Developing Outstanding Learning Skills

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Developing Outstanding Learning Skills
"Since we cannot know what knowledge will be most
needed in the future, it is senseless to try to
teach it all in advance. Instead, we should try
to turn out people who love learning so much and
learn so well that they will be able to learn
whatever needs to be learned." (John Holt)
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• Towards
• Outstanding
• Learning!
• Tuesday 8th January 2013

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(No Transcript)
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Why am I here?
Good question!
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Success Criteria

• I understand the 3 key areas that an inspector
  will judge my lesson on

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Task

• With a partner, consider what you believe to
  constitute an outstanding lesson.
• List three elements of an outstanding lesson.
• Share your list with the wider group

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Judging Highly Effective Learning

• How far ? Distance
• How well ? Depth
• Secure
• Sustained
• How many ? Numbers
• 
  Groups
• Proportions

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Considering Students Involvement

• 97 All / almost all
• 80 Vast majority / most
• 75 Large majority

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Engagement
Are students encouraged to be active, creative,
connection -making learners when

• About two-thirds of the talk in classrooms is
  done by the teacher?
• About two-thirds of teacher talk is
  organisation-controlling talk?
• 1 of students ask questions in school?
• 1 of these students verbal contributions take
  the form of questions?

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What are the characteristics of an outstanding
lesson?
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Perspective
Objectivist (lesson ceiling good) Constructivist (lesson ceiling outstanding)
Teacher as all-knowing oracle. Teacher as organiser, and but one source of information.
Learning is teacher-centred, didactic, with carefully-guided activities to support learning. Learning processes are student-centred and involve group and individual activities.
Teacher generated questions are used to elicit understanding. Students construct their own learning questions.
Lesson-design rests with the teacher and correct conclusions mark success. Students are co-designers of the learning episode and the attendant success criteria.
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Perspective
Objectivist (lesson ceiling good) Constructivist (lesson ceiling outstanding)
Learning consists of stimulus response relationship, and is passive in nature. Learning is an active process.
Learning involves filling empty vessels and ensuring retention. Learning is a process of fire-lighting and connection- and sense-making.
Effective learning stems from efficient transfers of information. Effective learning arises from open-ended, challenging problem-solving exercises.
Intelligence is fixed. Intelligence is created.
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Personalisation students are challenged at an
appropriate level they are engaged and
enthusiastic and make significant progress that
they can identify. Snappy starter engages
students, recalls prior learning, excites,
creates mystery and focuses attention. Teaching
styles a variety of styles that match the
content and context of the lesson, teaching in
ways that the students can identify with.
(VAK) Relationships students get on well with
each other and the teacher. There is a mutual
respect. Ownership giving students the tools
and responsibility to manage their own learning
(L2L). Allowing them to set their own success
criteria at times, have a say in what and how
they learn and to ask their own
questions. Evaluation and reflection regular
and constructive feedback, link with NC levels,
exams, success criteria etc. Set specific
improvements targets based on assessment (self,
peer, teacher) Confidence appropriate
challenges are set to all learners. Both staff
and students have a good idea of what failure and
success is acceptable. Staff need to have the
confidence to let students take risks. Students
need to trust in the teacher and themselves and
accept failure and success well. Learning
coaching helping students to identify how they
learn best as a group and an individual.
Teaching them transferable skills and
processes. Wow factor creating mystery,
excitement and surprise enables lessons to be fun
and helps students retain information and
interest. Pace a variety of pace allows for
creativity, questioning, noticing and can help
with thoughtful reflection, bursts of activity
and relaxation. Environment Creating boundaries
and routines that help students feel secure,
respectful and ready to learn. Having a lively
and interesting place to learn will encourage
questioning. Thinking skills students thinking
is deepened, they make their own knowledge rather
than receiving it.
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Outstanding Teaching Its All About The
Learning !

• Much of the teaching in all key stages and
• most subjects is outstanding and never less
• than consistently good. As a result, almost
• all pupils .. are making rapid and
• sustained progress.

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Judging Learning Over Time

• Schools own evaluations
• Discussions with students re. work, learning
  teaching
• Discussions with staff
• Views of parents
• Scrutiny of students work
• - marking, assessment, feedback, challenge,
  students effort success, progress in line
  with abilities / starting points

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Learning Evolution

• Rigid 3 part lessons
• Starters v dynamic starts to learning
• Over-reliance on end of lesson plenaries
• Peer self-assessment per se / without impact

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• NO EXPECTATION OF SPECIFIC
• LESSON PLANNING
• JUST WELL-PLANNED LESSONS

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Progression..Progression..Progression

• HOW DO YOU DEMONSTRATE PROGRESS IN YOUR LESSONS?

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What is Progress ?

• Movement from 1 state to another
• - information ? knowledge ? understanding
• - dependence ? independence ? inter-dependence
• - superficial / initial confidence ? deeper
  state
• - journey towards completing activity involving
  growing awareness / understanding
• - intensity of engagement / interest / curiosity
  / enjoyment / success
• - numbers

D i
D I S TANCE
D EPTH
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• SHOWING PROGRESS IN 20 MINUTES

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• QUESTIONING
• Ask students (no hands up)
• What do you know now that you didnt 5, 10, 15
  minutes ago?
• When you go home this evening and are asked for
  one thing you learnt today in ______________,
  what will you say?

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• SCALING
• Use mini whiteboards or scoring sheets for
  students to score their understanding against the
  lesson objectives at the beginning of the lesson
  (0-10)
• Regularly refer back during the lesson, adding
  new scores, with the time the score is recorded
• Where necessary, ask students to explain how and
  why they have changed their score

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• CONFIDENCE RATING
• At the start of the lesson, students write their
  name on a post it note
• Students place their note on a wall thermometer
  showing confidence levels or in a three column
  table, very, quite, not (related to a skill or
  knowledge)
• During the lesson, students are encouraged to get
  up and move their post it when progress is made
  during the lesson

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• RAG RATING
• Students to place planners on desk with coloured
  card facing upwards to show level of knowledge
  and understanding as the lesson progresses
• Red- do not understand
• Yellow- not sure
• Green- fully understand
• Individual students needs can then be addressed
  as the lesson unfolds, when the situation
  changes, the card is changed by the student

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• FACES
• Students to draw faces next to lesson objectives
  in their book at the beginning of the lesson to
  show their confidence/ ability in relation to the
  objective
• At regular intervals, students draw a face in the
  margin to show how they now feel against the
  lesson objective
• This could also be done on mini whiteboards,
  divided into 3 columns- to show change at 3
  stages in the lesson

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• EXIT TICKETS
• In order to exit the lesson, students need to
  complete an exit ticket
• Headings on ticket
• What have I learnt?
• What do I already know?
• What might I need extra help with?
• How have I progressed in the lesson? (tick face)

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MAXIMISING PROGRESSsee 10 ps mat!
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EXAMPLES OF OUTSTANDING PROGRESS
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History

• Y10 Understanding how the status and roles of
  women changed during the
• First World War
• Mid-lesson
• Learning climate learners state enthused,
  interested, immersed, intent
• 3s and 4s - inter-dependence
• Increased access to range of sources visual /
  written and key questions latter
  differentiated
• All / almost all absorbed
• Teaching constantly checking / probing as and
  when necessary
• High quality differentiated questioning by
  teacher per group - impact
• Almost all deepen and widen understanding of
  different roles adopted by women and accepted by
  society due to changing demands and needs brought
  on by war
• Heightened thinking evidenced through
  increasingly challenged analysis, synthesis of
  key ideas, increased questioning by peers of each
  other, and meaningful evaluation

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Art Design

• Y9 Fruits of the Earth. Exploring shades of
  colour and layering paint to
• produce textured effect inspired by knowledge of
  Kate Malones work.
• Creating a painting of a fruit in the style of
  Kate Malone.
• Lesson 2 of 5
• Immediate involvement in learning accessing
  materials and previous folder work from onset
• Almost all / all quickly absorbed in re-engaging
  with accessing examples of KMs work paper /
  on-line / previous painting / mixing colours,
  layering paint to create texture
• Almost all can explain purposely intentions
  immediate next steps
• Teaching is enthusiastic, inter-acting with
  individuals with well focused questions /
  demonstrations to inspire and energise
• Timely interjections to stop / share / inform
  learning for small groups / all learners impacts
  clearly on students emerging technique /
  thinking
• After 25 minutes almost all / all learners
• - moving from knowing about techniques ? showing
  understanding via experimenting with colour
  mixing / layering different colours / developing
  simple and more complex textures / beginning to
  apply emerging skills to fruit sketches

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Planning for Progression
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PLANNING FOR PROGRESSIONKEY CONSIDERATIONS

• Challenging all students
• Meeting individual needs
• Developing skills, knowledge, understanding
• literacy / numeracy
• Monitoring progress adapting teaching
• Questioning discussing to assess effectiveness
  of teaching
• Students understanding how to improve

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Well-Planned Lessons

• Learning objectives / outcomes
• shape / direction
• Pitch / challenge
• Need esp most least able
• Learning scenarios ? progression
• - information ? knowledge ? understanding
• - dependence ? independence ? inter-dependence
• Checking feedback opportunities
• Key skills as and where appropriate
• - removing barriers / supporting progress

ENGAGEMENT
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TASK

• What is meant by deep learning?
• How do we know when children are in a state of
  deep learning?

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What is deep learning?Children who can..

1. Verbalise their thinking and solve problems
2. Ask questions and make decisions
3. Do something with the information they encounter,
   organise information in a different way and
   create new ideas
4. Reflect on what they have learned and how they
   learned it

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Meta-Cognitive Reflections
Arguably the most important and therefore the
hardest !

• What kind of thinking have you been doing?
• Did anyone say/do something that changed your
  thinking?
• What personal contribution to your groups
  thinking are you most pleased about?
• What did you like/dislike, find easy/difficult
  about this task?
• What skills supported the completion of this
  task?
• What would help your group do such a task even
  better next time?

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How do we know when children are learning? Some
indicators.

• Children are explaining something in their own
  words
• Children are asking questions
• Children are making connections
• Children are re-creating (rather than
  reproducing) information
• Children are justifying their decisions
• Children are explaining their thinking
• Children are talking to each other
• Children are active- doing something with the
  information
• Children are reflecting at a conscious level
• Children are offering analogies and metaphors of
  their own Oh I get it- its a bit like
• Children are redrafting, revising, re-thinking
  and so on

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Dependency?Independency ?Interdependency
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Learning experiencesCognitive implications
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Cognitive Skills- Blooms Taxonomy

• Creating generating new ideas, ways of
  viewing things, planning constructing /
  inventing
• Evaluating justifying, hypothesising,
  judging, experimenting
• Analysing comparing, deconstructing, exploring
• Applying implementing, using information
• Understanding explaining, interpreting,
  summarising
• Remembering recalling, recognising, listing,
  describing,
• retrieving, naming
• http//www.thinkingclassroom.co.uk/ThinkingClassro
  om/ThinkingSkills.aspx

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• Thinking Starters

Captions Odd One Out Thinking Box Slow
Reveal What if?
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V
Lateral thinking puzzle
Cloth Cap British Army 1914
Steel Brodie Helmet first issued in 1915

• The strange case of the steel helmet.
• Why did head injuries increase when the steel
  helmet replaced the cloth cap as part of the
  British soldiers uniform? 

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Change

• What proportion of learners
• find out more
• know more
• understand / absorb more
• are challenged to advance thinking
• than at the start of an experience

D EPTH
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Supporting the Learning

• - criteria for successful learning
• what a good one looks like
• - modelling
• - scaffolding
• - self-supporting materials

H A N D I N G O V E R
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Good or Outstanding ?

• Quality of change - informing
• knowing
• understanding
• Proportion of learners - all / almost all
• most / vast majority
• large majority
• some
• few

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New OFSTED Schedule

• No satisfactory teaching.
• Teaching requires improvement as it is not
  good.

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Essential Learning Climate

• Environment
• Relationships
• Values
• Expectations
• Routines

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Outstanding Teaching

• Teachers and other adults generate high
• levels of engagement and commitment to
• learning.

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Enthusiasm Imagination

• Passion Inspiration
• Relevance Meaningfulness
• Swift start stimulating interest
• igniting curiosity

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Importance of Talk

• - learning is a social activity
• talk is essential
• - language, thinking learning are
  interrelated
• - understanding is at its deepest when
  co-developed

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Checking Knowing ? Understanding

• Teachers systematically and effectively
• check pupils understanding throughout
• lessons, anticipating where they may need
• to intervene and doing so with notable
• impact on the quality of learning.

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Checking Knowing ? Understanding

• Monitoring the learning
• - watching
• - listening
• - questioning

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Effective Questioning

• Whole class
• V
• One to one / pairs / small groups

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Effective Questioning

• Stimulates thinking
• Promotes reasoning
• Inspires interaction
• Deepens learning
• Accesses learners minds

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(No Transcript)
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Timely Feedback

• Teacher
• - one to one
• - one to small group / pairs
• - whole class ?
• Self-feedback
• Peer feedback

I M P A C T
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Judging Outstanding Learning

• All / almost all learners can do ..
• understand ..
• significantly more / better than at beginning of
  learning experience
• HAs . MAs . LAs . SEN .

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Common Shortcomings

• Over-teacher talk / direction
• Planning for activities alone, without
  considering the experiences
• Laboured or rushed informing
• Laboured or rushed knowing
• Limited planning for letting go
• Insufficient time for developing understanding
• Shortfalls in expectations for all learners
• Superficial / ineffective monitoring feedback
• Limited recognition of response to needs - fear
  of complexity / reluctance to change direction

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FURTHER READING..

• AND THE MAIN THING IS LEARNING
• (keeping the focus on learning for pupils and
  teachers)
• Mike Hughes
• 9x4 A FRAMEWORK FOR DEVELOPING THE
  CHARACTERISTICS OF EXCEPTIONAL TEACHING
• Tom Cassidy Charles Cassidy
• Teachers Shared Areagt SRS Teaching and Learning

Further CPD training at SRS Effective
Questioning Tuesday 15th January 2013
Multi-purpose room 3pm-4pm