Secondary & Cross-Phase -...

JTMATTeachmeetSharing effective T&L strategies

Session 19 – Teachmeet 2

Secondary & Cross-Phase


Kirby Dowler JTHS

Stepping Stones@MissDowlerDT


Mrs April GibsonKingsmead School

Snowballs


Alison Clements John Taylor High School

Gallery Walk

Investigative Activity

• A4 cards stuck face up on walls around the classroom

• Cryptic clues to a mystery/topic

For example:

• Murder mystery –who, what, when, where, why?

• Attack in City Centre

• Couple having problems in their marriage - “My Last Duchess”


City Centre Attack

• The text is based on a real life attack that happened a few years ago in a city centre.

• We will investigate clues to understand what happened and why.

• We will explore the complexities of the crime and the aftermath.


Investigative talk

• Circulate in groups – around the “gallery”

• Discuss clues and note down information

• Discuss findings – feedback to class

• Thought bombs – additional prompts for discussion

• Give them the text – what really happened?

• Summarise/Answer questions


Adaptable

• Numbered cards blu-tacked face down

• Students choose a card and discuss each clue

Strengths of the Gallery Walk• Engaging problem solving activity – lots of talk and deep thinking

• Used by different subjects, primary and secondary

• Adapts to teaching space – use the playground, corridors!



Caroline Broughton John Taylor Free School

Rally [email protected]

“You cannot teach a man anything. You can only help him discover it

within himself”Galileo


Student-centred leadership


There is a growing amount of evidence which demonstrates that the presence of student-centred leadership leads to:• Improved pupil performance• Greater motivation towards learning among pupils• Improved behaviour• Greater respect between adults and young people

National College for Teaching and Learning


Gavin CraddockJohn Taylor High School

Benefits of Examining

[email protected] @computingJTHS

Personal examining experience

• Began teaching in 2002, first examined summer 2004

• Main current role : Principal Examiner for GCSE Computer Science J276/02 (OCR)

• Also and previously : Senior Team Leader, Team Leader, Author, Reviser, Constructor, Co-ordinator, Examiner for A Level Computer Science, CIE iALevel and iGCSE CS, Cambridge Nationals IT, GCSE ICT (AQA), etc…


Examining gives you knowledge of…

• The process of assessing papers

• The expectations of students from exam boards

• The general quality of student responses

• Common errors made by students

• The systems (web based) used to mark papers

• The people involved

• The language used by examination boards


Other benefits

• Confidence in discussions and decisions. “I know” rather than “I think”

• Fresh ideas. What do other schools do?

• Payment! Teacher release (£189 per day, paid to the school) or approx £18 per hour (paid to you) for meetings, payment per paper marked (approx £3 per paper for GCSE CS, other subjects vary)

• Alternative career progression? Senior roles mean direct supervision of other examiners.


Other considerations

• JCQ regulation 3.11 “Teaching staff who are examiners or moderators must not inform parents and pupils of their role. Schools and colleges cannot mention that staff members are employed as examiners or moderators”.

• Time taken to examine varies, marking papers and completing other tasks within strict deadlines.

• Time out of school may be required during exam season

•“The best CPD I have ever undertaken”



Marc DavisJohn Taylor Free School

Literacy [email protected]

A marked improvement? (Elliot et al:2016)

“Careless mistakes should be marked differently to errors resulting from misunderstanding. The latter may be best addressed by providing hints or questions which lead pupils to underlying principles; the former by simply marking the mistake as incorrect, without giving the right answer.”


• Glued into jotters

• Visible in classrooms

• Embedded within SoL.


Student Procedures


•Check it•Share it•Submit it

Benefits for teachers


• Allows for classroom practitioners to identify patterns of misunderstanding and to intervene appropriately.

• Helps to distinguish between ‘errors’ and ‘mistakes’.

• Not correcting every single mistake leads to reduced workload in the long run and promotes a culture of reflection and resilience. Students are encouraged to be accountable for their work.


Simon Curzon John Taylor High School

Utilising Flipped Learning in the Classroom

@MathsWithMrC (Twitter & YouTube)


Utilising Flipped Learning in the Classroom

The Background:oWhat is “flipped learning”?o JTHS Flipped Learning in Maths - Why? Who? and

How? oCreationo Publishing

Student Reaction:oHow did they respond?oWhat did we learn?

What is “flipped learning”?



Why? Who? And How?

1. Create YouTube account:MathswithMrCMathswithMrH2. Plan the Unit Structure.3. Create and publish the videos.4. Provide supporting work materials.5. Weekly face-to-face review sessions.

Why and Who? 1. Further Maths Year 132. Reduced Curriculum

Time as “Enrichment Subject”

3. Change of staffing.4. Need to cover content.5. Collaboration with

North Mids and Peak Maths Hub

Outcomes and Reflections 3 Years.

• Flipped Learning results generally in line more traditionally taught modules…In some cases better(!)

• Carefully selected students – reliability

• Power of Youtube Analytics

• Independent Research based

student feedback:• Bespoke learning - Ability to pause live teaching

• Immense benefits at time of revision



Mike Simmons: John Taylor High School

Embedding Metacognition into Extra-Curricular Activities

[email protected]

Try to think of something that is “hard to forget” how to do.

Beyond this door you can no longer remember how to do it.

What is it?

mailto:[email protected]


According to Meyer and Land (2003), a threshold concept ‘can be considered as akin to a portal, opening up anew and previously inaccessible way of thinking about something.

It represents a transformed way of understanding, or interpreting, or viewing something without which thelearner cannot progress.’


Full Video: https://www.youtube.com/watch?v=qqFsht8xYYI&index=26&list=UUwSJVfTcjnkg_dEfNuWS3Pw&safe=active

Seeing extra-curricular activities

as a two way door to develop these skills and learning habits.

Focussing on metacognition will

help develop students’

understand why and how they are learning to bring that experience back inside the

classroom

• Video – file too large (link above)

https://www.youtube.com/watch?v=qqFsht8xYYI&index=26&list=UUwSJVfTcjnkg_dEfNuWS3Pw&safe=active

Post School

Sixth Form: DofE Gold

Subject Specific

Year 10 & 11: DofE Silver

Year 10&11: Subject Specific

Year 9: Overseas PGL

Year 9: Duke of Edinburgh Bronze

Year 8: PGL

Year 7: Outward Bound – Aberdovey

Year 7: Bonding Day

A generic model for Extra-Curricular Activities

Sequence of building blocks of

experiences allowing students to stretch

themselves at different

opportunities

Post School: Skill IndependenceStudents feeling empowered to travel independently from school support.Focus: Independence and Decision Making

Sixth Form: Skill MasteryStudents will be starting to think independently through there studies. Extended Project Qualification or Non-examination assessments. Focus: Subject specific for A Level/BTEC studies. Accuracy, efficiency and reflection.

Year 10 & 11: Skill ApplicationStudents may be expected to apply their learning of specific GCSE related information into exams. E.g.- Geography FieldworkFocus: Subject specific for GCSE studies. Accuracy, application and description.

Year 9: Skill ConsolidatingStudents will begin to become more independent through remote supervision of DofE and the first opportunity to take part in an international trip with PGL. Focus: Consolidation of skills, relationship building and abstract situations

Year 8: Skill DevelopmentStudents will develop skills from Year 7 in a different setting of PGL. Focus: Skill Development, Interdependence and relationships

Year 7: Inclusive and Skill AcquisitionAll students have the opportunity to access bonding day. First school residential linked to STRIPE with a STRIPE Passport. Focus: Metacognition, Transition and Listening

Extended Abstract

World Challenge Iceland

PE FixturesLanguage VisitsBusiness Trips

EnrichmentMusic Concerts

Ski Trip

Underpinned by Bloom’s

Taxonomy and Solo Taxonomy

Consider using the shared language from your school. E.g. Stripe


Pre-existing Knowledge

Emerging Knowledge

New Knowledge

Potential Area to Explore Potential Activities Metacognitive Skills (Stripe)

PE Fixtures Refereeing, umpiring competitive sports, play, etc Team Player, Reflective and Resilient, Innovate and Create, Participator

Language Visits Immersion, conversation, application etc. Self Manager, Reflective and Resilient, Innovate and Create, Participator

History Visits Identifying historical objects, relating theory to real life.

Effective Enquirer, Participator

Music Clubs Performance, practice, supporting others etc. Self Manager, Reflective and Resilient, Participator.

Geography Fieldtrips Hypothesis testing, data collection, applying theory to real life.

Team Player ,Effective Enquirer. Participator


SELF M AN AGER

Arrive to lesson

prepared w ith all

w ork, books and

equipm ent.

Show that you can

design a plan and follow

it independently.

Alw ays

concentrate and

focus on your

ow n w ork.Organise yourself,

m aking sure you are

eating, sleeping and

functioning as you

should.

TEAM PLAYER

Show that you can

w ork w ell w ith others

in a group.

Take different roles

w ithin a group and

show that you are a

good all rounder.

Show that you can

com prom ise in a

group – som etim es

your idea m ight not

be picked!

W ork on your leadership

and com m unication skills

and show that you can

m otivate and organise a

team .

REFLECTIV E & RESILIEN T

Show perseverance

and that you w ill st ill

at a task even if you

find it hard.

Show that you can look

at yourself and realise

w hat your strengths

and w eaknesses are.

Show that you can listen to

feedback from a teacher or

peers and m ake

im provem ents to your

w ork.

Set yourself goals and

w ork to achieve them .IN N O V ATE & CREATE

Don’t just do w hat you already know , take risks and try new things.

Experim ent w ith new techniques.

Be inspired by everything around you to create new ideas – put your stam p on som ething!

Don’t just go w ith your first idea, develop them into the best version they can be.PARTICIPATOR

Show that you can

adapt your behaviour in

class to suit different situations.

Listen and respond

actively – don’t just nod

along, add som ething to the class!

Effectively join in and

m ake sure you are an

asset to the classroom !

Make sure you contribute regularly to

class discussions, debates and activit ies.

EFFECTIV E EN QUIRER

Make sure you are

asking questions to

extend your learning. Show that you can

research and

investigate an issue or topic.

Som etim es there is a lot

of inform ation to take in

– show that you can

sum m arise the im portant bits.

Show that you can

read or research

som ething and draw

conclusions from it .

Secondary & Cross-Phase -...

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