Our very own TEACH MEET on 21st May 2013

I just wanted to say THANK YOU so much for all the  excellent contributions last night.

Our Teach Meet  was really good fun and informative, the feedback has been overwhelmingly positive. It was great to feel that real buzz in the hall and the after chat (party) focused on teaching and learning.

All the resources and presentations will be posted on this blog… Prezzi  seems a real hit , these presentations are quite easy if you follow one of the templates. You can also upload an existing powerpoint  into Prezzi. Have a look… http://prezi.com/

Paula was a little scary with her flying ‘Spongebob Squarepants’ and the wonders of Twitter are now to behold. It felt very together, a real team effort.

Click below for programme http://prezi.com/ghihcugchcdl/rvhs-teachmeet-inset-21-may-2013/

Together we will be outstanding ……..

Sharon J

Pose Pause Pounce Bounce

Resources from tonights T&L  meeting  (NQT session )
What is it?
PPPB (Pose, Pause, Pounce, Bounce) is a simple, yet sophisticated, AfL (Assessment for Learning) questioning technique to help teachers move from good-to-outstanding. It also helps address differentiation in the classroom and encourages teachers to slow down, take risks and tease out understanding…
Session led S Jenner

Acid Tankers Levelled Differentiated Task Example

Acid Tankers Levelled task

This is a differentiated task Vic and Nim designed in science.

How to ensure progress for all (challenge/flow/independent learning)
Ensure progress for all by checking their understanding on their individual tasks and either increasing teacher input or directing them to resources (page numbers present on their task sheet) in order to move them on.
Flow will be managed by regular questioning of progress and questioning as to how much longer they will spend on each task.
Independent learning will be achieved through the students working on the tasks set on their “Acid Tankers” levelled task sheet to help them achieve progression

How to ensure progress of LA (challenge/flow/independent learning)
The lower ability students in the class will achieve at least level 3/4 through the manner in which tasks are broken down for them (main task success criteria ladder). LA students will work with HA students to improve their answers. HA will model good answers. I will also help them to model good answers.

How to ensure progress of HA (challenge/flow/independent learning)
I believe that there are some higher ability students within the class (past class work). I have therefore set higher order questions on the main task (success criteria) to help enable these students to make progress. These students will also take reasonability in co-coordinating their groups and present findings near the end of the lesson (presentations)

Vick and Nim

Click here to download the document above.

Differentiation in the Classroom by Dee Sexton

Differentiation is a term that is familiar to us all. However, really understanding the term, and effectively putting it into practice, can be one of the greatest challenges. There are various definitions for differentiation but to summarise: ‘differentiation’ is the process by which differences between pupils are accommodated so that all students have the best possible chance of learning.

There are three categories of differentiation:
 differentiation by task, which involves setting different tasks for pupils of different abilities
 differentiation by support, which means giving more help to certain pupils within the group
 differentiation by outcome, which involves setting open-ended tasks and allowing pupil response at different levels.
Ideally, you should be using all three types of differentiation to accommodate the different learning styles in the classroom.

If in a lesson we rely only on differentiation by outcome this may not be seen as best practice and can mean that some students may only write one sentence. Therefore having a combination of all three is desirable. You can use the data you have at hand to gauge where the pupils are in their learning and to build a profile of the learners in your class. This includes those with SEN, the more able, but also those ‘in the middle’ who are often neglected because they fall into neither category – they quietly get on with their work and participate only when asked.

Take a practical and realistic approach to differentiation. When planning group work, try to plan so that groups can access work at different times in the week, so that the less able cover the work set at the middle group level by Wednesday for example – this saves planning four different types of work for each group, each day. Think of group work using a traffic light system: green for work they can do unaided once explained; amber for work that may require support; and red for work that requires a teacher or LSA ‘scaffold’ it. Then you can plan around the support staff that you have.
differ 2<a
 Try to use all three types of differentiation to accommodate the different learning styles.
 Try not to rely on outcome as a differentiator.
 Be creative with resources and support to ensure you are not spending excess hours planing.
 Think about liaising with colleagues to assess which pupils are in need of differentiation.

Create a listening frame for students who struggle to make notes. This could be a worksheet with a set of sections on it, each one headed by a question, statement or category. The student can then use this to make notes. The sections will help them to order the information they receive. This will eliminate a thinking process for them, thus allowing them to concentrate exclusively on listening and writing. In essence, a listening frame does a bit of the work for the student, making life easier for them.writing frame<

Encourage your students to ask questions. There are many benefits to this, including:
• Students can ask questions at the level with which they are comfortable.
• Students can hear other people’s questions.
• Students can observe how the teacher goes about answering questions.
• The teacher can find out what areas students want to know about.
• Students can find out information from the teacher’s responses.ask question

Discovery Learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves.’
You can build discovery learning into your lessons through:
• Group work.
• Providing some of the information and letting students work out the rest.
• Setting students independent tasks such as research or a design brief.
• Experiments.
• Investigations.
• Create a space on your classroom wall called the ‘Wonder Wall’. You might like to make this look like a wall by chalking bricks onto black paper.areoplane

Teach to Learn: Issue 2 – Literacy at Roding Valley High School

Teach to Learn: Issue 2 – Literacy at Roding Valley High School

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