From good to outstanding teaching at St Nicholas!
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Outstanding Teaching
St Nicholas C of E Primary School
Roisin ChambersOctober 25th 2013
*
objectivesTo reflect on our own practice as educators
To create consistently effective and outstanding teaching
To consider strategies and tools that will make us even more effective
A quick activity……… Write down the first ten words that come into your head connected to the word………
dog
Facets of outstanding teaching
High expectations
A level of challenge
Focused questioning
Effective monitoring and assessment
Quality feedback
Enthusiasm, engagement and motivation
Subject expertise
Development of independent learners
ChallengeFeedback
Engagement
Autonomy
AUTONOMY
Resilience Meta-cognitionIndependence
FEEDBACK
Assessment Pupil voice
The GAP
CHALLENGE
Growth Mindsets Differentiation
The PIT
The BIG FOUR
ENGAGEMENT
Intrinsic MotivationClarityFLOW
We achieve the BIG FOUR by……
Focus What do YOU wish to achieve?
Energy Being resourced and motivated
Model Taking action with yourself first
Action Being responsible for the outcome
Reflexivity Adjusting action and modelling
5%
Tarsia
6 behind
close to
5on top of
4at the end of
3 sat on
2under neath
next to
1 hidden in
inside
1 2 3 4 5 6
21 9 60 13 5 64
4 28 25 23 36 81
5 3 56 7 24 44
18 20 22 42 17 10
12 39 14 2 54 40
4 8 24 1 30 6
Uses of a 6x6 grid….Practising a skill
Making links (e.g. cause-effect)
Classification
Compare contrast
Sequencing - Stages in a process
Ranking
Idea generation
The idea of “FLOW”Tasks are appropriately challenging
Teacher input is minimal*
Class have the necessary learning skills
Immediate feedback is given
Goals are clear and worthwhile
Tasks are intrinsically motivatingTime begins to stretch
The power of FLOWOutstanding lessons contain lots of Flow. This is
when learners work independently and are in deep concentration and totally immersed in their learning. They are doing what they want to do, not what they have to do.
To create flow we need to apply the six key elements we looked at in the last slide
It’s time to level up as a teacher
Where are you now?
How do you know?
Consider the level descriptors in your pack….what best fits you?
Can you prove it? (you might have to at some stage)
Level 1a
The students demonstrate that they are highly motivated and possess excellent learning dispositions. Students are clearly in FLOW most/all of the time. The students are highly engaged through their own curiosity and enjoyment of the learning/struggle to learn. The teacher has created a student-led lesson (20:80), and acts as activator and challenger. Students are enjoying opportunities to express themselves creatively in a variety of ways and are making rapid progress.
Level 1b
The whole class seem to be highly engaged and are making significant progress in understanding new ideas/concepts through participating in the classroom activities. FLOW is evident for the students as the teacher skilfully creates a student-led lesson (30:70). All discussions are purposeful and there is evidence that students are showing initiative and creativity. Many intrinsic motivators appearto be present.
Level 2a
Nearly all of the students seem to be engaged by the activities and there is clear evidence of enjoyment/understanding why the learning is important. Teacher/student input (40:60) and there is evidence that students are taking more initiative and taking some risks with their learning. The classroom environment is one of positive relationships and many students are in FLOW because the teacher has set appropriately challenging activities. All students are making good progress.
Level 2b
Most students motivated to participate. There is some evidence that the teacher is building positive relationships with individuals and the class as a whole. Teacher input (50:50). Someuse of intrinsic motivators. The activities used are effective and have good impact on learning. Most students are making good progress.
Levelling-up: Engagement (Flow)
How do we motivate?Intrinsic and extrinsic motivation
“If we are only motivated because of fear or the hope of a reward, we are in a very sorry state indeed” Albert Enstein
“Children behave, and therefore learn better when they are in a good mood. Good moods are created by positive environments and good relationships” Rob Plevin
Intrinsic Motivation(which triggers work best?)
Rapport
Imagination
Competence
Choice
Feedback
Curiosity
Relevance
Challenge
Fun
Fear
Motivational deficitLearned helplessness
A threatened sense of “self”
The seven part lesson…..1. Immediate Engagement 5 minutes
2. Teacher input 10 minutes
3. Individual activities 10 minutes
4. Mini Plenary 5 minutes
5. Individual activities 10 minutes
6. Plenary 10 minutes
7. Understanding Performance 10 minutes
Session twoChallenge
Bloom’s Taxonomy
Using Bloom’s Taxonomy
EVALUATION Making judgements. Assessing the value of something against a set of criteria (Judge, Recommend, Evaluate, Prioritise, Give opinions)
SYNTHESIS Using old ideas to create something new. Relate knowledge from different sources (Design, Compose, Create, Hypothesise, Re- arrange)
ANALYSIS Seeing patterns, Understanding how parts relate to the whole. Recognising structure (Investigate, Classify, Compare, Contrast)
APPLICATION Using knowledge to solve problems (Make, Build, Demonstrate, Map, Draw)
COMPREHENSION Understanding information. Grasping meaning (Give examples, Explain, Show)
KNOWLEDGE Observing and recalling information. (Tell, Recite,Make a list, What …?)
1
2
3
4
1. Concept
2. Challenge
3. Construct
4. Consider
Meta cognition
Clarity
Confusion
The “PIT”1. Concept
2. Conflict
3. Construct
4. Consider
ConceptThis is the key focus for the learning
activity…….it would incorporate the learning objective and the success criteria.
To understand the reasons why highway robbery increased during the 18th and 19th century.
To analyse the steps taken to stop highway robbery and decide which worked best.
To evaluate the characteristics of a highwayman.
ConflictThis stage challenges preconceptions of the
learner.
It is about making things difficult, challenges notions and promoting further discussion
It is about exploring possible answers, not finding an easy solution
QuestioningDo you agree or disagree with the group next to
you?
What argument would you use to justify the order in which you have put the statements?
How does this relate to what we have been talking about?
Are the reasons given for highway robbery clear enough? What else would you need to know?
Can robbery be justified?
Conflict…continuedTypes of thinking used here include….
Information processing Reasoning InquiringCreativityEvaluating ideas
Construct MeaningSharing of ideas to construct the best, not the
easiest solution, piece of writing, presentation, model……
The best is informed by success criteria which help pupils understand their own performance.
Consider the learning journey
This is an opportunity to consider the learning and reach decisions that inform the next stage in the learning….What did you find easiest/hardest?What was your first belief/thought? What
challenged it?What strategies did you consider?What helped things to become clearer?How are your ideas different now from the start?
Florence Nightingal
e
Mary Seacole
Are you in the pit?
Bloom’s orange
Socratic questions Six types of Socratic question…
Clarification Why are you saying that? What exactly does this mean?
How does this fit in with what we have been talking about?
Reasons Where is your evidence? Can you give an example?
Are these reasons good enough?
Assumptions Please explain why? Aren’t you thinking that……?
Viewpoint Why is it better than..? Why is that necessary?
Who would benefit from that?
Effects What would happen if? Are you suggesting that……?
How does that fit with what we have learnt before?
Questions about questions What does that mean?
Developing the cultureWe need to develop a culture where it is okay to
be wrong
‘Mindsets’ by Carol DweckFIXED (helpless, entity learners) :
Ability is fixed and not open to change. People are either intelligent, sporty, arts, good at maths etc. or they are not.
GROWTH (incremental, Mastery-oriented learners):
Ability and many personal characteristics are malleable. With enough motivation, effort and good teaching, people can become better at almost anything.
Growth Mindset people…..Celebrate mistakes
Use Learning journals/logs
Adopt no grade marking
Encourage self grading
Invite ‘three ways I could improve”
Enable children to grade your lessons
Session 3Feedback – developing independence
AUTONOMY
Resilience Meta-cognitionIndependence
The BIG FOUR
ENGAGEMENT
Intrinsic MotivationClarityFLOW
CHALLENGE
Growth Mindsets Differentiation
The PIT
FEEDBACK
Assessment Pupil voice
The GAP
Foundations of ‘FLOW’
Teacher input is minimal.
Learners have the necessary learning skills.
Tasks are intrinsically motivating.
Tasks are appropriately challenging.
Goals are clear and worthwhile.
Feedback is immediate.
Ofsted assessment criteria
“Pupil’s work receives well focused diagnostic comments that helps them to improve. Pupils are helped to judge the success of their work and set targets for improvement.”
Conditions that support AfL
Shared understanding about learning
Children actually involved in own learning
High expectations….. everybody can improve
Learning is at the forefront….. LO + SC
Time is given for reflection
Self + peer assessment
Feedback promotes progress
Ask children to think, not just remember
Wrong is as good as right
Children have no fear factor
KASH Knowledge
Skills
Attitude
Habits
Key aspects of independent learning (Autonomy)
30/70 ratio teacher input to pupil action
3B4ME
Stuck boards
Exemplars of great work
Routines (time for reflection)
Quality feedback (with targets)
Trust culture (it’s okay to get it wrong)
Teach competencies rather than knowledge
Help boards
More Autonomy tipsShare success criteria as well as learning
objective
Wonder walls
Children as assessors
Become a verifier
Praise to admonition ratio 80/20
Learning scales
Performance scales
Performance scalesFootball Effort
1 Hat trick hero As hard as I can 2 Back of the net! Very hard 3 In the penalty box Trying hard
4 Just kicked off Joining in 5 Warming up Some effort 6 Still on the bench Rarely trying 7 Missing the coach No effort
More scales….5-Leading and helping others
4-Giving and sharing ideas
3-Listening but no ideas
2-Causing a fuss
1-Annoying
Task………
Can you devise a themed performance scale for your class?
Aspects of learning The skills for learning to learnEnquiry Manage feelings*
Problem solving Motivation
Creative thinking Empathy
Info process Social skills*
Reasoning Communication
Evaluating
Self awareness
The taskDesign a poster for Easyjet holidays
It must encourage people to want to take a holiday with the Company
Success criteriaHuman characters in the poster
Smiling faces
An Easyjet aeroplane
Holiday location
Easyjet title
Slogan
Coping strategies when learning isn’t working well
Break the question down into sections (bitesize)
Try a different question
Highlight the difficult bits
Look back to previous work
Try it on your white board
Use working wall displays or help desk
Teacher’s comments…Relate to objective and learning outcomes
Specific advice for moving forward
Positive
Challenge the pupil to think for herself
Provide a framework for discussion
Expect a response
Comment only marking- William + Black 1998
Use of comment only
Use of grade and comment
Use of grade only
Improved performance sustained over a series of tasks
Steady decline over a series of tasks
Initial improvement but not sustained
The result…..
– “I know which parts of the work I can do and which parts I can’t do instead of just doing it because it’s got to be done. Sometimes my learning partner seems to understand better than I do, sometimes, I get it more than he does-we help eachother and we both learn more I think” Year five pupil
Levels for settling to work
Literacy working wall
Numeracy working wall
Any questions? chambersassociates@ntlworld.com
Thank you for listening and joining in.
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