developing outstanding learning skills
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Developing Outstanding Learning Skills. - PowerPoint PPT PresentationTRANSCRIPT
DEVELOPING OUTSTANDING LEARNING SKILLS
"Since we cannot know what knowledge will be most needed in the future, it is senseless to try to teach it all in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned."
(John Holt)
Towards Outstanding Learning!
Tuesday 8th January 2013
Good question!Good question!
Why am I here?Why am I here?Why am I here?Why am I here?
SUCCESS CRITERIA:
I understand the 3 key areas that an
inspector will judge my lesson on
TASK
3 Minutes
With a partner, consider what you believe to constitute an ‘outstanding lesson’.
List three elements of an ‘outstanding lesson’.
Share your list with the wider group
JUDGING HIGHLY EFFECTIVE LEARNING
How far ? ‘Distance’
How well ? ‘Depth’
‘Secure’‘Sustained’
How many ? ‘Numbers’
‘Groups’‘Proportions’
CONSIDERING STUDENTS’ INVOLVEMENT
97% + All / almost all
80% + Vast majority / most
75% + Large majority
ENGAGEMENT
About two-thirds of the talk in classrooms is done by the teacher?
About two-thirds of teacher talk is organisation-controlling talk?
1% of students ask questions in school?
1% of these students’ verbal contributions take the form of questions?
Are students encouraged to be active, creative, connection -making learners when:
What are the characteristics of an “outstanding” lesson?
PERSPECTIVE
Objectivist(lesson ceiling: ’good’)
Constructivist(lesson ceiling: ‘outstanding’)
Teacher as all-knowing oracle.Teacher as organiser, and but one source of information.
Learning is teacher-centred, didactic, with carefully-guided activities to support learning.
Learning processes are student-centred and involve group and individual activities.
Teacher generated questions are used to elicit understanding.
Students construct their own learning questions.
Lesson-design rests with the teacher and correct conclusions mark success.
Students are co-designers of the learning episode and the attendant success criteria.
PERSPECTIVE
Objectivist(lesson ceiling: ’good’)
Constructivist(lesson ceiling: ‘outstanding’)
Learning consists of stimulus –response relationship, and is passive in nature.
Learning is an active process.
Learning involves ‘filling empty vessels’ and ensuring retention.
Learning is a process of ‘fire-lighting’ and connection- and sense-making.
Effective learning stems from efficient transfers of information.
Effective learning arises from open-ended, challenging problem-solving exercises.
Intelligence is fixed. Intelligence is created.
Personalisation: students are challenged at an appropriate level; they are engaged and enthusiastic and make significant progress that they can identify.
Snappy starter: engages students, recalls prior learning, excites, creates mystery and focuses attention.
Teaching styles: a variety of styles that match the content and context of the lesson, teaching in ways that the students can identify with. (VAK)
Relationships: students get on well with each other and the teacher. There is a mutual respect.
Ownership: giving students the tools and responsibility to manage their own learning (L2L). Allowing them to set their own success criteria at times, have a say in what and how they learn and to ask their own questions.
Evaluation and reflection: regular and constructive feedback, link with NC levels, exams, success criteria etc. Set specific improvements & targets based on assessment (self, peer, teacher)
Confidence: appropriate challenges are set to all learners. Both staff and students have a good idea of what failure and success is acceptable. Staff need to have the confidence to let students take risks. Students need to trust in the teacher and themselves and accept failure and success well.
Learning coaching: helping students to identify how they “learn best” as a group and an individual. Teaching them transferable skills and processes.
Wow factor: creating mystery, excitement and surprise enables lessons to be fun and helps students retain information and interest.
Pace: a variety of pace allows for creativity, questioning, noticing and can help with thoughtful reflection, bursts of activity and relaxation.
Environment: Creating boundaries and routines that help students feel secure, respectful and ready to learn. Having a lively and interesting place to learn will encourage questioning.
Thinking skills: student’s thinking is deepened, they make their own knowledge rather than receiving it.
‘OUTSTANDING TEACHING’ IT’S ALL ABOUT THE LEARNING !
‘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.’
JUDGING LEARNING OVER TIME
School’s own evaluations Discussions with students re. work, learning &
teaching Discussions with staff Views of parents Scrutiny of students’ work
- marking, assessment, feedback, challenge, students’ effort & success, progress in line with abilities / starting points
‘LEARNING EVOLUTION’
Rigid ‘3 part lessons’
‘Starters’ v dynamic starts to learning
Over-reliance on end of lesson plenaries
Peer & self-assessment per se / without impact
NO EXPECTATION OF SPECIFIC
LESSON PLANNING
JUST WELL-PLANNED LESSONS
PROGRESSION..PROGRESSION..PROGRESSION
HOW DO YOU DEMONSTRATE PROGRESS IN YOUR LESSONS?
WHAT IS PROGRESS ?
Movement from 1 state to another
- information → knowledge → understanding
- dependence → independence → inter-dependence
- superficial / initial confidence → deeper state
- journey towards completing activity involving growing awareness / understanding
- intensity of engagement / interest / curiosity / enjoyment / success
- numbers
D
i
D ISTANCE
DEPTH
SHOWING PROGRESS IN 20
MINUTES
QUESTIONING
Ask students (no hands up):
•What do you know now that you didn’t 5, 10, 15 minutes ago?
•When you go home this evening and are asked for one thing you learnt today in ______________, what will you say?
SCALING
•Use mini whiteboards or scoring sheets for students to score their understanding against the lesson objectives at the beginning of the lesson (0-10)
•Regularly refer back during the lesson, adding new scores, with the time the score is recorded
•Where necessary, ask students to explain how and why they have changed their score
CONFIDENCE RATING
•At the start of the lesson, students write their name on a post it note•Students place their note on a wall thermometer showing confidence levels or in a three column table, very, quite, not (related to a skill or knowledge)•During the lesson, students are encouraged to get up and move their post it when progress is made during the lesson
RAG RATING
•Students to place planners on desk with coloured card facing upwards to show level of knowledge and understanding as the lesson progresses•Red- do not understand•Yellow- not sure•Green- fully understand
Individual students needs can then be addressed as the lesson unfolds, when the situation changes, the card is changed by the student
FACES
•Students to draw faces next to lesson objectives in their book at the beginning of the lesson to show their confidence/ ability in relation to the objective•At regular intervals, students draw a face in the margin to show how they now feel against the lesson objective•This could also be done on mini whiteboards, divided into 3 columns- to show change at 3 stages in the lesson
EXIT TICKETS In order to exit the lesson, students need to complete an exit ticket
Headings on ticket:•What have I learnt?•What do I already know?•What might I need extra help with?•How have I progressed in the lesson? (tick face)
MAXIMISING PROGRESS
SEE 10 P’S MAT!
EXAMPLES OF OUTSTANDING
PROGRESS
HISTORYY10 Understanding how the status and roles of women changed during the
First World War
Mid-lesson Learning climate & learners’ state : enthused, interested, immersed, intent ‘3s’ and ‘4s’ - inter-dependence Increased access to range of sources [visual / written ] and key questions [latter
differentiated] All / almost all absorbed Teaching – constantly checking / probing [as and when necessary] High quality differentiated questioning by teacher per group - impact
Almost all deepen and widen understanding of different roles adopted by women and accepted by society due to changing demands and needs brought on by war
Heightened thinking evidenced through increasingly challenged analysis, synthesis of key ideas, increased questioning by peers of each other, and meaningful evaluation
ART & DESIGNY9 ‘Fruits of the Earth.’ Exploring shades of colour and layering paint to produce textured effect inspired by knowledge of Kate Malone’s work.
Creating a painting of a fruit in the style of Kate Malone.
Lesson 2 of 5 Immediate involvement in learning – accessing materials and previous folder work
from onset Almost all / all quickly absorbed in re-engaging with accessing examples of KM’s work
– paper / on-line / previous painting / mixing colours, layering paint to create texture Almost all can explain purposely intentions & immediate next steps
Teaching is enthusiastic, inter-acting with individuals with well focused questions / demonstrations to inspire and energise
Timely interjections to stop / share / inform learning for small groups / all learners impacts clearly on students’ emerging technique / thinking
After 25 minutes almost all / all learners :
- moving from knowing about techniques → showing understanding via experimenting with colour mixing / layering different colours / developing simple and more complex textures / beginning to apply emerging skills to fruit sketches
PLANNING FOR
PROGRESSION
PLANNING FOR PROGRESSIONKEY CONSIDERATIONS
Challenging all students Meeting individual needs Developing skills, knowledge, understanding –
literacy / numeracy Monitoring progress & adapting teaching Questioning & discussing to assess
effectiveness of teaching Students understanding how to improve
WELL-PLANNED LESSONS Learning objectives / outcomes =
shape / direction Pitch / challenge Need [esp most & least able] Learning scenarios → progression
- information → knowledge → understanding
- dependence → independence → inter-dependence Checking & feedback opportunities Key skills – as and where appropriate
- removing barriers / supporting progress
ENGAGEMENT
TASK
What is meant by deep learning?
How do we know when children are in a state of deep learning?
WHAT IS DEEP LEARNING?CHILDREN WHO CAN………………..
1. Verbalise their thinking and solve problems
2. Ask questions and make decisions
3. Do something with the information they encounter, organise information in a different way and create new ideas
4. Reflect on what they have learned and how they learned it
Arguably the most important and therefore the hardest !
What kind of thinking have you been doing?
Did anyone say/do something that changed your thinking?
What personal contribution to your group’s thinking are you most pleased about?
What did you like/dislike, find easy/difficult about this task?
What skills supported the completion of this task?
What would help your group do such a task even better next time?
META-COGNITIVE REFLECTIONS3
6
HOW DO WE KNOW WHEN CHILDREN ARE LEARNING? SOME INDICATORS….
Children are explaining something in their own words Children are asking questions Children are making connections Children are re-creating (rather than reproducing)
information Children are justifying their decisions Children are explaining their thinking Children are talking to each other Children are active- doing something with the
information Children are reflecting at a conscious level Children are offering analogies and metaphors of their
own: Oh I get it- it’s a bit like… Children are redrafting, revising, re-thinking and so on
DEPENDENCYINDEPENDENCY INTERDEPENDENCY
LEARNING EXPERIENCES
COGNITIVE IMPLICATIONS
COGNITIVE SKILLS- BLOOMS TAXONOMY
Creating generating new ideas, ways of viewing things, planning & constructing / inventing
Evaluating justifying, hypothesising, judging, experimenting
Analysing comparing, deconstructing, exploring
Applying implementing, using information
Understanding explaining, interpreting, summarising
Remembering recalling, recognising, listing, describing,
retrieving, naming
http://www.thinkingclassroom.co.uk/ThinkingClassroom/ThinkingSkills.aspx
Thinking Starters
Captions
Odd One Out
Thinking Box
Slow Reveal
What if?
V
The strange case of the steel helmet….
Why did head injuries increase when the steel helmet replaced the cloth cap as part of the British soldiers’ uniform?
Cloth Cap British Army 1914 Steel ‘Brodie’ Helmet first issued in 1915
Lateral thinking puzzle
CHANGEWhat proportion of learners
find out more
know more
understand / absorb more
are challenged to advance thinking
than at the ‘start’ of an experience
DEPTH
SUPPORTING THE LEARNING
- criteria for successful learning
‘what a good one looks like’
- modelling
- scaffolding
- self-supporting materials
HANDING
OVER
GOOD OR OUTSTANDING ?
Quality of ‘change’ - informing knowing
understanding
Proportion of learners - all / almost all most / vast majority large majority some few
NEW OFSTED SCHEDULE
No satisfactory teaching.
‘Teaching requires improvement as it is not good.’
ESSENTIAL LEARNING CLIMATE Environment
Relationships
Values
Expectations
Routines
‘OUTSTANDING TEACHING’
‘Teachers and other adults generate high
levels of engagement and commitment to
learning.’
ENTHUSIASM & IMAGINATION
Passion & Inspiration
Relevance & Meaningfulness
Swift start – stimulating interest
igniting curiosity
IMPORTANCE OF TALK
- learning is a social activity :
talk is essential
- language, thinking & learning are interrelated
- understanding is at its deepest when co-developed
CHECKING KNOWING → UNDERSTANDING
‘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.’
CHECKING KNOWING → UNDERSTANDING
Monitoring the learning
- watching
- listening
- questioning
EFFECTIVE QUESTIONING
Whole class
V
One to one / pairs / small groups
EFFECTIVE QUESTIONING Stimulates thinking
Promotes reasoning
Inspires interaction
Deepens learning
Accesses learners’ minds
TIMELY FEEDBACK
Teacher - one to one- one to small group / pairs- whole class ?
Self-feedback
Peer feedback
IMPACT
JUDGING OUTSTANDING LEARNING
All / almost all learners can do …..
understand …..
significantly more / better than at beginning of learning experience
HAs …. MAs …. LAs …. SEN ….
COMMON SHORTCOMINGS Over-teacher talk / direction
Planning for activities alone, without considering the experiences
‘Laboured’ or ‘rushed’ informing
‘Laboured’ or ‘rushed’ knowing
Limited planning for ‘letting go’
Insufficient time for developing understanding
Shortfalls in expectations for all learners
Superficial / ineffective monitoring & feedback
Limited recognition of & response to needs - fear of complexity / reluctance to change direction
FURTHER READING.. AND THE MAIN THING IS… LEARNING
(keeping the focus on learning for pupils and teachers)
Mike Hughes 9x4 A FRAMEWORK FOR DEVELOPING THE
CHARACTERISTICS OF EXCEPTIONAL TEACHING
Tom Cassidy & Charles Cassidy Teachers Shared Area> SRS Teaching and
Learning
Further CPD training at SRS:‘Effective Questioning’
Tuesday 15th January 2013 Multi-purpose room 3pm-4pm