Tagged: progress

#TMNSL 20/03/2014 – Workshop resources: ‘Great teachers’

Great teachers by Chris Hildrew – @chrishildrew


'Great teachers' by Chris Hildrew

‘Great teachers’ by Chris Hildrew

Workshop Summary.

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?

Think about:

• Structure

• Activities

• Behaviour

• Outcomes

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?

Chris Hildrew delivered a workshop at #TMNSL on 'Great teachers.'

Chris Hildrew delivered a workshop at #TMNSL on ‘Great teachers.’

Related blog post.

Presentation slides.

@chrishildrew on Twitter.

#neverstoplearning


#NeverStopLearning by @DavidJesus

#NeverStopLearning by @DavidJesus

 

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):

postcard ver 1

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.

@HYWEL_ROBERTS

@HYWEL_ROBERTS

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…

nsl tweet

 

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.’

@chrishildrew delivering his workshop on 'Great teachers.'

@chrishildrew delivering his workshop on ‘Great teachers.’

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.

5 minute micro-presentations.

5 minute micro-presentations.

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.

The artwork of David Jesus Virnolli.

The artwork of David Jesus Virnolli.

#NeverStopLearning by @DavidJesus

#NeverStopLearning by @DavidJesus

Next steps…

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.

#NeverStopLearning

#NeverStopLearning

Thank you to our sponsors for the evening!

Crown House Publishing

Crown House Publishing

Western Computers

Western Computers

 

‘Quick wins’ #11 – Tracking progress over time.

Multiple assessment sheets seemed like a good idea... Image by @gapingvoid

Multiple assessment sheets seemed like a good idea… Image by @gapingvoid

Why? In Art & Design we mark students coursework & exam projects numerous times before the final marks are submit at the end of the course. I found that students would occasionally lose the odd feedback sheet & sometimes even the assessment booklets I provided.

Possible solution. To make certain we have a clear record of progression in sketchbooks,  I adapted an assessment worksheet I saw at Redland Green Art Department for our GCSE & A-Level classes. It is just one A3 assessment sheet which clearly shows the progression students make over time in each of the assessment objectives. Every time work is marked, I do it in a different colour pen and pupils can see their work gaining more marks as they redraft & build up their projects.

 Resources.

GCSE Marking Progress Sheet (editable) – Easily adapted for any subject!

Shrinking the change - removing clutter and focusing on what's really important.

Shrinking the change – removing clutter and focusing on what’s really important.

Outcome. Pupils & teachers can see clearly see on one page (which is stuck into sketchbooks) where they are making progress and the areas in which they need to improve.

Kate Heath

Art Teacher / Artist / Leader

@ArtEdu_KHeath

#neverstoplearning

Feedback. Please let us know how ‘Tracking progress over time’ worked for you. Leave a comment on this post or tweet us at @nslhub.

‘Quick wins’ #7 – Differentiated SMART objectives

Why?To raise achievement in my Year 12 and Year 13 classes, I knew that this year I needed to have an embedded exam focus in all my lessons and not just at the end of topics. At the same time, I also felt that the trend for differentiated learning objectives that are leveled or graded in every lesson was becoming meaningless for my students who knew full well that the learning that we were going to cover in a singular lesson would not mean that they were going to achieve a ‘C’ or ‘B’ grade by the end of that lesson. My objectives needed to become SMART: measurable and achievable steps to success with a focus on practicing exam skills and demonstrating exam knowledge in every lesson.

Possible solution. SMART objectives: differentiated objectives that are set within an achievable context of progress towards full marks in a specific exam question by the end of the lesson.

Differentiated SMART objective with achievable outcomes.

Differentiated SMART objective with achievable outcomes.

Resources.

I adapted a lesson objectives template to refer to marks towards a specific exam question rather than overall grades as outcomes, using the mark scheme for that question to guide my wording, which allowed students to very clearly see the success criteria needed to achieve each progressive band of marks.

Outcome.
Students felt a real sense of success as suddenly they could very specifically measure their progress in the lesson and in real, achievable terms for that lesson, work steadily towards gaining increasingly more marks. The objectives were the launch pad for regular AfL opportunities – I kept returning to them and asking students how many marks they thought they had gained so far after the last activity and then saying to them ‘prove it’. This then led into lots of self and peer assessment opportunities where students used different coloured highlighters to highlight evidence of where they were picking up the marks for different skills or knowledge in their work, and we could then discuss what the colour patterns of their highlighted work revealed about where they were not picking up the marks. By the end of the lesson, students were very confident about how to gain full marks for that question and able to reflect well on what had held them back from gaining full marks. The next lesson then looks at a different exam question but covering the same topic so students have the opportunity to repeat this pattern of learning over again and secure higher marks after reflection from the first time around.

Post submitted by:

Domini Choudhury
Assistant Principal

#neverstoplearning