ROSSETT LEARNING MODEL

KAGAN

Socrative

SOLO TAXONOMY

Differentiation

Literacy

NumeracyiPAD

Wikis

RealSmartBlogs

Answer Garden

Evernote

Show Me Prezi

iBrainstorm

WE’VE TRAVELLED FAR AND ACQUIRED MORE ‘TOOLS’.

BUT WE MUST BE CAREFUL THAT WE ARE NOT SIMPLY PUTTING TINSEL ON AN OLD TREE.

ARE WE USING OUR TEACHING ‘TOOLS’ AS EFFECTIVELY AS WE MIGHT?

PURPOSE OF TODAY To re-focus our attention on the appropriate

use of our teaching tools by using a learning model, based on Alistair Smith’s accelerated learning.

This is nothing NEW. Effective planning has always been the bedrock of good teaching.

The Rossett Learning Model provides a framework for planning and delivering good and outstanding lessons that focus on learning.

STAFF ACTIVITY

ROSSETT LEARNING MODEL

Connect the learning and share outcomes

Share new info

Search for meaning

Demonstrate understanding

Review

CONNECT THE LEARNING AND SHARE OUTCOMES

Break a pattern & create anticipationImages – guess the topicContext-based musicImage/letters activity

This is the starter and should connect with what has been learnt previously and what will be learnt.

Introduce learning outcomes – what will be learnt?

ExcitementGet students to predict the lesson.

LEARNING OUTCOMES – FOCUS ON LEARNING.

Link to relevant exam/grade/band criteria. All will understand the impact

of the Nazis on society. (C grade)

Some will analyse the impact. (B grade)

Few will collate various evidence that explores/analyses the impact in detail. (A grade)

Outcomes – should be what will be learnt and not just what they’ll do

SHARE NEW INFORMATION

Clip-YouTube Demonstration Information around

room iPad research Jumbled information Kagan Structures Animations

Share new information –

engage as many senses/learning

styles as possible.

Take a risk – give info in a new way!

SEARCH FOR MEANING

• Probe understanding• Ask planned questions• Students should convert the new

information into another form:

Have the students understood the new information?

Afl opportunity!

DEMONSTRATE UNDERSTANDING

Students demonstrate their new understanding and show progress – group/paired/individual.

Give them responsibility – independent learning

Differentiation is key as well as reminding students of outcomes/success.

Variety of learning styles.

Writing the text/answering the questions Creating a tableau/freeze frame/performance Groups collate presentation (with roles) Groups/pairs create walk-throughs Debate Teach others

REVIEWReflect on the learning

Individual, paired, small groups/whole-class.

How successful have they been in achieving the outcomes?

Test yourself, test your partner.

Edit post-it on learning line and move along line.

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