in and commitment to learning. Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities. Teachers systematically and effectively check pupils’ understandingthroughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills in other subjects. Appropriate and regular homework contributes very well to pupils’ learning. Marking and constructive feedback from teachers and pupils are frequent and of a consistently high quality, which enables pupils to understand how to improve their work, encouraging high levels of engagement and interest.
New OFSTED framework
Show development from RAISE - cite specific groups andwhat's current and happening now
Use Seating Plans and have evidence of marking ready
Get away from national strategies: three part lesson,activity descriptors and a plenary
Depth as well as Pace
Use Key Words actively
Utilise lots of paired and small group work focused on learning
Show consideration of the data in your planning
Use both Commentary on and Documentary ofProgress and evidence progress over time
OFSTED tips
Lets take a break
Ensure you have:Clarity in defining great
learning,
Coherence in how great learning is planned, and
Consistency in how great learning is delivered
with a Community energised by Core Purpose
Release the talents within!
Invest in yourselvesInventory of all the talents
10,000 hours?
Benchmark against the best and be outward looking: window then mirror
Tacit learning emerges from Formal
Narrowed agreed focus for high return with informal observations
Coaching culture
360 degree feedback - use students
LLIGs (Looped Learning Improvement Groups)
Use all available times and spaces to share quick wins
Shift the mindset
BASICSBelonging
Aspiration
Safety
Identity
Challenge
Success
We model what's around
Broaden and build theory: creative responses following films evoking different emotions
Joy
Content
Neutral
Fear
Anger
5 10Number of items listed
Who is the
happiest person in the room?
H Factors…Friendship networksFamily supportStrong locus of control Sufficient sleepRegular ExerciseBalanced DietMutually supportive long-term relationshipHobby or InterestFaith (or strong belief system)Job satisfactionSufficiently remunerated Reflective (e.g., Journal or Diary)
Classroom Positivity StrategiesNames and Teacher Presence
Rituals with Humour
Progress Commentaries
Teachers who share vulnerablitites
Focussing on Learning Behaviours
Structured Groupings and Learning Protocols
Frequent Informal Learning Review
Constant re-framing
Strong Planning Structure
School Positivity StrategiesPut the SDP into an accessible format on an
entire wall in the staffroom
Plan in mixed teams
Share performance data in an accessible way
Say thank you more often
Review together: e.g., www/ebi and 'you said' - 'we did…'
Don’t sweat the small stuff
Invest energy into your celebrations
Sometimes you’ve just got to go for it