Developing great learners bett 2013
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DESCRIPTIONhttp://www.frogtrade.com/index.phtml?d=2536332 Technology opens up new ways to learn like gamification, a fantastic way to personalise learning. Students learn by experience, learn without realising it and are more motivated to improve after seeing game over rather than fail. Actively involving the learner in the classroom is crucial for development too. When pupils are confident their opinions are valued by teachers, it opens up fantastic two-way dialogue that improves the quality of teaching and learning. Technology can be a great tool for this participative feedback involving students, peers and teachers and two schools will share their experience of this working in practice.
<ul><li>1.Alistair Smith - Director Of Learning , FrogNatalie Power - AST Paddington Academy, WestminsterRob Carpenter - Director of Primary Education, (South) United Learning</li></ul> <p>2. Developing Learners and Learning throughAssessment: A Primary PerspectiveRob Carpenter - Director of Primary Education,(South) United Learning 3. Review of pupil progress and attainmentWhat are our challenges? Assessment activity toTarget setting for measure progress overindividual pupilsgiven time Where do pupilsHow well are we doing?need to be? Monitoring of pupil progress Mapping of provision for pupils and ongoing adjustment ofbased on individual needs.planning / provisionHow will they get there?What else could we do? 4. Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2Training for staff in Assessments / tasksReview of pupilAssessments / tasksProgress ReviewData Analysis andsetting progression and internal progress and and internal Meetings for whole schooltargets moderation standards across moderation identified cohorts / moderation of school involving allpupils standardsNumerical targets Review ofschool leaders Progress Reviewand progressinterventions and Meetings SATS / AssessmentReview oftargets set for all provision mapReview of Tasksinterventions andpupils interventions andReview of pupil pupil progress /Progress Reviewprovision mapprogress and Moderation of FSPstandards involvingReview of Meetings forstandards across / KS1 / Optional all school leadersstandards withidentified cohorts /school involving all DataImprovement pupilsschool leadersProvision MappingPartnerPhonicsRaise Online Review ofAssessments beginPupil / ParentTarget settingReport to interventions and Conferencesshared with LA andGovernors provision mapImprovement Annual reports toPartner AssessmentProgress Review parentspredictions to LA / MeetingsSIP / GovernorsUpdatedProgress Review assessmentMeetingspredictions to LA /SIP / GovernorsPupil / ParentConferences toshare targets andreview progress 5. End FS21-3 points 4-5 points 6/7 points 8 points 9 pointsBeg Y1Towards LW Secure LW L1c L1bL1aEnd Y11c1b 1a2c2bEnd Y22c2b 2a3c3bEnd Y3 2a 3c 3b3a4cEnd Y4 3b 3a 4c4b4aEnd Y54c4b 4a5c5bEnd Y6 4a 5c 5b6cL6Progress16 APS16 APS 16 APS18 APS 18 pointsfrom KS1 topointspoints pointspoints APSKS2Levels ofProgress 2 levels 3 levels 3 levels3 levels 3 levelsfrom KS1 toKS2 6. 1. Clear purpose orlearning intention2. Very clear steps tosuccess or success criteria3. Great modeling andscaffolding of expectations4. Learning has to bechallenging5. Lots of opportunities foractive discussion andfeedback6. Learning is active 7. Developing Learners andLearning throughAssessment: A Secondary PerspectiveNatalie Power - AST Paddington Academy,Westminster 8. Assessment for Learning: A secondary perspective We derive our principles for outstanding learning from the Paddington 10TeachersStudents Keywords Checked regularly Using a range of activities to check for understanding Check every 7 minutes,Students are reflective learners two way flow,Independence is fostered question with a question 9. Our approach to Assessment for LearningSelf/peer/teacher assessmentWhole class assessment AFL at Paddington AcademyStudent-led assessment 10. Planning effective questioningReflection: How Blooming are your questions? BloomsTaxonomy 11. Self and peer assessment at Paddington Students mark their own/their partners work Video link and set two stars and a wishPeer Assessment Teacher AssessmentThe teachercompletesa RAGassessment ofstudent workThey respond to theirtarget by evidencing wherethey have met this in theirworkTracker for where students haveEvidenced their targets 12. Whole class Assessment for learningHuman Continuum To be used to assess viewpoints/understanding of keyconceptsStudents stand onthe side of the roomthat most representstheir view Photo Students are allowedStudents must use to move across theevidence from their line but must beClasswork in their prepared to justifydiscussion why 13. Whole class Assessment for learning Question Box A nice strategy for revision, enquiry based lessons or a method for students to ask for further helpStudents quiz each otherby creating their ownTo express what areasquestionsthey need support in At the start and end of lessons to connect and consolidate learning 14. Student-led Assessment for learningSocratic circle A mixture of group work, paired work and individualreflection and evaluation Students are given time to prepare an answer to a question/ go through an extract. They then set up the room into fishbowl shape Using different observation cards students watch for aspects of effective group work These cards can be differentiated with some students getting the individual observation card Each group give ten minutes feedback to each other 15. Year 9 students take part ina discussion on whether evil existsIn the world in response to thenovel Jekyll and HydeStudents assess themselves and theGroup during the discussion 16. Frog and LearningAlistair Smith - Director Of Learning , Frog 17. Our principles of learning from which all Frog product design beginsBuild upon the prior knowledge, understanding and achievements of the learner Actively engage the learner Provide a strong sense of purpose with clear outcomes Ask compelling questions and foster original solutionsScaffold challenge and track progressIndividualise loops of improvement feedback through collaborative support Provide early responsibility and ownership 18. Our principles of gamificationagainst which we test Frog productsBlissful ProductivityUrgent Optimism nurtured by Discovery MomentsUnlocking of AchievementsDifferent Layering and Levelling of Challenge(s)Spaced Release of InformationGranular Feedback to aid progress(ion) Highly Personalised spaces with strong Ownership Values Communities of Collaboration 19. The design of Frog PrimaryAccessible day and night Focused on Pupil Learning Involves pupils, peers and teachers in Feedback Loops Gamified for EngagementDigital Evidence of non-digital workParental InvolvementMeaningful AnalyticsNo administration </p>
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