Assessment for learning in everyday lessons

1

• Assessment for learning in everyday lessons

2
Objectives

• To identify the key features of assessment for
  learning in high-quality teaching and learning
• To identify strategies for improving assessment
  for learning

Assessment for learning in everyday lessons
OHT 1.1
3
Assessment for learning definitions

• In this paper the term assessment refers to
  all those activities undertaken by teachers, and
  by their students in assessing themselves, which
  provide information to be used as feedback to
  modify the teaching and learning activities in
  which they are engaged.
• Black, P. and Wiliam, D. (1998)

• Assessment for learning involves
• gathering and interpreting evidence about
  students learning and
• learners and their teachers using that evidence
  to decide where students are in their learning,
  where they are going and how to take the next
  steps.

Assessment for learning in everyday lessons
OHT 1.2
4
Assessment for learning key characteristics

• Assessment for learning
• is embedded in a view of teaching and learning of
  which it is an essential part
• involves sharing learning goals with pupils
• aims to help pupils to know and recognise the
  standards they are aiming for
• involves pupils in peer and self-assessment
• provides feedback which leads to pupils
  recognising their next steps and how to take
  them
• involves both teacher and pupils reviewing and
  reflecting on assessment data information.

Assessment for learning beyond the black box,
Assessment Reform Group (1999)
Assessment for learning in everyday lessons
OHT 1.3
5
Ready for more?

• Next half-term have a go.
• Step 1
• Focus on one or two strategies you have
  identified on handout 1.3 and use them in a
  series of lessons.
• Step 2
• After the first few lessons, discuss with a
  colleague what went well and what didnt.
• Step 3
• Consider what further support or training might
  be helpful. (For example, look at the summaries
  of the other training modules to see if they are
  directly relevant.)

Assessment for learning in everyday lessons
OHT 1.4
6
The formative use of summative assessment
7
Objectives

• To recognise some of the key characteristics of
  assessment for learning
• To show how assessment of learning can contribute
  to assessment for learning
• To recognise the influence assessment has on
  motivation, self-esteem and learning
• To consider the impact of feedback to pupils on
  their learning
• To demonstrate how assessment for learning can
  actively involve pupils in setting their own
  individual targets
• To plan a series of actions designed to promote
  developments in assessment for learning

The formative use of summative assessment
OHT 2.1
8
Assessment for learning -key characteristics

• Assessment for learning
• is embedded in a view of teaching and learning of
  which it is an essential part
• involves sharing learning goals with pupils
• aims to help pupils to know and recognise the
  standards they are aiming for
• involves pupils in peer and self-assessment
• provides feedback which leads to pupils
  recognising their next steps and how to take
  them
• involves both teacher and pupils reviewing and
  reflecting on assessment data information.

Assessment for learning beyond the black box,
Assessment Reform Group (1999)
The formative use of summative assessment
OHT 2.2
9
Factors that contributed to the pupils learning
on the video

• Communicating the aims of the lesson clearly to
  pupils
• Making assessment criteria clear and accessible
  to pupils
• Longer wait time during questioning
• Oral and written feedback
• Pupils required to reflect on their learning
  using assessment criteria
• Balance of self-, peer and teacher assessment
• Pupils trained in how to behave cooperatively in
  group work
• Feedback specifing targets for improvement
• Different media used to assess pupils so that
  some can demonstrate their understanding through
  means other than writing

The formative use of summative assessment
OHT 2.3
10
Ready for more?
Identify three ways you can carry out assessment
for learning using summative assessment in your
own subject for example

• adapting National Curriculum level descriptions
  into pupil speak to enable clearer feedback on
  progress in the National Curriculum
• developing regular and planned periodic peer and
  self-assessment opportunities
• developing class, group and individual target
  setting.

Where is the existing good practice in curriculum
target setting in your school (using evidence
from department audits)? How can this good
practice be shared more widely?
The formative use of summative assessment
OHT 2.4
11
Planning lessons
12
Objectives

• To clarify the nature of lesson objectives and
  consider how these may be most effectively shared
  with pupils
• To help teachers prepare simpler and more
  effective lesson plans

Planning lessons
OHT 3.1
13
The importance of sharingobjectives with pupils

• Plans should help teachers make clear to pupils
• lesson objectives (what is taught and learned
  what the pupils should know, understand, be able
  to do, or be aware of as a result of the lesson)
• the big picture (the broad purpose of the lesson,
  which may directly refer to longer-term
  objectives/targets and how the lesson links to
  other lessons).

Planning lessons
OHT 3.2
14
Writing objectives useful stems
By the end of the lesson pupils will

• know that (knowledge factual information, for
  example names, places, symbols, formulae,
  events)
• develop / be able to (skills using knowledge,
  applying techniques, analysing information,
  etc.)
• understand how/why (understanding concepts,
  reasons, effects, principles, processes,etc.)
• develop / be aware of (attitudes and values
  empathy, caring, sensitivity towards social
  issues, feelings, moral issues, etc.).

Objectives may also focus on how pupils learn.
Planning lessons
OHT 3.3
15
Key elements of good lesson plans

• Good lesson plans are brief but usually have
• lesson objectives which can be shared with
  pupils
• a clear structure for the lesson
• brief notes on key questions and teaching points
• brief notes on specific activities
• brief notes relating to needs of individuals or
  groups (for example, SEN or GT)
• a note of how any additional support will be
  used
• reference to subject issues, for example
  developing vocabulary
• references to relevant resources
• an indication of any homework to be set.

Planning lessons
OHT 3.4
16
Ready for more?

• As a department, review and, if appropriate,
  revise the planning format for lessons to ensure
  that it addresses the key elements of lesson
  planning in a manageable way.
• Revise a weeks lesson plans to ensure there is a
  clear focus on objectives and an indication of
  the evidence needed to demonstrate what pupils
  have learned.
• Question pupils during the lessons to check that
• (a) they understand the lesson objectives
• (b) they can explain how they will know when
  they have achieved them.
• Make sure that objectives are referred to during
  plenaries.
• Try different ways of introducing lesson
  objectives, for example through whole-class
  discussion, whole-class questioning, writing them
  on the board, providing them on cards.

Planning lessons
OHT 3.5
17
Questioning
18
Objectives

• To develop teachers self-awareness and analysis
  of their own questioning techniques
• To identify key features of good questioning
• To enhance the planning for, and use of,
  questions
• To identify relevant skills and plans for
  professional development (related to questioning)
  which teachers can then pursue

Questioning
OHT 4.1
19
Importance of questioning

• Questioning is a critical skill for teachers
  because it is
• the most common form of interaction between
  teacher and pupil
• an element of virtually every type and model of
  lesson
• a key method of providing appropriate challenge
  for all pupils
• an important influence on the extent of progress
  made
• the most immediate and accessible way for a
  teacher to assess learning.

Questioning
OHT 4.2
20
Purposes of questioning

• To interest, engage and challenge pupils
• To check on prior knowledge
• To stimulate recall and use of existing knowledge
  and experience in order to create new
  understanding and meaning
• To focus thinking on key concepts and issues
• To extend pupils thinking from the concrete and
  factual to the analytical and evaluative
• To lead pupils through a planned sequence which
  progressively establishes key understandings
• To promote reasoning, problem solving, evaluation
  and the formulation of hypotheses
• To promote pupils thinking about the way they
  have learned

Questioning
OHT 4.3
21
Pitfalls of questioning
It is easy to fall into the trap of

• asking too many closed questions
• asking pupils questions to which they can respond
  with a simple yes or no answer
• asking too many short-answer, recall-based
  questions
• asking bogus guess what Im thinking questions
• starting all questions with the same stem

Questioning
OHT 4.4a
22
Pitfalls of questioning
It is easy to fall into the trap of

• pursuing red herrings
• dealing ineffectively with incorrect answers or
  misconceptions
• focusing on a small number of pupils and not
  involving the whole class
• making the sequence of questions too rigid
• not giving pupils time to reflect, or to pose
  their own questions
• asking questions when another strategy might be
  more appropriate.

Questioning
OHT 4.4b
23
Blooms taxomony of questioning

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

Questioning
OHT 4.5
24
Effective questioning
Effective questioning

• reinforces and revisits the learning objectives
• includes staging questions to draw pupils
  towards key understanding or to increase the
  level of challenge in a lesson as it proceeds
• involves all pupils
• engages pupils in thinking for themselves
• promotes justification and reasoning
• creates an atmosphere of trust where pupils
  opinions and ideas are valued

Questioning
OHT 4.6a
25
Effective questioning
Effective questioning

• shows connections between previous and new
  learning
• encourages pupils to speculate and hypothesise
• encourages pupils to ask as well as to receive
  questions
• encourages pupils to listen and respond to each
  other as well as to the teacher.

Questioning
OHT 4.6b
26
Ready for more?

• Use a tape or video recorder to record a
  whole-class question-and-answer session. Replay
  the tape to help you to evaluate the different
  aspects of your own questioning. You may find it
  useful to focus upon whether
• you asked too many questions
• you had a balance of open and closed, high-
  and low-order questions
• you encouraged opinion, informed speculation
  and tentative answers
• you handled incorrect answers effectively
• you provided thinking time.
• Begin to build key questions into your lesson
  planning.
• In a departmental meeting discuss how you might
  plan sequences of questions that build up pupils
  understanding of important concepts.

Questioning
OHT 4.7
27
Explaining
28
Objectives

• To demonstrate the significance of explaining as
  a teaching skill
• To show how teachers can analyse the quality of
  explanations
• To demonstrate the principles of planning
  explanations

Explaining
OHT 5.1
29
Types of explanation

• Concepts
• Similarities and differences
• Cause and effect
• Purposes
• Processes

Explaining
OHT 5.2
30
Characteristics of explanations

• Keys
• The tease or hook
• Use of voice and body
• Signposts
• Props
• Humour
• Examples and non-examples
• Connections to pupils experience
• Questions

Explaining
OHT 5.3
31
Ready for more?

• Possible next steps are
• more deliberate (and perhaps collaborative)
  planning of explanations
• observation or video recording of explanations so
  that they can be analysed, reflected upon and
  improved
• studying pupils work for signs of things that
  are not well understood, so that particular areas
  can be targeted for better explanations.

Explaining
OHT 5.4
32
Modelling
33
Objectives

• To illustrate modelling as a teaching strategy
• To consider and evaluate some examples of
  modelling
• To show how modelling can help pupils to use
  skills and processes independently

Modelling
OHT 6.1
34
When learning a new skill it helps to

• see somebody do it
• hear somebody thinking aloud about what they are
  doing and why
• hear somebody explaining what they are doing as
  they go
• be able to ask questions about the process as it
  is happening
• slow the process down to look at what is
  happening and ask questions
• see the process demonstrated visually
• make time to discuss what has been done.

Modelling
OHT 6.2
35
Why model?

• To show how something is done
• To make best use of the teachers expertise
• To induct pupils into new skills and
  understanding
• To give pupils an insight into the principles and
  concepts that lie beneath new skills and
  techniques
• To scaffold learning by supported, structured
  activity
• To help pupils on the way to independence

Modelling
OHT 6.3
36
Video

• What skills, processes or procedures were being
  modelled?
• How did the modelling make explicit the thinking
  and decisions behind the task?
• How did the teachers scaffold the learning
  following the modelled activity in order to move
  the pupils towards independence?

Modelling
OHT 6.4
37
Diamond ranking

• The purpose of diamond ranking is to provoke
  discussion or reflection about the relative
  importance of a range of factors. It encourages a
  focus on the single most important factor, then
  the next two most important, the next three and
  so on.
• In your group of four, select nine cards and
  agree on their relative importance. Arrange them
  as follows

Modelling
OHT 6.5
38
What does effective modelling involve?

• Thinking aloud and being totally explicit about
  the thinking process
• Showing precisely how
• Making visible and explicit the structure of
  the process, concept or knowledge
• Breaking down the process into a series of
  manageable steps
• Encouraging pupils to think for themselves or to
  ask their own questions
• Encouraging pupils to contribute
• After modelling, scaffolding the learning through
  shared or guided activities
• Building in time for pupils to reflect on the
  process
• Enabling pupils to do it independently

Modelling
OHT 6.6
39
Ready for more?

• Choose a skill, task or technique from your
  subject and try modelling it for pupils.
• Consider how you might use pupils as experts to
  model as an alternative to the teacher.
• Plan a range of activities which will help pupils
  to make a bridge from modelling to being able to
  use the skill or process independently.

Modelling
OHT 6.7
40
Starters
41
Objectives

• To promote the use of a range of starter
  activities as a means to create purposeful
  beginnings to lessons
• To develop an understanding of the range of
  different starters available to introduce lessons

Starters
OHT 7.1
42
Starters
Starters

• fulfil a wide range of purposes, in particular
  using prior knowledge to introduce new topics
• develop early levels of engagement and
  motivation
• help to get all pupils quickly on task and to
  inject a sense of pace and challenge
• are an alternative to commencing with a
  whole-class question-and-answer routine

Starters
OHT 7.2a
43
Starters
Starters

• create a level of challenge which is dependent
  upon
• prior learning
• level or order of thinking
• management of pupil response
• create an expectation that pupils will think and
  participate in the lesson
• create a climate of interaction and involvement
• create a sense of purpose in a part of the lesson
  which can be derailed by administrative and
  organisational tasks.

Starters
OHT 7.2b
44
Overcoming problems with starters
Problems can be overcome by

• careful planning and preparation
• establishing a clear focus and dealing decisively
  with distractions
• rigorously adhering to planned timings
• using a variety of starter activities over time
• using activities and routines which latecomers
  can quickly assimilate and join (for example, the
  initial task in the starter is explained briefly
  on a card which can be picked up and read by each
  pupil as they enter the classroom even if they
  arrive late)

Starters
OHT 7.3a
45
Overcoming problems with starters
Problems can be overcome by

• skilful teacher questioning, coupled with an
  insistence on thinking time
• providing additional support for some individual
  pupils (for example, use of classroom support)
• adding extra challenge for some by, for example,
  increasing the complexity or sophistication of
  the activity.

Starters
OHT 7.3b
46
Some keys to successful starters

• Plan the starter as a discrete element of the
  lesson.
• Ensure that each element contributes directly to
  the overall lesson objectives.
• Choose a type of starter that best meets those
  lesson objectives.
• Take account of the range of learning needs of
  the group.
• Plan for the activity to be brief and keep to
  your planned timings.
• Make sure that your starters show progression
  over time.
• Keep instructions clear and concise.
• Deal with diversions and red herrings decisively.
• Use varied and unusual routines to create
  motivation.
• Plan for a brief conclusion at the end of the
  starter to consolidate the gains made.
• Talk to colleagues in other subjects to exchange
  ideas.

Starters
OHT 7.4
47
Ready for more?

• Trial three different types of starter that you
  have not used before.
• Use your experience as a basis for a detailed
  departmental discussion about the possible
  inclusion of starters in the next unit of Year 7
  work to be planned.
• Ensure that the discussion includes active
  sharing of strategies that teachers already use
  or that they have heard other teachers talk
  about. (Module 8 Plenaries also contains ideas
  that can be used as starter activities.)
• In a department meeting in about eight weeks
  time, discuss the starters that team members have
  tried and the responses from pupils.
• Add a list of potential starters to your
  departmental planning documentation.

Starters
OHT 7.5
48
Plenaries
49
Objectives

• To develop an understanding of the value and
  significance of plenary sessions
• To promote the use of a range of plenary sessions
  as a vital and integral element of all lesson
  types

Plenaries
OHT 8.1
50
Characteristics of plenaries

• Plenaries
• draw together the whole group
• summarise and take stock of learning so far
• consolidate and extend the learning
• direct pupils to the next phase of learning
• occur at strategic moments in the teaching
  sequence
• often occur at the end of lessons but can occur
  at other points in the lesson
• highlight not only what pupils learn, but how
  they learn
• help determine the next steps in learning.

Plenaries
OHT 8.2
51
Purposes of plenaries
Plenaries are vital elements of lessons because
they fulfil a wide range of purposes. In
particular they

• help pupils to crystallise, understand and
  remember what has been learned
• refer back to the learning objectives
• create a sense of achievement, gain and
  completion
• take stock of where the class has reached in a
  task or a sequence

Plenaries
OHT 8.3a
52
Purposes of plenaries
Plenaries are vital elements of lessons because
they fulfil a wide range of purposes. In
particular they

• take learning further and deeper
• provide an opportunity for the teacher to assess
  learning and plan accordingly
• recognise and value the achievements of
  individuals and the class
• prompt deep thinking by pupils about how they
  have learned.

Plenaries
OHT 8.3b
53
Other uses of plenaries

• Plenaries can also help teachers as they seek to
• develop and instil a habit of reflection about/on
  learning
• stimulate interest, curiosity and anticipation
  about the next phase of learning
• help pupils to change what they have learned into
  a form which they can communicate
• draw out applications of what has been learned
• highlight and change misconceptions which have
  developed
• highlight progress made and revise personal or
  group targets
• develop assessment for learning
• help develop pupils perception of themselves as
  learners.

Plenaries
OHT 8.4
54
Video analysis

• How does the teacher help pupils to
• plan, monitor and reflect on their learning?
• appreciate the value of their thinking?
• summarise their learning?
• make good progress?

Plenaries
OHT 8.5
55
Ready for more?

• In a departmental meeting view the two video
  sequences from this module and use handout 8.5 as
  an agenda for discussion.
• Discuss the strategies illustrated and share
  ideas about how they can be applied in your
  subject. You may find it helpful to use module 7
  Starters for other ideas that can be used in
  plenary sessions.
• Agree on five strategies that you will trial and
  introduce them over a four-week period.
• Discuss how each of those strategies can be used
  to maximise pupil progress.
• Share the pupil responses with colleagues in a
  further meeting.

Plenaries
OHT 8.6
56
Challenge
57
Objectives

• To explore what is meant by challenging learning
  opportunities
• To explore how challenge supports learning
• To explore how teachers can make challenging
  tasks achievable
• To consider how challenge can be built into
  lessons

Challenge
OHT 9.1
58
Key aspects of challenge

• Challenge is a prerequisite of learning.
• Getting the level of challenge right is crucial.
• Self-confidence and self-belief are necessary to
  meet learning challenges.
• Challenge needs to be realistic.
• Challenge in classrooms needs to be anxiety-free.
• Mistakes need to be accepted as an important part
  of learning.
• Effective learners take risks.
• The higher the motivation, the higher the
  tolerance of frustration during learning.
• Success depends upon receiving support when it is
  needed.
• Support should encourage independence in the
  learner.

Challenge
OHT 9.2
59
Increasing the level of challenge

• Expect greater independence.
• Increase pace.
• Encourage metacognition and self-review.
• Increase proportion of higher-order questions.
• Widen the range of sources used by learners.
• Introduce texts of greater density and
  abstraction.
• Demand greater precision in language.
• Expect pupils to justify answers.
• Provide more opportunities to transform and apply
  new ideas.
• Provide more open-ended, problem-solving tasks.

Challenge
OHT 9.3
60
Making challenging tasks achievable

• Affirm success and effort.
• Prompt reflection on learning strategies.
• Encourage risk taking.
• Set high expectations.
• Use targets and goals based on prior attainment.
• Use rewards to build learning stamina.
• Break challenge down into small, achievable
  steps.
• Monitor progress and intervene early.
• Provide feedback.

Challenge
OHT 9.4
61
Ready for more?

• Identify the key objectives that underpin
  development in a unit of work that you teach.
  Then analyse the demands of its tasks in relation
  to Blooms taxonomy. Revise the unit, if
  appropriate, to include a variety of more
  demanding tasks.
• Undertake paired peer observation of a lesson
  from the unit. Use the checklist created at the
  end of this session to explore the features of
  practice that support challenge. Devise an action
  plan to address any areas for development
  identified.

Challenge
OHT 9.5a
62
Ready for more?

• In subject teams take a scheme of work from Key
  Stage 3 and collect three sample pupil outcomes
  for the same task, representing different levels
  of ability. Identify the key differences between
  the pupil outcomes and discuss appropriate
  targets for each pupil. Agree the incremental
  steps that each learner needs to take to achieve
  those targets and how they might be supported.
  Make this a regular feature of team meetings.

Challenge
OHT 9.5b
63
Engagement
64
Objectives

• To understand the factors that influence pupil
  motivation and involvement in their learning
• To explore a range of strategies to increase
  pupils involvement in their learning

Engagement
OHT 10.1
65
Tackling motivation and engagement

• Schools and teachers can have a significant
  impact on pupils engagement and motivation.
• Some action can be implemented in the short term
  other action requires long-term implementation.
• All action needs to be planned, monitored and
  reviewed.

Engagement
OHT 10.2
66
Instructions for activity 2
You have been given a series of statements that
describe features of teaching and learning which
are likely to promote pupils engagement. In
pairs

• read and discuss each statement
• arrange the statements into groups that you think
  show common features
• use the blank cards on which to write titles for
  each group
• use blank cards to record additional statements
• select the three most important features of
  classroom practice which support pupils
  engagement with their learning (These can be
  drawn from any of your groups there doesnt
  have to be one from each.)
• discuss why these three are the most important.

Engagement
OHT 10.3
67
When are pupils more likely tobe engaged in
their work?
Pupils are more likely to be engaged in their
work when

• they are clear about its purpose because the work
  has been well explained
• the work builds on their prior attainment they
  are able to do the work but find it challenging
• they are emotionally, physically and
  intellectually involved by the tasks set
• the presentation, variety and structure of the
  work and activities generate curiosity and
  interest
• they have opportunities to ask questions and try
  out ideas
• they can see what they have achieved and how they
  have made progress
• they get a feeling of satisfaction and enjoyment
  from the work.

Engagement
OHT 10.4
68
Approaches to improvinglevels of engagement
To create an effective climate for learning, we
need to think about

• the physical state of the pupil
• the emotional state of the pupil
• the learning style of the pupil
• the pupil's prior attainment and knowledge.

Engagement
OHT 10.5
69
Ready for more?

• Try out some of the strategies shown in the video
  or listed on the handouts and report back to a
  departmental meeting.
• Review a unit of work to assess whether it offers
  opportunities to work across a range of learning
  styles.
• At a departmental meeting, analyse a range of
  lesson plans to identify opportunities for access
  by pupils with different learning needs and
  styles. Group the lesson plans according to the
  learning needs and styles that they seem to
  favour. Resolve disagreements about
  categorisation by exploring the key activities of
  the lesson that led to the categorisation. End
  the session by agreeing possible adjustments to
  the plans to provide access to a fuller range of
  needs and styles.

Engagement
OHT 10.6
70
Principles for teaching thinking
71
Objectives

• To consider how teachers can develop the skills
  of independent thinking in their pupils
• To introduce teachers to the principles for
  teaching thinking

Principles for teaching thinking
OHT 11.1
72
Extract from the NationalCurriculum foreword

• The focus of this National Curriculum, together
  with the wider school curriculum, is therefore to
  ensure that pupils develop from an early age the
  essential literacy and numeracy skills they need
  to learn to provide them with a guaranteed, full
  and rounded entitlement to learning to foster
  creativity and to give teachers discretion to
  find the best ways to inspire in their pupils a
  joy and commitment to learning that will last a
  lifetime. (p. 3)

Principles for teaching thinking
OHT 11.2
73
What is outstanding performance?Some common
responses

• Seeing patterns in data
• Making links with other topics or areas
• Thinking laterally
• Being creative
• Generalising
• Solving problems
• Checking and refining solutions
• Seeing different viewpoints
• Using existing knowledge
• Knowing a lot
• Having a good memory
• Fast processing of information
• Working with others

Principles for teaching thinking
OHT 11.3
74
Points for discussion of handout 11.2

• What do you feel are the key points outlined?
• What type of thinking is common in your subject?
• What implications are there for your own practice?

Principles for teaching thinking
OHT 11.4
75
Thinking together
76
Objectives

• To consider talk as a tool for thinking and
  learning
• To evaluate and understand ways that pupils talk
  together in joint activities
• To consider how pupils can be helped to talk and
  reason together most effectively

Thinking together
OHT 12.1
77
Objectives

• Talk enables us to
• share information and experience
• build and maintain social relationships
• provide guidance
• think together.

Thinking together
OHT 12.2
78
Transcript 1 Writing a jingle

• In a Year 7 music lesson, Luc and Christina are
  composing a jingle on the keyboard for an
  advertisement and writing it using musical
  notation.
• Luc is writing down the music as Christina plays
  it.
• Christina Just write in the next note.
• Luc Youve got to get it on there. (Points to
  keyboard) Yes thats you. Lets just have
  a listen to it.
• Christina Youve got to let me get some ideas
  in sometimes.
• Luc Youre playing it!

Thinking together
OHT 12.3a
79
Transcript 1 Writing a jingle

• Christina Well you can do some, go on.
• Luc (Writing) In a minute.
• Christina (Mumbles something under her breath)
• Luc Youre playing. (Hums a bit of tune)
• Christina You can play that.
• Luc Why dont you do it?
• Christina No, because you should.

Thinking together
OHT 12.3b
80
Transcript 2 A Viking invasion

• The group is working with a computer simulation
  of the Viking invasion of England.
• In the role of a Viking raiding party, these Year
  6 pupils are considering a set of options for
  action, displayed on the screen, which include
• A build shelter B hunt for food C set up
  defences
• D hide the boat E find slaves and F raid
  monastery.
• Diana (Reading options for action off screen)
  Place in order of importance.
• Paul Set up defences. I choose set up
  defences. Then theres a place to hide behind

Thinking together
OHT 12.4a
81
Transcript 2 A Viking invasion

• Diana Wait, why do you want ...?
• Adrian Because then were safe.
• Paul Because then were safe arent we?
• Diana Yes, but suppose someone spots our boat.
• Adrian Oh no!
• Paul OK, what about defences? Say we get
  attacked and cant hide the boats. Then what
  would happen?

Thinking together
OHT 12.4b
82
Transcript 2 A Viking invasion

• Diana What do we do if we run out of food?
• Paul Id say we put find slaves last. (Paul
  had earlier suggested that this should have
  high priority.)
• Diana We cant find the slaves until weve
  raided, I sort of think.
• Paul Yeah. Id say D first (that is, the
  option hide the boat) then B and C, A and F.
  Which do you reckon we should go for then?
• Diana I think we should do D first, cos its a
  risk.
• Paul (turning to Adrian) Do you agree with
  that?

Thinking together
OHT 12.4c
83
Transcript 2 A Viking invasion

• Adrian Yes.
• Paul But say we get attacked while hiding the
  boats.
• Diana It shouldnt take that long to hide the
  boats though would it?
• Paul Well theres four of them, theyre quite
  big.
• OK. Press D then.
• (Adrian presses and they go on to discuss the
  rest of the sequence.)

Thinking together
OHT 12.4d
84
What kind of talk do we want?

• When you ask pupils to work and talk together,
  what sort of talk do you wish to take place?
• If you had to compile a list of up to five rules
  that pupils should follow in order to talk
  together effectively, what would your rules be?

Thinking together
OHT 12.5
85
Exploratory talk

• In exploratory talk
• pupils and teachers engage critically but
  constructively with each others ideas
• contributions build on previous comments
• relevant information is offered for joint
  consideration
• there is speculation
• pupils give reasons for their views and seek them
  from others

Thinking together
OHT 12.6a
86
Exploratory talk

• reasoning is visible in the talk.

• It is an effective way of using language to
  think the process of education should ensure
  that every child is aware of its value and be
  able to use it effectively
• However, observational research evidence suggests
  that very little of it naturally occurs in
  classrooms when children work together in
  groups.
• Mercer, N. (2000)

Thinking together
OHT 12.6b
87
Ground rules for talk

• Everyone should
• be actively encouraged to contribute
• offer opinions and ideas
• provide reasons for their opinions and ideas
• share all relevant information
• feel free to disagree if they have a good reason
• ask other people for information and reasons
• treat other peoples ideas with respect
• try to come to an agreement
• and
• change their minds if they are persuaded by good
  reasoning.

Thinking together
OHT 12.7
88
Using ground rules for talk

• Should pupils be taught how to talk together
  effectively in your school?
• Why / why not?
• If so, when and how?
• In Year 7 or later?
• As a stand alone activity or as part of
  subject teaching?
• What difficulties would there be in trying to
  pursue this?
• How could these be addressed?

Thinking together
OHT 12.8
89
Ready for more?

• Build group talk into your lesson plans.
• Raise pupils awareness of talk.
• With colleagues, plan a coordinated approach to
  talk.
• Use ICT as a resource for encouraging exploratory
  talk.

Thinking together
OHT 12.9
90
Reflection
91
Objectives

• To understand the importance of pupils reflecting
  on learning
• To identify a vocabulary of useful thinking and
  learning words for foundation subjects

Reflections
OHT 13.1
92
The importance of reflection

• Reflecting on learning helps thinking and
  learning.
• Reflection is particularly important when
  tackling challenging tasks.
• Thinking about learning is hard without words.
• Opportunities for reflection need to be planned.
• Reflection promotes skills needed both for tests
  and for meeting challenges in everyday life.

Reflections
OHT 13.2
93
Advantages of awareness of learning

• Independent learning requires the learner to be
  able to monitor and regulate their learning.
• Knowing more about learning makes it less of a
  mystery and affects confidence and self-esteem.
• Reflection helps generalising about learning.
• Generalising helps to transfer learning and helps
  pupils to make connections between subjects.

Reflections
OHT 13.3
94
Developing reflection and metacognition
Identifying and using thinking words

• Identify thinking words for your subject, which
  are appropriate for your pupils.
• Display some thinking words on A4 pieces of
  paper, complete with definitions, and, after a
  suitable activity, allow pupils to choose words
  which match their mental processes.
• Plan opportunities to develop the use of these
  words in plenaries.

Reflections
OHT 13.4a
95
Developing reflection and metacognition

• Model some thinking processes and label your
  mental processes for pupils.
• Encourage pupils to think and talk about thinking
  processes and strategies they might use before
  they tackle a problem.
• Encourage them to identify occasions when they
  use particular processes out of school.
• Give pupils opportunities to think and talk about
  their work in small groups before they are asked
  to contribute to whole-class discussion.
• Give pupils learning logs to record their
  thoughts on what and how they have learned.

Reflections
OHT 13.4b
96
Big concepts and skills
97
Objectives

• To identify some principal concepts and skills in
  foundation subjects
• To understand how the concepts may contribute to
  improved understanding and motivation
• To consider the importance of principal concepts
  and skills to curriculum planning

Big concept and skills
OHT 14.1
98
Big concepts and learning
A knowledge of principal concepts in foundation
subjects can help

• to provide pupils with the ability to see
  patterns in new learning situations, tasks and
  problems
• to provide a foundation for assisting pupils in
  transferring their learning
• pupils to become more independent and motivated
  learners.

Big concept and skills
OHT 14.2
99
Thinking processes during the drawing task
questions to reflect upon

• Did you draw as you listened or did you wait for
  pauses?
• Which of your symbols represent concrete
  phenomena and which represent abstract ones?
• Did you get visual images in your head? Where did
  they come from?
• What happened when you did not have to draw?
• What parts were difficult to make sense of?
• Did drawing the border and labelling the two
  countries provide a useful structure?

Big concept and skills
OHT 14.3
100
Pupils comments on the task

• Doing this made me understand more what
  listening is about. Listening is more than having
  your ears open your brain has to work as well.
• The pictures in your head, I get a lot of those
  and now I try and use them, like try to see
  things in pictures. You remember them better.
• It made me realise why I dont understand
  teachers sometimes. When you hear a load of hard
  words, like the hassiender hacienda bit, you
  switch off because it is too hard. But its not
  your fault, its more the teacher, so I do ask
  more questions when I dont understand.

Big concept and skills
OHT 14.4a
101
Pupils comments on the task

• Drawing the symbols was really good. We kept
  thinking How do you draw that? and made you
  think what it was about. We compared our symbols
  and I could see how my partner had got different
  things out of it.
• It made me really tired doing that. It made me
  concentrate so hard, it seemed like it went on
  for hours. I want to do it with my Mum to see if
  she can do it.

Big concept and skills
OHT 14.4b
102
Classification of intended learning outcomes

• Modular
• Longitudinal
• Background

Big concept and skills
OHT 14.5
103
Ready for more?

• In curriculum analysis and planning
• analyse the first pages of the programmes of
  study and some GCSE examination papers to
  identify critical skills in making sense of
  information and solving problems
• similarly, analyse documents for underlying
  concepts, which may be implicit as well as
  explicit
• analyse pupils work or examination scripts to
  identify what lower-achieving pupils are failing
  to do or understand
• provide staff with opportunities to reflect upon
  the skills and concepts which constitute the
  essence of the subject and which characterise the
  work of the more successful
• make such concepts and skills explicit in schemes
  of work and plan tasks which aim to develop
  understanding of them.

Big concept and skills
OHT 14.6a
104
Ready for more?

• In teaching
• make principal concepts and skills more explicit
  in introductions and plenaries such as
  strategies for listening for gist and detail,
  using visual representations for summarising
• encourage pupils to reflect on how tasks have
  been done to make the strategies and skills they
  have used more explicit
• provide opportunities for self-assessment,
  especially in relation to skills
• make connections between topics and where
  possible to other subjects long- and short-term
  causes provide a framework that can be used in
  understanding geography, RE or English literature
  just as much as in history.

Big concept and skills
OHT 14.6b