Regional Seminar

Autumn Term 2003

School Development Planning Initiative

“An initiative for schools by schools”

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SDPI Regional SeminarSDPI Regional Seminar

Workshop on

Learning and Teaching

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PurposePurpose

To focus on strategies for improving the

quality of student learning through collaborative planning

to emphasise the need for a focus on

Learning & Teaching to explore how to foster a Learning &

Teaching approach through SDP

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U.K. . . SDP ResearchU.K. . . SDP Research

School Development Planning does not automatically lead to school improvement

Needs to have focus on teaching and learning and pupil achievement

(MacGilchrist et al, 1995)

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TeachingTeaching

‘All researchers agree that the impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level’

(Marzano, 2003)

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U.K. . . SDP ResearchU.K. . . SDP Research

School improvement was achieved by

recognising the interdependence between . . . Management practices beyond the classroom Teaching practices within the classroom Pupil outcomes

. . . and incorporating priorities that have an explicit classroom focus on pupils’ progress and achievement

(Hopkins & MacGilchrist 1998)

PROGRESS AND ACHIEVEMENT

OF THE LEARNER

Resources

The Timetable

Pastoral care, behaviour &

discipline

Decision making

processes

Staffing & their

organisation into groups

& teams

Staff development

Premises & school

environment

Partnerships with the

community

Curriculum & assessment/

organisational policies

Schemes of work

TEACHING

LEARNING

Adapted from Hopkins &

MacGilchrist 1998

TeachingMethodology

Good PracticeVersatility

Collaboration Learning

LearningNeeds of allLevel & pace

Learning stylesMultiple Intel.

Motivation

SchoolSupport for T/L

Policies & Practices

Environment Ethos

HomeSupport for T/L

ResourcesRelationship to

SchoolPeers

The Classroom

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Developing a Learning & TeachingDeveloping a Learning & TeachingApproachApproach

What are the challenges for the school?

What are the opportunities ?

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Learning & TeachingLearning & Teaching

Reflect individually on a teacher who had a positive influence on you/or on a colleague whom you consider a good teacher.

List some of the ways through which his/her teaching made an impression on you

What can a school do to promote good teaching in the school?

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Learning and Teaching Learning and Teaching – Hay McBer Report– Hay McBer Report

3 Key Factors that Influence Pupil Progress:

The teacher’s professional characteristics Teaching skills Classroom climate

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The teacher’s professional The teacher’s professional characteristicscharacteristics

Attributes which contribute to effective teaching: Flexibility Ability to inspire trust in pupils (fair, consistent) Professionalism: (respect, confidence, optimism,

challenge and support, creating trust) Thinking and Planning Leading (managing pupils, flexible, holding

people accountable) Relating to others

– Hay McBer Report

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Teaching SkillsTeaching Skills High expectations – appropriate, clear Planning – lesson, HW, pace, review Methods & Strategies – variety, interaction Discipline – proactive, prompt, routinized Assessment for Learning – pupils set goals,

range, integrated, achievement recognized Effective use of Homework – regular,

checked, related to classwork, reinforces & prepares

Time & Resource management – pace, transitions brief, finish with review

- Hay McBer Report

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Good Classroom ClimateGood Classroom Climate

Clarity purpose & context of each lesson Order discipline & civilized behaviour Standards high, explicit & consistent Fairness no favourites, affirmation earned Participation variety of discussion & activity Support confidence to risk, err and learn Safety Absence of bullying & fear Interest interesting & stimulating lessons Environment attractive, organised & clean - Hay McBer Report

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Teaching skills … not randomTeaching skills … not random

Effective teaching requires planning:Attention to detailA focus on individual pupilsEffective use of information from pupil

assessment to inform future teaching and learning

Clarity about standards and expectations

– Hay McBer Report

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SDP – Frequently identified School SDP – Frequently identified School PrioritiesPriorities

Discipline Student Motivation Homework Assessment ….. ……

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Developing a Learning & Teaching Developing a Learning & Teaching FocusFocus

Discipline :

Code & Sanctions

School Strategies Statement – positive approach

Classroom Management

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Classroom management– key IssuesClassroom management– key Issues

Classroom climate – respect, rapport Awareness of pastoral role Clear & consistent procedures Lesson presentation & activities Pre-emptive strategies Counselling, reprimand, sanctions Confrontation - avoid or defuse Consultation with colleagues

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Needs of the TeacherNeeds of the Teacher

Professional autonomy Support & development Collaborative creativity Whole school policies conducive to

effective teaching A learning environment Positive accountability Recognition of achievement

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Student MotivationStudent Motivation

First Years – a key opportunity?

Recognise transition Common Approach to Study / Homework Links to Discipline (positive approach, fairness,

clarity, engagement with students) Collaboration with home Assessment & Feedback Tracking Progress / Student Journal Structures & Roles Other.

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HomeworkHomework

What is the purpose of homework?

. . . enhancing student learning

assessing the progress of students

directing future teaching

practicing new skills

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Issues for Student homework?Issues for Student homework?

Amount + time-table Written / Oral work Study skills (SQ3R, Key words, pattern notes,

linear notes,) Subject Departments Evaluation criteria (what is the teacher looking

for?) Feedback Use of Portfolio – examples of work

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Some tips for making homework & Some tips for making homework & assignments worth gradingassignments worth grading

Consider what knowledge and skills you want students to learn

Select homework and assignments that measure what you value most .

Build your course around homework & assignments Teach necessary skills and approaches before

giving complete assignments. Involve students in evaluating their own work.

Allow for drafting and redrafting Give clear instructions Explain how it will be evaluated.

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AssessmentAssessment

‘Assessment is about gathering, interpreting and using information about the processes and outcomes of learning’

- NCCA 2003

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Who is interested?Who is interested?

Staff&

Principal

ParentsStudents

DES

TrusteesBoard of Management

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Learning & Teaching- AssessmentLearning & Teaching- Assessment

Value of assessment Forms of assessment Use of assessment

….. School policy ?

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AssessmentAssessment

In our schools …tradition?

happens after the learning takes place

information is gathered by the teacher

information is usually transformed into marks or grades

comparison with the performance of others

looks back on past learning

…possible?

an integral part of the learning process

information is shared with the learner

information is available on the quality of learning

comparison with aims and objectives is important

looks forward to the next stage of learning

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Curriculum Planning IssuesCurriculum Planning Issues

Provision Planning & Coordination Implementation Outcomes – student progress and

attainment

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Implementation – Learning & Teaching Implementation – Learning & Teaching ProcessesProcesses

Grouping of students Teaching methodologies Classroom environment Classroom practice

What impact does each of these aspects of school life have on learning and teaching?

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SDP & Curriculum Planning (DGL)SDP & Curriculum Planning (DGL)

ConstraintsConstraints

Culture of individualism among teachers Absence of a tradition of professional

dialogue Emphasis on examination results Changing and increasing demands

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Strategies schools have adoptedStrategies schools have adopted

IEP’s Charter for Learning & Teaching Subject Department Planning Initiatives Mentoring Forum – Past Students Classroom Management Strategies Case Studies

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Putting the spotlight on learning & Putting the spotlight on learning & teachingteaching

OECD Education at a Glance

EU Evaluating Quality in Second Level Schools

DES Looking at our School

NCCA Longitudinal Study…. www.afl.ie

ESRI Do Schools Differ?

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A good teacher . . .A good teacher . . .

is kind is generous listens to you encourages you has faith in you keeps confidences likes teaching children likes teaching their subject takes time to explain

things helps you when you're

stuck

tells you how you are doing

allows you to have your say

doesn't give up on you cares for your opinion makes you feel clever treats people equally stands up for you makes allowances tells the truth is forgiving.

What the pupils said . . .

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Classroom ManagementClassroom Management

Start and finish lessons on time Provide appropriate seating arrangements Establish clear rules and procedures Limit the number of rules Teach the rules like academic content Involve students in their own learning Use a variety of teaching methodologies Set interesting & appropriate homework tasks Have a consistent approach to the implementation

of sanctions and rewards Keep records

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Workshop: Workshop: Reflecting on Classroom Practice Reflecting on Classroom Practice

Using the checklist on classroom management, identify for yourself:

3 or 4 areas which you regard as particular strengths.

How do these contribute to effective classroom management?

2 areas which you consider a challenge Reflect on these areas trying to identify

ways in which you could adapt your practice.

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Monitoring an individual class groupMonitoring an individual class group

Identify a specific class group Over a period of a month observe and record

your classroom management class by class Try to identify recurring patterns in relation to

student behaviour Are there particular times during the week

when this group misbehaves? Are there flashpoints during the lesson? Which activities lead to student engagement/

disengagement? Reflect on your response to discipline issues

that arise.