lesson example (starter) college.pdf1. to empathise with those that are impacted by an earthquake....
TRANSCRIPT
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Lesson example
(Starter)
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You return to your school after the
holidays. What would you rather find?
- a flood.
or
- a letter from the Inspectorate,
announcing a visit!
You return to your school after the
holidays. What would you rather find?
- a flood.
or
- a letter from the Inspectorate,
announcing a visit!
Lesson example
(Starter)
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1. To empathise with those that are impacted by an earthquake.
2. To understand the short and long term impact of an earthquake.
3. To manage information.
1. To empathise with those that are impacted by an earthquake.
2. To understand the short and long term impact of an earthquake.
3. To manage information.
Lesson example
(Share outcomes )
Lesson Learning Intentions:Lesson Learning Intentions:
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Listen to the story.
Let your mind complete the movie
Use your prior knowledge to help you imagine
Listen to the story.
Let your mind complete the movie
Use your prior knowledge to help you imagine
Mind MovieMind Movie
Lesson example
(Connect the learning)
(Traditional Japanese music played)
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• Video from the Kobe Earthquake
• Eye Witness account from the earthquake
• Pictures after the earthquake
• Video from the Kobe Earthquake
• Eye Witness account from the earthquake
• Pictures after the earthquake
Video, Images, & Eye Witness Account.Video, Images, & Eye Witness Account.
Lesson example
(Teaching VAK)
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Lesson example
(Teaching VAK)
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Lesson example
(Teaching VAK)
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Lesson example
(Teaching VAK)
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Lesson example
(Teaching VAK)
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Use the pieces of information in the envelopes to help you solve the mystery.
Remember: - use as much of the information as you can.- there is no wrong answer, just better
informed answers!
Use the pieces of information in the envelopes to help you solve the mystery.
Remember: - use as much of the information as you can.- there is no wrong answer, just better
informed answers!
Who is to blame for the death of Mrs Endo?Who is to blame for the death of Mrs Endo?
Lesson example
(Activity -cognitive conflict)
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Using your own research and the
information from the mystery write an
essay describing the short and long term
impacts of the Kobe earthquake7
Using your own research and the
information from the mystery write an
essay describing the short and long term
impacts of the Kobe earthquake7
Lesson example
(Demonstration)
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1. To empathise with those who are impacted by an earthquake
2. To understand the short and long term impacts of an earthquake
3. To manage information
1. To empathise with those who are impacted by an earthquake
2. To understand the short and long term impacts of an earthquake
3. To manage information
Lesson example
(Review & Metacognition)
Lesson learning IntentionsLesson learning Intentions
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IntroductionsIntroductions
Michael Bennett Michael Bennett
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Aims of the workshopAims of the workshop
1. To reinforce that a consistent Teaching for Learning focus is essential for effective school improvement.
2. To reinforce the need for an SLT to be the central drivers for change in Teaching for Learning.
3. To suggest some practical ways to implement these changes.
1. To reinforce that a consistent Teaching for Learning focus is essential for effective school improvement.
2. To reinforce the need for an SLT to be the central drivers for change in Teaching for Learning.
3. To suggest some practical ways to implement these changes.
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What has been our journey?What has been our journey?
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GCSE results 2001-2010 5 A*-CGCSE results 2001-2010 5 A*-C
Slemish college GCSE results 2001-2010 (5 A*-C)
40%46%
55%61% 60%
64% 61%
80% 83% 81%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Year
Pe
rce
nta
ge
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GCSE results compared to Yellis predictionGCSE results compared to Yellis prediction
Slemish actual results compared to Yellis predicted results
83% 82% 81%
52% 54%62%
68%
62%
0%
20%
40%
60%
80%
100%
2007 2008 2009
Year
Pe
rce
nta
ge
of
stu
de
nts
a
ch
iev
ing
5 A
*-C
Slemish Actual Results Yellis Predicted Results
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Number of students leaving with GCSE results
compared to NI average for similar schools
Number of students leaving with GCSE results
compared to NI average for similar schools
Number of students leaving with GCSE qulaification
100% 100% 100% 100%
95%
97% 97%
98%
92%
93%
94%
95%
96%
97%
98%
99%
100%
2005 2006 2007 2008
Year
Slemish College Secondary School Average NI
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Subject results compared to NI AveragesSubject results compared to NI Averages
Individual Subject results compared to NI Averages for schools of our type
-15
-10
-5
0
5
10
15
20
25
30
35
1
Different Subject areas
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A2 results 3 A*-C 2004-2010A2 results 3 A*-C 2004-2010
Slemish A2 results 3 A-C from 2004-2010
33%
43%
54%58% 60%
52%
61%
0%
10%
20%
30%
40%
50%
60%
70%
2004 2005 2006 2007 2008 2009 2010
Year
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Percentage of positive responses of parents regarding
‘Teaching Quality ‘ compared to national averages
Percentage of positive responses of parents regarding
‘Teaching Quality ‘ compared to national averages
Percentage of positive responses of parents regarding 'Teaching Quality' 2002-2010
77%
83%79% 81% 82%
70% 71% 70% 70% 70%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
2002 2004 2006 2008 2010
Year
Percentage of positive responses
Parents
National
Source Kirkland Rowell
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Percentage of positive responses of students regarding
‘Teaching Quality ‘ compared to national averages
Percentage of positive responses of students regarding
‘Teaching Quality ‘ compared to national averages
Percentage of positive responses of students regarding 'Teaching
Quality' 2006-2010
88% 85% 82%
60% 61% 62%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2006 2008 2010
Year
Percentage of positive
responses
Students
National
Source Kirkland Rowell
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Our journey...Our journey...
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1. Vision for teaching for learning1. Vision for teaching for learning
Our Philosophy
‘Recognised for our Teaching for Learning’
‘Teaching for Learning’
‘Good to Great & The Hedgehog Principle - Jim Collins
Our Philosophy
‘Recognised for our Teaching for Learning’
‘Teaching for Learning’
‘Good to Great & The Hedgehog Principle - Jim Collins
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Assessment
for
Learning
School
Climate
Pastoral
Care
SENMonitoring
& Evaluation
Behaviour
Effectiveness
of the
Teacher
Attainment
Teaching for Learning
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-Who is the key driver for learning in your school?
-How central is the Teaching for Learning agenda amongst
your SLT?
- How do / can the SLT communicate its commitment to TfL
amongst staff, students, parents?
-Do you try to have a specific Teaching and Learning focus
each year? Is it highlighted on the SDP?
-Who is the key driver for learning in your school?
-How central is the Teaching for Learning agenda amongst
your SLT?
- How do / can the SLT communicate its commitment to TfL
amongst staff, students, parents?
-Do you try to have a specific Teaching and Learning focus
each year? Is it highlighted on the SDP?
Questions
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2. Clear framework for teaching for learning2. Clear framework for teaching for learning
Our Philosophy
Staff & students should know the ingredients of a good lesson.
Use an agreed framework to support staff, but7
Teaching is creative art, and encouraging innovation, not prescription.
Our Philosophy
Staff & students should know the ingredients of a good lesson.
Use an agreed framework to support staff, but7
Teaching is creative art, and encouraging innovation, not prescription.
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The ETI Report on Slemish College (April 2009) states:
‘The quality of almost all of the teaching observed
ranged from good to outstanding: three-quarters of the
lessons were very good, or outstanding. In the best
practice observed, the teachers demonstrated a very
clear understanding of the learning cycle, used
assessment for learning strategies effectively, made
explicit connections in the learning process, and used a
wide range of ‘cutting-edge’ learning and teaching
approaches and resources to support learning and guide
the pupils.’
The ETI Report on Slemish College (April 2009) states:
‘The quality of almost all of the teaching observed
ranged from good to outstanding: three-quarters of the
lessons were very good, or outstanding. In the best
practice observed, the teachers demonstrated a very
clear understanding of the learning cycle, used
assessment for learning strategies effectively, made
explicit connections in the learning process, and used a
wide range of ‘cutting-edge’ learning and teaching
approaches and resources to support learning and guide
the pupils.’
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The quality Indicators of Good Teaching(Together Towards Improvement - http://www.etini.gov.uk) )
The quality Indicators of Good Teaching(Together Towards Improvement - http://www.etini.gov.uk) )
1. create a supportive environment which is conducive to
learning;
2. convey and set realistically high expectations which
challenge and inspire the pupils;
3. use and build upon the pupils’ ideas, interests and prior
learning;
4. develop the pupils’ independence, creativity and ability to
manage risks in their learning;
1. create a supportive environment which is conducive to
learning;
2. convey and set realistically high expectations which
challenge and inspire the pupils;
3. use and build upon the pupils’ ideas, interests and prior
learning;
4. develop the pupils’ independence, creativity and ability to
manage risks in their learning;
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The quality indicators of good teaching(Together Towards Improvement - http://www.etini.gov.uk) )
The quality indicators of good teaching(Together Towards Improvement - http://www.etini.gov.uk) )
5. use an appropriate range of teaching and learning strategies which motivate the pupils and engage them purposefully in their work both collaboratively and independently;
6. ensure that learning supports the development of the pupils’ cross-curricular skills and their thinking skills and personal capabilities (TSCP); and
7. consolidate the learning effectively.
5. use an appropriate range of teaching and learning strategies which motivate the pupils and engage them purposefully in their work both collaboratively and independently;
6. ensure that learning supports the development of the pupils’ cross-curricular skills and their thinking skills and personal capabilities (TSCP); and
7. consolidate the learning effectively.
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-What do you want your lessons to look like in your school?
-How can you communicate this to staff?
-Do you have an agreed lesson framework? Can you provide one?
-What do you want your lessons to look like in your school?
-How can you communicate this to staff?
-Do you have an agreed lesson framework? Can you provide one?
Questions
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3. Be a wanderer and focus on the learner!3. Be a wanderer and focus on the learner!
Washington , DC , Metro Station, January 2007
Our Philosophy
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Joshua Bell
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-Can you visit more classes? How often?
-Who are you leading practitioners? How do you know?
-What do the students like?
-Can you help create a more open learning community?
Student conversations?Celebrating student work? Celebrating staff achievements? Teach?Learning Walks? Coaching?
-Can you visit more classes? How often?
-Who are you leading practitioners? How do you know?
-What do the students like?
-Can you help create a more open learning community?
Student conversations?Celebrating student work? Celebrating staff achievements? Teach?Learning Walks? Coaching?
Questions
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4. Encourage action research and collaborative
learning
4. Encourage action research and collaborative
learning
Our Philosophy
We are all learners (one of the few professions that does little R&D)
Isolation is a barrier to improvement
Fear of failure is the barrier to innovation
Our Philosophy
We are all learners (one of the few professions that does little R&D)
Isolation is a barrier to improvement
Fear of failure is the barrier to innovation
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Operating theatre 1900
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Operating theatre 2011
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Classroom 1900
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Classroom 2011
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Y9 Learning dayY9 Learning day
Y9 Community Enquiry Day.dv
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-How do you encourage collaboration amongst teachers in your own school?
-How do you get staff to share good practice?
-Is there a ‘Research & Development’ or ‘Creative learning’ group work in your school? Would introducing these be an option?
-Do you do any ‘Community of Enquiry’ days in your school? What were the outcomes?
-Could you use the master class idea?
-How could you reward staff?
-How do you encourage collaboration amongst teachers in your own school?
-How do you get staff to share good practice?
-Is there a ‘Research & Development’ or ‘Creative learning’ group work in your school? Would introducing these be an option?
-Do you do any ‘Community of Enquiry’ days in your school? What were the outcomes?
-Could you use the master class idea?
-How could you reward staff?
Questions
![Page 48: Lesson example (Starter) College.pdf1. To empathise with those that are impacted by an earthquake. 2. To understand the short and long term impact of an earthquake. 3. To manage information](https://reader036.vdocuments.net/reader036/viewer/2022081615/5fe3cb9f4db21a02dc7dc16b/html5/thumbnails/48.jpg)
5. Staff development5. Staff development
Our Philosophy
Invest in teachers ‘The quality of the education system cannot
exceed the quality of it’s teachers’McKinsey & Company 2007
Aim to be great not just good!
Our Philosophy
Invest in teachers ‘The quality of the education system cannot
exceed the quality of it’s teachers’McKinsey & Company 2007
Aim to be great not just good!
![Page 49: Lesson example (Starter) College.pdf1. To empathise with those that are impacted by an earthquake. 2. To understand the short and long term impact of an earthquake. 3. To manage information](https://reader036.vdocuments.net/reader036/viewer/2022081615/5fe3cb9f4db21a02dc7dc16b/html5/thumbnails/49.jpg)
-How much time, and finance do you invest in TfL?
-Where do you find the leading practitioners? Are you ‘in the know?’
-Do you subscribe to any learning journals?
-How much time, and finance do you invest in TfL?
-Where do you find the leading practitioners? Are you ‘in the know?’
-Do you subscribe to any learning journals?
Questions
![Page 50: Lesson example (Starter) College.pdf1. To empathise with those that are impacted by an earthquake. 2. To understand the short and long term impact of an earthquake. 3. To manage information](https://reader036.vdocuments.net/reader036/viewer/2022081615/5fe3cb9f4db21a02dc7dc16b/html5/thumbnails/50.jpg)
Review of the workshopReview of the workshop
1. To reinforce that a consistent Teaching for Learning focus is essential for effective school improvement.
2. To reinforce the need for an SLT to be the central drivers for change in Teaching for Learning.
3. To suggest some practical ways to implement these changes.
1. To reinforce that a consistent Teaching for Learning focus is essential for effective school improvement.
2. To reinforce the need for an SLT to be the central drivers for change in Teaching for Learning.
3. To suggest some practical ways to implement these changes.