#TMNSL – Micro presentation – ‘Learning Lunches’
As every school does we wanted to improve the quality of T&L and I am a firm believer in doing this through the sharing of good practice, as we have, and had, loads of great practitioners in school in lots of different departments. To share all of the ‘gems’ that everyone had in their toolkits we put together ‘Robert Blake’s Best Bits’ which is a collection of all the bits that make our teaching great. We asked every member of staff to contribute at least one idea that could be used generically by other staff in other subjects around the school, all of which were completed on a common format of a powerpoint slide. These were then collated, organised into different sections and shared with staff. Immediately we had helped create a culture where people were more open about sharing their teaching and helping others. The off-spring of this was we had more staff doing learning walks to see these gems in action in the classroom and T&L took on a greater priority with staff.
Resource. NSL TeachMeet presentation (PDF)
From this we wanted to further embed the culture of sharing T&L so we created the ‘Learning Lunches’ where every fortnight we would put on a buffet (£1.50 per head!) for teachers where 3 ideas from RBBB would be presented and explained. This led to a huge uptake in the ideas and the resultant conversations that were generated as a result of seeing the idea. Our SENCo then developed the idea for LSAs (as we couldn’t fit all staff in our food room where we have the Learning Lunches!) as they have a Learning Breakfast every fortnight, during PSHE lessons, to share their best practice.
The beauty of RBBB is that any one person can initiate and develop the idea. As a class teacher you can create your own ‘best bits’ then begin to share with other people, hopefully making the scheme whole-school. The Learning Lunches can happen informally without providing lunch for staff but putting on the buffet is hugely appreciated by staff who value the school’s commitment to developing T&L.
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‘Quick wins’ #15 – Getting students to articulate their learning.
Why? I guess I was never really convinced by the idea of getting students to articulate their learning; I thought it was one of those tokenistic additions to lessons, something that would please the observer rather than having an impact on students’ learning. So, when students were clearly making progress through their written work, I was little concerned if they couldn’t express precisely what they were learning, verbatim, like they had regurgitated every word of the specification. I was also very cautious of time that this took; I feared it would slow down the pace of the lesson, that I would lose the students before I had a chance to engage them. I was wrong…
Possible solution. I now think that getting students to precisely articulate their learning is integral to their engagement and to their progress. So, what changed? Persistence and developing habits. Just like Einstein said,
We are what we repeatedly do. Excellence, then, is not an act, but a habit.
Although I had always shared the lesson outcomes with students, their interaction with them was something that I tried to build on, every lesson; before, I had just assumed that reading the objectives to students was enough. However, David Didau’s book, The Perfect English Lesson, was something which helped me to question this process. He talks about getting students to interact with the lesson objective in creative ways – getting them to guess missing words; to write the lesson objective as a facebook status and then allowing students to comment on this. Therefore, I took inspiration from this.
Firstly, I started with the language in the outcomes of the objective. I stripped the specification down, picking out the key words. For a reading lesson in English this usually translates to getting students to explain, explore, analyse language or ideas. Through questioning, I then got students to define – precisely – what these words meant. To help with this I added pictures beneath my outcomes and I asked students to match up the correct pictures to the outcomes. This led to an increased sense of clarity. For example, students were able to link the picture of an explorer surveying a landscape to the need to look everywhere in a text; to find more than one quotation to support a point; to look at more than one interpretation when looking at a quotation. Discussion evolved further to looking at sentence starters which would help students to demonstrate that they were explaining or exploring an idea.
Example learning objectives (editable).
Outcome. This strategy has worked successfully. Students are now clearly able to say what they are learning in a lesson and they can also precisely say what level they are working at, as well as being able to articulate how to move to the next level. This has motivated students: their next learning milestones have shrunk, becoming tangible, and within their reach. Also, with a new emphasis on lesson grades being linked to ‘progress over time’, students’ ability to articulate what they have learnt and how they have progressed is more paramount than ever. In a recent observation it was great to see students explaining to the observer what they had learnt and how they could progress further. However, I don’t think this has solely been achieved by getting students to interact with the lesson objectives and outcomes alone; the language used in the objectives has permeated all aspects of learning. I have used it repeatedly through questioning and book marking, too. In this respect, it has also sped up the latter as, in some cases, I am able to write ‘explain your point’ or ‘analyse these words.’ In short, having high expectations around students being able to articulate their learning has led to significant improvements in my classroom. So, if you are worried about this absorbing too much lesson time, fear not: just persist. And slowly, students will possess a clear understanding of what they need to learn, and know exactly how to get there.
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#TMNSL 20/03/2014 – Workshop resources: Differentiation
Differentiation by Chris Moyse (@ChrisMoyse)
Our students differ from each other in so many ways:
· Prior knowledge and expertise
· Language development
· Family background and values
· How they learn best
· Where and when they learn best
· Speed at which they learn
· Levels of concentration
· Confidence and self esteem
There are several ways by which we can make the learning more accessible for all our learners…
· Steps to take in an activity
· Support – peer/adult/virtual
· Pupil choice
· Assessment & feedback
The top two sound too much like hard work for busy teachers so in this workshop we briefly looked at the possibilities of differentiating by choice.
Before though we considered the fact that John Hattie suggests that…
A teachers’ job is not to make work easy. It is to make it difficult.
He goes on to say that…
If you are not challenged, you do not make mistakes. If you do not make mistakes, feedback is useless.
Lev Vygotsky suggests that our students should operate within their ‘Zones of Proximal Development’. This involves facing challenges just beyond their current capabilities: a level of challenge that students can meet with help. Learning should feel tough, tricky, challenging, puzzling but not impossible.
To provide a challenging level of learning we need to know our students. Ensure that you have simple, understandable and usable pupil data available and use this data when planning and structuring teaching and learning in your classroom. Data together with any other relevant information about your students is best collated on an annotated seating plan or student profile. Have this annotated seating plan to hand and in the forefront of your mind as you prepare fabulous lessons. Remember to also have their recently marked books with you too as marking should always inform your lesson planning.
Start with the end in mind: plan for learning. Establish a clear objective and tangible outcomes avoiding the devil of low expectation – Must Should Could. Quite simply the wrong language to be using with teenagers!
Same task, different level of challenge. When you differentiate, you plan for the most able in terms of outcomes and then look at how to overcome the barriers for other groups in your class to enable them to access these outcomes – you then adapt resources, support and grouping to differentiate.
Research from Professor Robert Ornstein indicates that when learners feel as if they have some control and choice over the type of task that they are about to do, they feel positive and motivated.
So try to differentiate through choice eg Let the students choose their level of challenge or use workshops or drop in sessions: a series of inputs or demonstrations that students come to if, and only if, they need them
Differentiation top tips:
· Know your class and demonstrate this through annotated seating plans and student profiles. Use this ever-developing knowledge base to enable you to adapt your approach for who is in front of you.
· Challenge them. Have high expectations. Present learning without limits.
· Encourage your students to make and learn from mistakes. Then feedback can come into play.
· Opportunities for students to express their understanding and articulate their thoughts should be designed into any lesson. The more you hear and see the more you find out and the better you plan, respond and adapt to what happens during the lesson. Great teachers are great listeners too.
· Mark their books and provide your students with more work. Provide them with an opportunity to make your suggested improvements: the only time you will ever have 30 different lesson plans.
FREE RESOURCE: Differentiation bookmark.
@ChrisMoyse on Twitter.
#TMNSL 20/03/2014 – Workshop resources: ‘Differentiated homework’
Differentiated homework by Sharon Porter (@sporteredu) & Tom Leahy (@MrTLeahy)
The workshop on Differentiated Homework came about due to us considering the differentiated lesson. “We differentiate in lessons so we should differentiate homework…right?” Right!
How can we as teachers insist upon differentiating our classwork but then feel justified in giving the entire class the same piece of homework? It can become boring for the more able, consistently annoying for those who are finding the work challenging and it can be boring for the teacher too! To an outsider, it may seem strange that we are not differentiating homework, so what’s happening? Why are we all giving our students the same homework? Let’s consider the “Why? How? & What?” of this homework scenario
Why do you want students to complete homework?
o Practice? 10000 hrs makes perfect (Malcolm Gladwell)
o To cover more content? The flipped classroom (Bergmann & Sams)
How do you want them do it?
o Paper based or On-line?
o Weekly, Bi-Weekly?
What are the next steps?
o How can you maintain this level of homework?
o How much effort are you putting in when setting and marking the homework?
o How can you ensure that your students learn from the homework and not end up with lots of pretty displays? What level of feedback/marking is the most effective (#Takeawayhmk – how can you fairly assess the homework… S. Porter is currently researching this.)
Knowing the current approaches that are taken with homework and the completion rates, the following is a list of different homework that can be tried with classes – Differentiated Homework
- Two sided worksheet / laminated card
o Basic questions on one side and an extension of the concept or a problem solving task on the other side.
- On line homework (SAM Learning, MyMaths, ShowMyHomework, etc)
- Concept Cards – some staff made their own in the workshop
- Choice Boards
Alternatives to Traditional HW
- Suggestions by the students of Kathleen Cushman “Fires in the Mind: What Kids Can Tell Us About Motivation and Mastery
- Takeaway HW (from “100 teaching ideas for Secondary Teachers” Ross Morrison McGill aka @TeacherToolkit)
@sporteredu & @MrTLeahy on Twitter.
#TMNSL 20/03/2014 – Workshop resources: ‘Solo taxonomy’
Solo Taxonomy by Mat Pullen – @Mat6453
I have been thinking about SOLO taxonomy for a while and the impact it can have on student learning in PE. I have also looked at ways to make it easier for students to access.
I have previously blogged about Project Based Learning here and the feedback has been really positive. both staff and teachers are engaged in this approach to co construction of the curriculum and lots of teachers are telling me about their plans for embedding it in their schemes.
To move things on a bit I wanted to look at ways of supporting students to create their own learning models. To help facilitate the process of finding out what they need to improve on and where to find out how to do that.
That is where the link with SOLO comes in. I have used SOLO to great effect in practical sessions and students are really showing great progress in lessons and more importantly they kbow what they need to do to keep progressing.
In order to support this further I have created posters that I can use in sessions that allow the students to acces some visual cues to support them in their construction of lessons. The posters trigger augmented reality links to images and videos to help students check on technique and to assist in giving detailed feedback to each other.
The process is fairly simple, I created a poster on my iPad using Comic Life. Add this image to Layar.com in their creator section, add in video and images to the relevent sections and voila, augmented reality posters. The students can now access these with any device with the Layar app installed.
So now in a session, we start with students looking at a problem that they need to solve, they look at the skills they will need to develop to support them in overcoming the problem. Around the hall are posters with links to images and videos to help support their learning. They integrate numeracy to support their understanding of success, they use literacy to improve communication and feedback and they can see how they can progress using the SOLO stages.
This is a real change in lesson structure but really engages students to be active whilst learning a whole wealth of key transferable skills.
#TMNSL 20/03/2014 – Workshop resources: ‘Great teachers’
Great teachers by Chris Hildrew – @chrishildrew
What makes an outstanding lesson? And who decides? Ofsted set out their criteria for evaluating the quality of teaching and learning in an institution as a whole. In their School Inspection Handbook, footnote 42, it says:
“These grade descriptors describe the quality of teaching in the school as a whole, taking account of evidence over time. While they include some characteristics of individual lessons, they are not designed to be used to judge individual lessons.”
We know that plenty of schools ignore this and adapt the criteria to apply them to individual lessons – for some very understandable reasons. We also know that this leads to teachers teaching “observation specials” to try and jump through the hoops of the taken-out-of- context criteria. You can read about the impact of this in @cazzypot’s blog: Is Michael Gove lying to us all? and in @BarryNSmith79’s Lesson Objectives, Good Practice, and What Really Matters.
Let’s start again.
A typical teacher’s directed time is 760 hours in a year. How many of those will be formally observed by someone else – three? Five? Ten? Whatever the number, there’s a lot of hours in a year when it’s just you and your learners in the room. Forget outstanding. Think about a great lesson you’ve taught – not a lesson where someone else was watching, but one of those lessons where it all worked. Where you and the kids left the room bathed in the warm glow of achievement. Where teaching felt really, really good. What were the ingredients? What made it work? And which of those features can you replicate in your classroom on Monday? If you were to start with a blank sheet of paper, how would you define a great lesson?
And, if that’s a great lesson, what are the qualities of a great teacher? And how can we live them in the classroom for all 760 hours of the year?
Here’s to the crazy ones… You are AMAZING. #TMNSL
If we want are students to amaze us we must first amaze them with our relentless, endless pursuit of learning. The role of a teacher offers the greatest opportunity in the world coupled with a complex set of responsibilities. The moment we stop reflecting on our practice, the moment we settle, is the moment we veer dangerously close to mediocrity. It’s the commitment we make as teachers to never stop learning that will build good habits, develop great teachers and ultimately move the lives of the young people in our care forward.
Every teacher needs to improve, not because they are not good enough, but because they can be even better.
The above quote from Dylan Wiliam was one of the reasons that led me to start Never Stop Learning. I wanted to encourage colleagues to reflect on what they were doing and offer some help in doing that. So I founded this idea upon the following principles (via Jamie Smart):
Last night at the first annual Never Stop Learning teach-meet #TMNSL over 150 teachers from around the south-west (and beyond) volunteered for the opportunity to exercise and experience the above three principles to deepen their understanding. When remarkable people congregate in one place with a shared vision for improvement, something magical happens that is difficult to measure but very much experienced.
The people who think they are crazy enough to change the world are the ones who do.
The evening began with a truly inspirational keynote from Hywel Roberts. I’ve seen Hywel speak at a few events and he never fails to send his audience away with lots to think about and a renewed vigour for teaching great lessons. He speaks at a very personal level which is engaging, heartfelt and also very funny – a perfect way to start any teach-meet! Hywel is perfectly summed up in his website address – Create | Learn | Inspire – please pay it a visit.
The keynote was followed by a series of 10 workshops offering a wide selection of opportunities from leading whole school change to differentiation to using video for CPD. All workshops were planned and delivered by teachers committed to making a positive change, spreading their influence beyond just the school in which they teach. The typicality of comments coming from people who attended followed this theme…
Click here to read tweets from #TMNSL
The crazy ones responsible for delivering expert workshops at #TMNSL were:
Chris Hildrew – @chrishildrew – ‘Great teachers.’
Amjad Ali – @ASTSupportAAli – ‘Creativity in the classroom.’
David Morgan – @lessonhacker – ‘Stop doing IT wrong.’
David Bunker – @mr_bunker_edu – ‘Teach like a champion.’
Dr Dan Nicholls – @BristolBrunel – ‘Leading change in schools.’
Chris Moyse – @chrismoyse – ‘Differentiation.’
Mat Pullen – @mat6453 – ‘Solo Taxonomy.’
Kate Heath & R Escourt – @artedu_kheath – ‘Practical ways to show progress over time.’
Sharon Porter & Tom Leahy – @sporteredu & @MrTLeahy – ‘Differentiated homework.’
Steve Gill & Jason Dayment – @mrgillenglish & @mrdaymentmaths – ‘Whole school oracy & numeracy.’
The workshops were followed by further opportunities to connect with others and share discoveries through a series of micro presentations, opened up by the powerfully motivating Action Jackson – @ActionJackson (leader of the FixUpTeam). This was a remarkable second half to the evening with lots of teachers still going strong at 19:30 on a rainy Thursday evening in the middle of March. What followed was a series of short presentations that included lots of tips, ideas to think about and consider coupled with motivation and encouragement to continue to explore the role and practice of teaching.
The crazy ones responsible for presenting were:
@ActionJackson – You are AMAZING!
@edubaker – The behaviour triangle.
@hrogerson – Confidence grids.
@theheadsoffice – Improving writing through blogging.
@ASTSupportAAli – Teaching tips & tricks.
@sporteredu – The ace of… spades, clubs, diamonds or hearts.
@leading_in_pe – Plenaries – voting with your feet.
@mrgmorrison – Robert Blakes best bits & learning lunches.
@lessonhacker – Mid-term lesson planning.
@cgould6 – Working with newly arrived EAL students.
There was a great buzz and atmosphere throughout the evening which was down to the excellent calibre of speakers / presenters and the amazing audience who supported and engaged throughout. The evening was captured brilliantly through the artwork of David Jesus Virnolli.
Thoughts have already entered my mind for the next #TMNSL. Over the coming weeks I will endeavour to share, in more depth the ideas from the workshops in a series of shorter posts. Whether you attended #TMNSL or not I implore you to take time to reflect on your practice, re-visit your moral purpose regularly and make a pledge to never stop learning.
Thank you to our sponsors for the evening!
‘Quick wins’ #14 – Walking dictation – Team work, communication and accuracy.
Why? Proof reading – self assessment. I am forever correcting the same mistakes which arise from a lack of proof reading. As soon as I question a student they know how to correct their work, but they don’t seem to do it!
Possible solution. Walking dictation. Students work in group of three – one student is the scribe and the other two are runners. Differentiated texts, images or sound files are placed across the classroom from where the groups are based.
One runner from each group at a time ‘walks’ to their allocated text, reads part of it and returns back to the group where they dictate to the scribe what they read. The other runner hears how far their team mate read and goes up to the text to read and then return to relay the next part of the text to the team. The scribe is using listening and writing skills and the runners are using listening, reading and speaking skills.
All members are working on their communication and team work skills.
What’s the carrot? Well there has to be a success criteria and I use the least amount of points win. Winners win one point, second place two etc. However, points are incurred for misspelt words, or indeed missed words.
Walking Dictation – How to – editable
Outcome. Challenge and drive for accuracy. It is an engaging task where students realise the importance of accuracy and to check over their work to eliminate avoidable errors.
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Hardwiring learning and effort = success
I try to lead by challenging preconceived notions that people are born talented or lucky. In Daniel Coyle’s The Talent Code: Greatness isn’t born it’s Grown he argues that talent is grown through purposeful practice…deep practice. Below I give a specific example of how this can be seen in students’ learning.
“We all have the ability to profoundly change our levels of talent, our level of skill. Where clusters of great talent emerge there has been a culture created where individuals are constantly reaching and repeating, making mistakes, receiving feedback, building better brains, faster more fluent brains…inside the brain myelin acts like insulation on the pathways and connections in the brain – each time we reach and repeat we earn another layer – signal speeds in the brain start to increase from 2 mph to 200 mph – neuro broadband – (or the difference between normal and great).” (Dan Coyle)
What he is describing is the hardwiring of the brain – through repeated efforts, mistakes and improvement, until the action (or learning) becomes as natural as riding a bike. That is how talent is created.
This recently became really evident to me during a lesson observation of my Y12 Sociology class: one observer sat next to a student and asked her to deconstruct the exam question we were looking at (having heard me used the word ‘deconstruct’ in my instructions). I was amazed, and pleased, to hear her deconstruct the question effortlessly, without hesitation and to depth, drawing on prior knowledge, pulling out command words, key subject-specific words and implied meaning behind the question in a thorough analysis that was no less deep than if I had done it. I realised then that her success in that skill (which she hadn’t been able to do at the start of the year) came from the fact that this was how we started every topic that we studied: with an exam question that we deconstruct thoroughly. Essentially, us practising this skill at the start of every topic had resulted in it becoming ‘hardwired’ in her brain so that she could effortlessly pull it out no matter what the topic or question. Deconstructing an exam question is a transferable skill so I hope that she is able to make use of it in her other subjects as well.
This message of repeating to hardwire your brain is exactly what I’m trying to get across to Y8 in my assemblies, preparing them for their mid-year exams, and reminding them that determined and deliberate effort = success.
Here’s another useful resource, Dan Coyle’s TED talk…
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Begin with the end in mind.