Roding Valley High School is now a member of NTEN. We believe in the power of collaborative learning and that outstanding teaching leads to outstanding outcomes for our students.
Coaching is embedded at our school and we need to extend the DAZ culture.
What does it mean for us ?
Posted Sharon Jenner
Teaching and Learning
Shared Sharon Jenner
Please find below all the presentations and resources from our Teach Meet
Please trial one idea in your classroom and for more information or help then please ask the presenter, I am sure that they will be happy to help.
Camscanner app by Marius Vermaak
Class Charts presented by Shahidur Rahman an excellent tool for preparing seating plans
Judith Bentley and Tara Preston present on the excellent Mind Mapping Skills promoted by Positively Mad.
Can be an extremely useful technique to help students revise for any subject.
What is the purpose and how relevant is blogging to teaching and learning…..
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Matt Cocker on the story so far with Edmodo
Nicholla Chambers presented on effective feedback methods in MFL
Emilie Darabasz presents Tweachers!
Melanie Wright demonstrated how to create a literacy friendly learning environment
Karima Lasfer showed us how to inject zest into the classroom using Task Magic
Jackson Home and Tamie Kyriakou show us how to use Tarsia across the curriculum
Jon Quirk presented on using Google Play for education
Chris Bently demonstrated how to use the fantastic screencast-o-matic to provide feedback
Click on image below to view
Kumers Naidoo showed us five online web tools in 5 minutes
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Dee Sexton shared some differentiation strategies
Emilie Darabasz presents on…
What’s the point of Twitter? Why should educators get involved? What difference does using Twitter make? Well here are some ideas I wanted to share.
Twitter is like a virtual staffroom, we are at times too busy in school to sit down and share ideas and resources. Twitter helps you to do so. In the search tool bar Hash tag # follow by what you would like to search for (#AFL) and in seconds you can access a stream of links, ideas, opinion and resources from global professionals.
Twitter is no string attached– you can step into it when suits you: on the train or waiting for the kettle to boil you do not need to be logged on all the time for Twitter to be beneficial to you.
Twitter helps teachers to reflect on their own practice in order to improve and develop ideas. Teachers on Twitter share reflections and both support and challenge each other. This is a free and very efficient CPD!
With Twitter you get instant feedback – Posting an idea or a resource on Twitter means you can gather a range of opinions and constructive criticism within minutes: which is a great help when planning a learning experience or writing a policy.
Twitter helps me to stay up to date on news and current affairs, as well as on the latest developments in my areas of interest. By following leading individuals and organisations, Twitter users can stay at the bleeding edge of innovation and creativity. (Think about your own CPD )
So where do you start? Open an account for your personal CPD only. Think about the leading individuals in your subject area for instance Sue Cowley for behaviour – seach for their name and read their ‘Bio’ (The way they introduce themselves on the profile page). If you are interested follow them. Have a look at who they are following as well (as most of the time they will follow professionals in the same area if interest) and follow them too.
Do not forget chats and forum like @ukedchat: every Thursday night at 8pm on education ideas and issues, @BehaviourTeach: Monday night at 8pm chat on behaviour strategies in classroom or @STLchat on Sunday night at 8.30 pm (you do not need to be STL to follow this very interesting forum)
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.
THINGS TO THINK ABOUT
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.<
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.
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.
• 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.
Review ‘Closing the Gap’ linked blog
To ensure that students are actually using our feedback to make progress…interesting read
Students participate in e-safety learning for safer internet use.
See below for presentation with advice and tips as shown to our students in a week of assemblies.
Prepared by Ken Joyce
Head of ICT and Business Studies
I was asked by my group of NQT’s….Can you give us some simple but practical ways to improve our teaching and in turn enhance the learning ?
So prior to the meeting I took a list of practical but simple ideas and modified them to fulfil the Roding Valley objectives:
Create thought provoking starter activities (the hook ) – have it ready as soon as they arrive on the desk/whiteboard – get them to start as latecomers arrive.
- Instil good habits, planners and equipment out on the desk at the start of every lesson
- Use a single lesson objective but plan a different journey for students within the class to reach that objective or,
- Use tiered / progressive learning objectives: maybe colour coded to help students realise progression from green to orange to red means difficulty increases. Use learning objectives not task based objectives.
- define/recall/describe/summarise (green L/O)
- explain/compare/discuss/compose (orange L/O)
- analyse/evaluate/investigate (red L/O)
- Refer to learning objectives consistently throughout the lesson – not just the beginning and the end and check progress towards these objectives at regular intervals, ensure you know where the learners are with their progress (AFL)
- Planners ,traffic lights
- Teacher circulation
- Web cam /visualiser– show student work, suggest improvements
- Model answers – self marking – green pens
- Peer marking – provide student speak criteria
- Post it notes
- Thumbs up
- ipads (video ) PE
- If students simply aren’t getting the content of your don’t soldier on in fear of deviating from your plan lesson plan. Instead re-model and re-shape your lesson, think on your feet PACE
- Use hinge point questions (questions to test understanding before allowing students to move on to the next learning objective)
- Have mini-whiteboards on the desk most lessons-even if you hadn’t planned to use them, you might find them invaluable when you have to re-model a task and think on your feet.
- Take all opportunities for self and/or peer assessment / marking – use a web cam/visualiser show student work during the lesson and ask for feedback, positive and next steps learning. Model exemplar pieces but also show common misconceptions.
- Make sure any resources are creative but don’t get lost in them, focus on the learning.
- Avoid getting students to copy out definitions/key information- get them to work for this information themselves.
- Consider and make use of any literacy opportunities including speaking and listening. Encourage students to answer in full sentences.(verbally and written)
- Step back from being the expert in the class from time to time and let students show their ability to learn independently (here’s the answer- what was the question?)
- Use different types of activities from lesson to lesson – aim to keep students on their toes each lesson so they do not know what to expect.
- Re-model tasks verbally to help differentiate – you can verbally scaffold tasks for individual students without having to have 5 zillion different worksheets.
- Ensure that you speak to every student in the room at least once during a lesson (say hello, ask them a question, praise them, comment on their work).
- Ask probing, open-ended questions – ask them to the students without their hands up- even better- apply a no hands up policy from time to time.
- Be consistent with behaviour rules/discipline with every student in the class.
- Always have an extension task or two ready – students should never sit idle.
- Ensure that you complete a plenary, make sure you know which students have achieved the learning objectives.
- Use this information to inform your planning for the next lesson – Big Picture
I was quite pleased with these. practical tips and presented them to the assembled NQT’s.
“ What else do I need to consider when planning my outstanding lesson?”
The responses came thick and fast, with discussion and examples given:
Know all your students, progress data, SEN, other groups
Consider appropriateness of home learning to ensure progress over time (in line with the new school timetable )
Planning for behaviour – seating plans, knowing in advance the internal on-call arrangements
Planning for the other adults in the room – talk to your LSA , discuss what you want her/him to do, don’t just leave it to them
Next steps…….. to write some practical tips for each of these
We then discussed the importance of the phrase ‘progress over time’ and its implications for us in the classroom. This led us into the importance of marking and effective feedback to the students. We discussed how it was no longer possible to achieve good /outstanding if your feedback and marking did not equip your students with the means to improve and make progress over time. We are currently writing up some examples of best practice marking and methods at Roding Valley High School and these will be published soon.
Its been a long day but great to work with such inspired and keen NQT’s…
Assistant Head teacher Teaching and Learning
“Tell me the answer, Sir!”
Imagine this. One evening you are eating your Supper, after a long day at work and school, and Sonny Jim suddenly complains that his teacher refused to help him in such-and-such a lesson.
“I’m sure that can’t be right, Sonny. Your teacher wouldn’t deliberately not help you. You must have got it wrong”, you reply.
But, no. Sonny Jim is adamant that his teacher did not help him. When Sonny asked his teacher something, they refused to give him the answer. Shock! Horror! What a terrible teacher. You promise to phone school the following day to find out exactly what happened.
Well, in the coming weeks and months I hope that this might be a familiar conversation around the dinner table. As part of our latest INSET teachers and Learning Support Assistants have been looking at questioning skills, and how we support students to become more independent thinkers. Part of this is not providing answers, but to encourage students to think for themselves and work it out independently. We have looked at the oddly named “Blooms Taxonomy”. In 1956 Benjamin Bloom developed a way of ordering questions of increasing difficulty. At the start you have questions relating to Knowledge (“ Tell me three things you know about…”) and at the end you have questions that ask for viewpoints ( “Can you give me reasons for saying that…”). As teachers we sometimes miss the opportunity to develop these vital thinking skills in our efforts to complete a task, or get something finished. Questioning is also a way of checking understanding, of course, and of challenging students of different abilities.
So, the next time you are sitting around the dinner table, and Sonny Jim pipes up that his teacher has refused to help him, just reply, “ Well Sonny, can you give me three reasons why that might be the case?”!