There has been some fantastic work going on with the TELL group triads over the past few weeks...
Jennie, Caroline and Emma have been focusing on using role play to enhance understanding and engagment in topics. Jennie has found this particularly useful with her top set year 10 and is happy for people to visit her lessons during the gallery week next half term (TBC!). Caroline has been developing independence with her theory groups, trying to encourage students to take responsibility for their folder work. Emma has used 'expert groupings' to encourage ownership of the content in her Year 10 group. Good work!
Louise, John and Elizabeth have developed a Wiki link on our school moodle site that explores their focus on resilience and independence in the 6th form. They made the crucial point that these learning habits and behaviours needs to be reinforced constantly if students are to progress in their resilience and independence. Look out for more updates on their work on moodle! (Staffroom, TELL area).
Jonny and myself focused on taking risks (and questioned why we always associate this with behaviour matters and not necessarily academic challenges or risks). Jonny is taking a risk with an observed lesson where the students come up with the lesson objective themselves...let us know how it goes!!
Sally has worked on different types of learning and Dan has focused on using role play to enhance students' understanding. With the different types of learning, Sally has looked at learning as self-discovery and learning as a community using student blogs to faciliate independent learning with her year 13 class. Dan has produced a great video that demonstrates how he used role play to encourage students to understand different weather systems - a great success and the students evidently loved the lesson! See below for video.
The work this half term has been fantastic, we're looking forward to popping into each others' lessons for new ideas in our gallery week next half term!
Tuesday 18 October 2011
Friday 14 October 2011
TELL group project: self evaluation triads
At the start of the new term, we met as a group and evaluated our own practise according to areas below:
Aspects of teaching and learning in my classroom... Typical? Occasional? Rare?
Learners create their own hypotheses, ask their own questions, and experiment with ideas for taking risks.
Learners coach one another, set goals for themselves and monitor their progress.
Assessment is both formative and summative and supports learning: learners monitor their progress and, with their teachers, identify their next steps.
Teachers and learners know what the highest standards of work look like and how to get there.
Sufficient time is always given for learners’ reflection.
Whether individually or in pairs, learners review what they have learnt and how they have learnt it. Their evaluations contribute to their understanding.
Learners know their levels of achievement and make progress towards their goals.
Learning objectives and success criteria are shared.
Questions are differentiated/frequently higher order and open, with ‘waiting time’ used to encourage reflection.
Teachers and learners recognise that mistakes and ‘being stuck’ are part of learning.
Learning follows the plan, do, review structure.
Role-play is used to enrich and contextualise learning material.
Investigative and problem solving skills are widely used to develop independent learning.
Learners are given choice in how to approach , complete or produce work for tasks.
Opportunity to work through tasks with no correct answer/more than one correct answer are provided.
Time restricted activities are used to create pace throughout the lesson—no time is wasted.
A variety of methods are used to approach tasks e.g. pair work, group work, students teaching each other through presentations etc.
Learners are enthused, engaged and motivated by the exciting activities.
Pupils demonstrate resilience, confidence and independence when tackling challenging activities.
Pupils’ understanding is regularly checked throughout the lesson, with the teacher stepping in where clarification is needed, having significant impact on the quality of learning.
Aspects of teaching and learning in my classroom... Typical? Occasional? Rare?
Learners create their own hypotheses, ask their own questions, and experiment with ideas for taking risks.
Learners coach one another, set goals for themselves and monitor their progress.
Assessment is both formative and summative and supports learning: learners monitor their progress and, with their teachers, identify their next steps.
Teachers and learners know what the highest standards of work look like and how to get there.
Sufficient time is always given for learners’ reflection.
Whether individually or in pairs, learners review what they have learnt and how they have learnt it. Their evaluations contribute to their understanding.
Learners know their levels of achievement and make progress towards their goals.
Learning objectives and success criteria are shared.
Questions are differentiated/frequently higher order and open, with ‘waiting time’ used to encourage reflection.
Teachers and learners recognise that mistakes and ‘being stuck’ are part of learning.
Learning follows the plan, do, review structure.
Role-play is used to enrich and contextualise learning material.
Investigative and problem solving skills are widely used to develop independent learning.
Learners are given choice in how to approach , complete or produce work for tasks.
Opportunity to work through tasks with no correct answer/more than one correct answer are provided.
Time restricted activities are used to create pace throughout the lesson—no time is wasted.
A variety of methods are used to approach tasks e.g. pair work, group work, students teaching each other through presentations etc.
Learners are enthused, engaged and motivated by the exciting activities.
Pupils demonstrate resilience, confidence and independence when tackling challenging activities.
Pupils’ understanding is regularly checked throughout the lesson, with the teacher stepping in where clarification is needed, having significant impact on the quality of learning.
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