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

al@alistairsmithlearning.comalistairsmithlearning.com

twitter: alatalite

Thank You