From good to outstanding teaching at St Nicholas!

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”

Learned helplessness!The Escalator

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? [email protected]

Thank you for listening and joining in.