No Limits Learning

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No Limits Learning

• The function of quality first teaching in
  ensuring all children achieve their very best

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Learning Intention To define strategies for
ensuring quality first teaching enables all
pupils to make good progress in
lessonsContextMathematical understanding and
problem solving and SOLO StS

• Take notes and compare these with face/shoulder
  partner
• Engage positively in practical tasks /
  discussions
• Identify 3 key teaching strategies from the
  session to take away and use
• Decide on a timescale for implementation of key
  strategies
• Co-ordinate a leadership discussion within phase
  teams which will evaluate the success of the
  INSET and next steps for teams
• Create a check list of non-negotiables linked to
  INSET focus
• Explain clearly with teams the benefits of
  developing differentiated LIs and StS
• Organise self evaluation activities with dates
  and deadlines for monitoring the effectiveness of
  learning for all pupils using agreed systems

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• Excellent teachers create climates for learning
  which engender confidence and motivation among
  all learners. Critically, there is no fear of
  failure because teachers and pupils alike support
  one anothers triumphs and disasters
• Roy Blatchford (The Restless School)

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No Limits Learning Features of High Quality
Teaching

• DEMANDS HIGH
• EXPECTATIONS
• Challenges learners by setting learning goals
  which exceed expectations
• Models builds growth mindset
• Accepts nothing less than excellent
• Provides rich, ambitious, context for learning

• ACCURATLY ASSESSESS
• Identifies pupils starting points in learning
• Precisely identifies tackles misconceptions
• Never assumes or limits pupils prior knowledge /
  skills
• Trains pupils to evaluate learning set new
  goals

• DEFINES EXCELLENCE
• Planning charts destination to excellence
• Models of excellence are visible
• Learning journey connects skills with purpose
• Learning intentions provide clarity for all
• Pupils are motivated towards success

• CHALLENGES WITH EVIDENCE
• Learning is framed around real life, finding
  solutions application of skills
• Questioning extends thinking builds
  metacognition
• Pupils learn more from each other can
  articulate each others success

• FEEDS BACK TO FEED FORWARD
• Pupils deliver expert feedback
• Pupils take responsibility for own learning use
  self assessment
• Feedback leads to actions that close gaps in
  misconceptions
• Feedback extends thinking
• Learning reflection elicits new learning

Raising expectations closing gaps excellence for
all
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Building Better LearningHow do I respond to
being stuck?
Compose Identify the problem and verbalize
it What can you do without asking for help?
Respond How can you tackle this another way? Can
you apply prior learning to solve the problem?
Communicate Talk through ideas with a
partner What can you learn from their learning?
Review Did I focus on adult / peer
instruction? What do I do well / do differently?
Reflect Which other resources can help? Use the
learning environment to guide support
CHECK! Go through books re-read feedback /
check strategies
CHECK! Refer to learning walls. modelling
prior learning in books
CHECK! Dont give up remember learning is
meant to be challenging!
CHECK! Did I try my best help myself first?
Can I give more to learn better?
CHECK! Which ideas can I borrow from my partner
but make my own?
Excellence
Responsibility
Resilience
Effort
Collaboration
helping myself getting help helping myself
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The Importance of School Culture
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Why We Need To Get Learning Intentions Right
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Learning Intentions
Key Word Definition Benefits
Learning Intention A learning intention describes what pupils should know, understand or be able to do by the end of the lesson (Learning Unlimited, 2004) An outcome What the student should be able to do at the end Goal What and Why Children are more focussed Develops a learning culture Behaviour improves as their task focuses increases Children persevere for longer They have greater ownership Children show greater enthusiasm
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Product vs. Process
LI To create suspense within my build up LI To create suspense within my build up
Context Dragon writing Context Dragon writing
Outcome Steps to Success
your writing will frighten the reader Use short or single word sentences Withhold detail from the reader Use powerful verbs and adjectives to describe
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Differentiated Learning Intentions

• Example

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Informing QFT Pupils and Parents

• Overcoming barriers

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Things I find hard?
One Page Profile
Whats important to me right now?
Whats important to me in the future?
What do people like and admire about me?
How best to support me in school?
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What is QFT in our schools?

• Targeted, tailored and
  informed
• Dynamic and flexible
• Challenges knowledge and
• mind-set
• 4. Deepens understanding
• 5. Promotes engagement with environment
• 6. Impacts on learning

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The Maker

• Learning Intention
• To define SOLO taxonomy which identifies its
  benefits for deepening learning and extending
  thinking
• Context
• The Maker Literacy Animation
• StS
• Orally rehearse and memorize the different stages
  and names of SOLO
• Describe an example of the SOLO levels with
  face/shoulder partner using another context
• Sort questions from The Maker into SOLO levels
• Create a strategy within phase teams about how
  SOLO will be taught to deepen learning
• Write a plan to evaluate the impact of SOLO in an
  agreed area linked to leadership responsibility

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SOLO Taxonomy
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https//www.youtube.com/watch?vYDXOioU_OKMsafea
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The Maker

• Questions
• Who are the makers in the film?
• How is the theme of relationships explored in the
  film?
• Explain the relationship between the makers in
  the film?
• How did the film make you feel?
• Which maker will be more successful in life and
  why?
• What is the relevance of the sand timer in the
  film?
• What do you think life is like for the makers?
  Why?
• What will happen next to the new female maker?
  Why?

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Why We Do This

• The Tail Unemployment
• The path which awaits a young person who leaves
  school without the minimum attainment is at best
  confusing and at worst grim, with a significant
  minority immediately entering the ranks of the
  jobless and probably destined for long-term
  unemployment. 
• We now have a good idea of what happens to the
  forty per cent who do not achieve five good
  GCSEs. 
• If you are part of this group then there is a
  greater than one in four chance that two years
  later you will not be in any kind of employment,
  education or training (NEET). 
• If you were one of those (nearly four per cent)
  who had gained no GCSEs at all, there was a
  greater than one in two chance that you would be
  NEET.
• The Tail Crime
• Poor literacy and numeracy may also lead to
  crime. 
• One in two of the prison population has literacy
  skills below that of an eleven year-old
  sixty-five per cent cannot count to the standard
  expected of an eleven year-old. 
• Of those who rioted in 2011 and had taken GCSEs,
  only one in ten had achieved five good grades

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Some Reading

• The Tail Paul Marshall
• The Talent Code Daniel Coyle
• World Class Learners Yong Zhao
• The Hidden Lives of Learners Graham Nuthall
• Restless Schools Roy Blatchford
• An Ethic of Excellence Ron Berger