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.
Post submitted by:
Feedback. Please let us know how ‘Learning lunches’ worked for you. Leave a comment on this post or tweet us at @nslhub.
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…
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.’
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!
“The truth is that only a tiny fraction of people get lucky.” (Gove, 2013)
This week Simon Cowell said: “I didn’t work hard when I was at school. I left at 16 and I didn’t have any qualifications. I was useless. The secret is to be useless at school and then get lucky.” Gove responded: “This is an irresponsible and stupid thing to say. Teachers strive every day to ensure children understand the importance of learning, hard work and discipline. Simon Cowell’s comments undermine their efforts. The truth is that only a tiny fraction of people get lucky.”
In Malcolm Gladwell’s book ‘Outliers’ he describes the importance of opportunity and circumstance in becoming successful,“Success is not a random act. It arises out of a predictable and powerful set of circumstances and opportunities.” (Gladwell) – the contrast with Cowell is that opportunity is one part of the success equation. Opportunity is nothing without Grit or the“persistence, doggedness and the willingness to work hard for twenty-two minutes to make sense of something that most people would give up on after thirty seconds.” (Gadwell)
A short insight into outliers, 10,000 hours and what makes people successful is provided in this interview of Gladwell:http://www.youtube.com/watch?v=Hz4hPbHIZ6Y – it ends with Gladwell urging, “society to build institutions that provide opportunities to work hard.” …it is opportunity that is seized that creates success not chance or luck or talent alone.
David Beckham provides an excellent example. Whilst at Man Utd Under 15 Academy, he spent every school holiday in Manchester. Like many other successful individuals Beckham had four things, opportunity, competition from like-minded individuals, GRIT and deliberate practice…he writes:
“The incredible thing about that generation of lads, who came into the youth team (1. opportunity) with me in 1991, is that they were committed to hard training, as I ever was. We couldn’t get enough of it. Gary and Phil Neville had a Dad whose basic motto was ‘give everything and you will reap the rewards.’ At the end of practice, while most of the older lads were sitting in the canteen with their feet up, Gary was still pounding the ball against the wall… I already had a strong work ethic because of my family background (rise review – background counts four times more than school attended). Practice was like second nature. But with these guys (the Nevilles, Giggsy, Nicky Butt, Scholsey) (2. competition from like-minded individuals) I knew I had to take it to another level, to put in the extra shifts, to leave nothing to chance. We had to show commitment like never before…and that is exactly what we did. (3. GRIT) …the more we practiced the better we became. Soon we were overtaking the older boys who were realising, a little to late, that they had taken things to easy… It wasn’t just the quantity of practice, it was the incredible focus on quality. (4. deliberative practice)” (David Beckham, 2013)
Even with opportunity, only effort and commitment over time (GRIT) combined with practice that is …”intentional, aimed at improving performance, designed for your current skill level, combined with immediate feedback and repetitious.” (Malcolm Gladwell) … will allow individuals to succeed, to become over-performers based on their context and background and to be outliers.
At our Bristol Brunel Academy it is precisely these conditions that will allow us to over-perform and create an Academy of Outliers;
- Opportunity (getting teaching and learning right – teaching that is… intentional, aimed at improving performance, designed for your current skill level, combined with immediate feedback and repetitious?
- Competition from like-minded individuals (Peer groups, ethos, language, aspiration, pastoral support, House system?) – growing an epidemic of strong work ethic.
- GRIT (an ethos of possibility for all through effort) Outliers focus on long term goals, ignoring short-term distractions. – they are unswervingly future-focused.
- Deliberative practise approach… learn-revise-test-feedback-learn…marginal gains increasingly creating outliers compared to starting points.
Whilst in the world of celebrity the role of luck maybe high; we live in a world that requires a series of conditions to exist and an attitude and approach that enables individuals to succeed. At Brunel we are increasingly providing, supporting and developing these enabling conditions and opportunity … indeed we cannot afford not to secure over-performance, to buck-the-trend and to create an Academy of OUTLIERS.
“To build a better Academy we need to replace the patchwork of lucky breaks, context and arbitrary advantages that determine success…with an Academy that provides opportunities and the conditions for all to feel success.” (Malcolm Gladwell, adapted).
Post submitted by:
Dr D Nicholls