Educational leadership & learning

Archive for the ‘Teaching & Learning’ Category

Feedback presentation

I was very pleased to invited to #TLT17 at Southampton University on 7 October 2017, to run a workshop explaining how our school have developed and use our Feedback policy. The aim I shared was to maximise learning for the pupils whilst minimising the workload for the teachers.

Our first version came in the autumn term of 2014 (the term when the new National Curriculum came in and NC levels went out). I shared some summaries of research about the value of Feedback, and as a staff team we designed our Feedback policy.

We used this throughout this and the next year, and it seemed to work fairly well. However when the DfE Workload Groups produced their reports we evaluated our policy and practice to analyse whether it was meaningful, manageable and motivating.

During 2016-2017 we were extremely fortunate to have the wonderful Natasha Jones undertake her NPQH project with us. Working with the staff in two groups she helped us reflect on the principles and purposes of feedback and what we wanted it to achieve.

Also in this year I was involved in a Hampshire run project with colleagues from a number of other schools. We visited each others schools and observed and analysed their Feedback policy and practice. It was a reassuring process, as we had many similar elements of practice.

However we plan to continue to be self-critical and reflect on effectiveness and impact of our policy.

Below is the presentation I shared at #TLT17 and a copy of our current Feedback policy.

Feedback TLT 17

Feedback policy May 2017 

 

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Better than Good?

In July 2017 we reached the end of our 4th year as a school (@cornerstonecofe).

Myself and our Senior Leader (Clare) feel fairly confident that most aspects of our work are at a ‘Good’ standard of a regular basis and pupil outcomes have improved over the past two years.

We spent some time discussing how we wanted to continue our development: by aiming for the Outstanding criteria from Ofsted, or by trying to create our own definitions and practice of being better than Good. We choose the latter.

With staff last term we began to unpick what we might think defines Inspirational teaching and learning. What it might look like? how it might feel? What we might see and hear from the pupils? The impact it might have on them? We also discussed teachers we remember both as children and from a career that we thought were inspiring and what made them so.

For me, a lot of the ideas can come down to:

  • How we do what we do
  • The impact on the learners

This week Clare asked us to consider the following two questions in pairs:

  1. My teacher is inspirational when / because…
  2. Inspirational teaching and learning at Cornerstone is…

Our aim is to define Inspirational teaching and learning and then consider, share and develop examples of this in our practice across the school. Below are some of our thoughts this week. The plan is to try to pick the 3-5 that most resonate with us from each list. Which 3-5 would you choose?

 

My teacher is inspirational when / because…

  1. Enthusiastic, animated, energetic and curious
  2. Nurture high aspirations
  3. We are reflective and responsive
  4. Recognise effort and improvement
  5. We use the language of learning not doing
  6. Giving real choice
  7. Growth Mindset
  8. Encourage and share genuine moments of awe
  9. Environment of positive assurance
  10. Share something we have learnt and be open when we don’t know
  11. Courageously try, even when it’s difficult
  12. Feed forward
  13. Show genuine interest
  14. Give children many chances to speak
  15. We are happy and smiling
  16. We model learning (WAGOLLS) and make mistakes
  17. Invest time in them, will go ‘off piste’ to value their contributions
  18. Build resilience
  19. We reflect their interests in the learning
  20. Have high expectations
  21. Using positive and reinforcing language
  22. No sense of failure
  23. Use visual cues to explain
  24. Use IT to make it real and exciting

Inspirational teaching and learning at Cornerstone is…

  1. Challenging
  2. Children find out/ discover for themselves
  3. Empowering
  4. Irresistible
  5. Following children’s interests
  6. Builds self-esteem
  7. Self-motivating
  8. Seen when children are in the flow
  9. Practical
  10. Courageous and risk taking
  11. Stimulating
  12. Well-chosen concrete resources
  13. Unrestricted
  14. Ambitious
  15. Fun
  16. Promoting emotional intelligence
  17. Varied
  18. Accessible
  19. New experiences
  20. Achievement
  21. Engaging for all
  22. Building confidence
  23. Comprehensive subject knowledge
  24. Collaborative
  25. Valuing

We would be very interested in hearing other teachers thoughts and opinions.

Many thanks.

Sharing Deeper Learning examples

This half term our Marvellous Minutes* at the start of our Staff Development Meetings are focused on bringing and sharing an example from the week of when we have tried to stretch / challenge / enrich (choose whichever word you wish) some of the learners in our classes. This is about celebrating our achievements, and exploring together different ways we can provide learning opportunities at greater depth, without moving onto different Learning Objectives. This is part of developing our collective understanding and actual use of ‘Mastery and Enrichment’ within our curriculum.

Year R. The class teacher explained how important listening and engaging in conversation with children is. Following a short maths activity, the teacher was listening to a boy who was still practising using his number bonds to 10 within an activity he had chosen. The teacher then asked some additional (pun intended) which developed into challenging the child to extend the range of numbers he could manipulate mentally. He went far further than the teacher had previously assumed he could. We discussed how important it was to listen in to children’s conversations to gain insight into their thinking and to challenge and extend thinking through well chosen questions.

Year 1. After a couple of lessons of deliberate practice on “o’clock” (making times on model clocks with partners, discussing / reading / drawing given times), some of the learners were challenged to apply their knowledge and understanding within a context. “A clock has the small hand at 12 and the big hand at 6. Bob thinks it is 6 o’clock. Is he correct?” The example shared also showed how the learner had explained her thinking in full sentences. This was followed with the challenge to choose 3 usual events in a day and to draw the hands to show an appropriate “o’clock” for those events.

Year 2. Following a series of lessons on the high quality story “Bog Babies”, the class were asked to write a description of a setting. The teacher (@penfoldno1) discussed how he had changed the Learning Aim from a description of the task, to one that concentrated on effective language choice to paint a picture in the reader’s mind. A group of previously identified higher attainers were briefly shown a WAGOLL that the teacher  had prepared, and then asked to write their description independently. The rest of the class then had a more detailed discussion about the WAGOLL and were encouraged to ‘magpie’ words and phrases in their own piece. We discussed how as the learners journey through the year, we need to take more scaffolded support away. By Easter we would hope for them to be independently creating their own Success Criteria for their written pieces.

Year 3. (@francescaprett2) explained that after a series of sessions of practising aspects of fractions and use of tenths as fractions and decimals (involving concrete equipment and a range of visual models) she has challenged her class with some questions in problems solving contexts. The question “prove it” was evident in many and the most worthwhile struggle came through the learners trying to explain their thinking and reasoning in a coherent and precise way.

Year 4. The class teacher shared a couple of examples of how by phrasing questions differently the challenge level had been raised for some learners even though the Learning Aim had remained the same. Towards the end of a series of fractions lessons, questions such as “1/3 of 72 = ” were mixed in with questions such as “1/5 of __ is 14. What is the missing number?” During the session today when the Learning Aim had been to convert using different units of measure, some learners were given greater support and had a longer input to explore converting ‘cm’ to ‘mm’ and vica-versa. A cut away group were moved onto their questions quicker, which involved them needing to add and subtract different measures. It included missing number questions and also introduced ‘m’ alongside ‘cm’ and ‘mm’ after a few questions. We discussed how by phrasing questions in different ways, it challenges the learners to think in different ways and raises the cognitive demand on them.

 As a reflective team, our staff are sometimes harder on themselves than they need to be. Generally the feeling amongst them is that they haven’t fully ‘got their heads around’ the ‘Mastery and Enrichment’ approach. On the evidence on today’s examples I would respectfully disagree, and think we have come a long way in our collective practice.

*The original post explaining Marvellous Minutes

Teaching, Learning and Assessment morning

I am running a free morning of CPD for local primary teachers on Friday 27 January 2017. It is taking place at Cornerstone CE Primary school (PO15 7JH) in Hampshire (Junction 9 off the M27).

I will be sharing our journey so far in developing our Teaching and Learning practice and policy, and linked Assessment procedures (since September 2014). Colleagues attending will hopefully be sharing their ideas, the practice in their classroom and schools, and hopefully we will all go away with more ideas and greater clarity.

I have attached a copy of the presentation below, but undoubtedly the professional dialogue will be the most valuable aspect of the morning.

If you live or work locally and would be interested in joining us, you would be very welcome.

Please contact the school on 01489 660750 or adminoffice@cornerstoneprimary.hants.sch.uk to book a place.

Teaching Learning Assessment 27.1.2017

 

Top 5 posts of 2016

Below is a list of the most popular posts on my blog during 2016.

#teacher5aday #wintercalendar

My December contribution with @vivgrant to @MatrynReah’s important Teacher Wellbeing initiaive.

Assessment Journeys 2016

The principles and processes behind our school’s developing Assessment practices, whihc aim to focus securely on the learners and making it useful and manageable for teachers.

Learning First

My thoughts about the conference I attended in September orgainsed by @AlisonMPeacock and @JuleLilly to focus on Assessment Beyond Levels.

TLT 16

A summary of the thoughts shared by a range of speakers at this year’s event in September at Southampton University.

Big Ideas in Primary Maths

A summary of our staff’s professional learning and development from a day with @mikeaskew26. Thought provoking, insightful and highly helpful.

Maths Learn Its

In seeking a balance between quick recall and more in depth understanding we are developing a range of Maths ‘Learn Its’ posters. The aim is that each week within class one is focused on during a 5-10 minute slot or two during registration. It is also that they are shared with parents each term or half-term as ongoing practical maths Home Learning (that don’t require work coming in to teachers to be marked, but give parents guidance on how they might encourage their children to think and talk about maths in the world around them).

We are completing the ‘Learn Its’ for each term for Y1-Y5 as we go through this academic year, and are very happy for other schools to use, adapt, improve or ignore them. If any colleagues have any suggestions, improvements, or similar sheets / posters we would very much appreciate having a look at them.

yr-autumn-learn-its

yr-spring-learn-its

YR Summer Learn Its

 

y1-autumn-1-learn-its

y1-autumn-2-learn-its

y1-spring-1-learn-its

Y1 Spring 2 Learn Its

Y1 Summer 1 Learn Its

 

y2-autumn-1-learn-its

y2-autumn-2-learn-its

y2-spring-learn-its

Y2 Summer Learn Its

 

y3-autumn-learn-its

y3-spring-learn-its

Y3 Summer Learn Its

 

y4-autumn-learn-its

y4-spring-learn-its

Y4 Summer Learn Its

 

Y5 Autumn Learn Its

Y5 Spring Learn Its

 

 

 

 

Deepening Learning with SOLO

As part of our school’s development of both our understanding and professional practice of ‘Mastery‘ of the curriculum for all and ‘Deepening‘ or ‘Enriching‘ of learning for our ‘Higher Attainers / Deeper Learners’, we have been creating SOLO Learning Journeys to accompany each domain the Maths National Curriculum.

However to ensure we are sufficiently challenging our ‘Higher Attainers / Deeper Learners’ we are drafting an overview for using SOLO across the curriculum and within individual lessons. The first draft is attached below. It includes: our school’s definitions for ‘Mastery’ and ‘Higher Attainers / Deeper Learners’; how our school’s Learning Values fit within the structure; and the type of Learning Behaviours would should plan to provide for and expect to observe in our learners.

We would be interested for any thoughts or feedback from other colleagues on similar journeys. Many thanks.

solo-deepening-learning

 

 

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