iPads and Technology - Cycle 2, TLC1

For the second cycle, as mentioned by Mr Bulmer in our previous blog, we wanted to build on the collaboration and enthusiasm created during the first cycle. The quality of the presentations in TLC3 highlighted for both of us the hard work which had gone on, right from the start of the year. 

That said, we wanted to ensure that we included even more opportunities to test new ideas, discuss the benefits and drawbacks of technology in the classroom, and promote an atmosphere of self-evaluation. We have also discussed the need to highlight the impact of the work done on TLCs to each teacher's classroom practice, and the effect this has on the students. 

As before, we started by reading some blogs, using QR codes, and then feeding back on an app called Baiboard. This activity allowed participants to use technology and reflect on its effectiveness. The conversation in my TLC also considered where QR codes and an app like Baiboard could fit into a lesson and have a positive impact on the learning. 

Below are some examples of Baiboard responses from both TLC groups:

 

Another discussion which built on the last cycle centred around the necessity of staff understanding how to effectively use technology in the classroom. Linked with this, Mr Bulmer and I believe that greater involvement from the Digital Leaders would help to create a more supportive atmosphere when it comes to using iPads and other technology in the classroom. 

Finally, teachers developed targets to achieve before the next TLC, this time directly considering how a particular app or technology would affect teaching and learning. Some of the targets can be seen below:

With the focus in teaching being more and more on how particular activities and lessons impact student learning, the focus for these TLCs intends to mirror this. In TLC2, Mark and I plan to further consider ways to highlight and reflect on the impact of technology in the classroom, and share techniques for doing this with our groups. In particular, I will be asking teachers in my TLC to further develop their targets and include an evaluation of the intended impact on student learning. 

A Tour of the TLCs - TLC 4

TLC 4 is the first TLC in the second cycle and provides staff at Rossett with the opportunity to focus on a second area in the 2014-15 TLC cycle. The aim of this two pronged approach was to keep the year fresh and making progress more constant throughout the year. After the 2013-14 cycle some staff felt that having just one focus had been too repetitive.

The session began with staff watching a video I had produced which looked to develop the staff outcomes by ensuring that staff produced more evidence of the impact that their TLC focus was having on their own teaching.

As always with these 'Tour of the TLC' blog posts the aim is to show a snapshot of each of the TLC areas of focus not to provide comprehensive coverage.

Sixth Form Independence

Staff began by focusing on the concept of independent learning as outlined by the sixth form. The students gave very different views on what 'independent learning' means to them. This provided a good stimulus to help staff focus on the challenged faced teaching sixth form students.

+ Several staff highlighted the issue with students wanting to be spoon-fed information "why don't you just tell me Miss?"

+ "One thing that always stays true is that by the end of year 13 they have cracked it" "How do we get that end of year 13 attitude in year 12?"

 

The session then moved on to look at how to challenge this.

Feedback and DIRT

Staff began by looked at what effective DIRT looks like. Several members of staff talked about using technology to develop DIRT. Staff also talked about setting DIRT for homework and what made this successful.

Staff then looked at what made good practice with DIRT and looking at quality over quantity. Making an event of the process. Time management is also an issue. Finding the balance between teachers work and students work. Making the most of staff time and making the most of marking time. Maximising the impact of the time put in.

Staff moved onto comparing examples of marking to see where they fit onto the matrix. See below:

Using iPads and Technology

When I entered this TLC group staff had been reading blog posts and were discussing the benefits of iPads and technology and about the drawbacks facing them in their subjects.

Staff then used BaiBoard to share their ideas around the following themes:

+ Benefits

+ Drawbacks

+ How will you apply it?

See below:

Challenge

 Staff were reading through the strategies on the slide below when I arrived:

They were looking to come up with three strategies that they would try in their lessons:

Pupil Premium

Staff were looking at researching three techniques to develop their ability to check pupil progress with a focus on Pupil Premium. Staff shared what was working for them and the challenges that they face implementing them.

Reflection on TLC Cycle 1: Sixth Form Independence

When considering how the TLC sessions went during cycle 1 and the impact they have had, it is important to consider both the strengths and the potential improvements prior to cycle 2.

Richard Sykes and I, Kirsty Birkett, have concluded the following from TLC 1:

• A positive atmosphere in our TLC sessions- Richard and I agreed that the atmosphere in each session was very upbeat, enthusiastic and extremely positive, with staff willing to discuss their thoughts on sixth form independence and their ideas of how we could encourage this further. 

• Everyone tried something new- On the survey monkey sent to staff upon completion of the cycle, 100% of staff stated that they had tried new ideas due to being part of this TLC. Not only did staff try new teaching and learning ideas but they also built on each others. For example, Claire Reed observed Vics Newsome using an independent learning mat with her AS Psychology class. Claire did the same but adapted it based on the aspects she felt hadn't worked as well as they could have done in Vics' lesson. This idea sharing created an extension of ideas as they were developed further.

• TLC 3 was a hub of idea sharing- TLC 3 proved to be everyone's favourite session out of the 3, as shown by the survey monkey results. It allowed staff to show what they had tried and evaluate how well it had worked. There was a chance for questions at the end of each presentation and lots of questions were asked which just showed the genuine engagement and desire to try new things. 

• The activities worked successfully as planned- A lot of time had gone in to ensuring that activities in the TLC sessions allowed for enough discussion, enough stimulation and engagement and allowed staff to work well together cross-curricularly. Overall, the activities worked very well. The only one that may be adapted slightly is that due to having a longer TLC in the first session in cycle 2, we will add the background reading rather than setting it as 'homework' as we think that it will result in more reading being carried out. 

• Still having an impact- Even since the final TLC session, TLC members have been sending through other ideas they have tried to showcase what they have been doing in their sixth form lessons. This shows the impact the TLC has had this cycle. 

On the other hand, we have address the following 2 issues to be considered prior to the next TLC cycle:

• How do we make their impact clearer in regards to evidencing the difference the TLC sessions have made- Although we had lots of evidence to show that new ideas had been tried and tested, their was little evidence for the impact of these ideas in sixth form lessons. We therefore need to prioritise this ready for the next cycle to ensure evidence is clear. 

• Change our use of technology- In TLC 3, we opted for Google Drive to allow staff to comment on each others presentations at the same time. However, it caused unnecessary issues as many people could not access it. Next session, we have decided to use paper as we had done in TLC 1 & 2, which had worked perfectly for recording evidence. 

No doubt the second cycle will be as successful as the first, if not more now that we have been able to reflect on both the strengths and improvements of cycle 1. 

Progress for All (Pupil premium) Cycle 1 Reflection

After a successful cycle 1 both Donya Hancock and I (Natalie Mooney) reflected on what went well within the TLC sessions and what could be improved before the next cycle.

What went well:

1. Over 80% of staff are now using more progress checks within lessons.

Following cycle 1 we asked fellow colleagues within our TLC groups to complete a Survey Monkey to evaluate what impact the sessions had on their teaching within lessons, and more specifically progress checking. The results showed that over 80% of staff were using progress checks more often with only just fewer than 20% using them the same amount. Staff showed a range of ideas within their presentations showing how these checks were being implemented.

2. Excellent presentations showcased 

All staff produced a presentation within their triads to show how they have been using progression within lessons and what impact it had on teaching and learning. Each colleague had researched a progress checking technique and had implemented this within lessons. The presentations in both groups were completed to an extremely high standard which comprised of pictures, facts and examples of students work. 

3. All teachers aware of pupil premium students in their classes

Results from the survey monkey showed that all teachers involved within the progress for all TLC knew who their pupil premium students were and what stage of learning these were at. The main focus of the TLC sessions was to try and 'close the gap' for these students by progress checking them more often and effectively in lessons or providing extra support (resources, kit etc.) to aid their learning.

4. Sharing of ideas across facilities

The collaboration between staff was fantastic with them all showcasing different progress checking techniques within their lessons and departments. All these ideas created an excellent environment for teaching and learning to take place focusing on professional development with some great discussions.

5. Enabled colleagues to share a range of techniques

Staff were able to gain several new ideas from the TLC sessions and implement them within lessons to show progression with their own teaching and learning. Some techniques have been used previously but these were then refreshed and modified within the sessions making staff aware of the range of progress techniques available to them.

Even better if:

After discussing what went well during the first cycle of TLC sessions for progress for all we felt that there was an area that could have been improved. Both of us believe that during the second cycle we need to have a more specific focus on students that are pupil premium. The level of progress checking within lessons is excellent but we feel that we could 'close the gap' more through the use of these techniques. With this in mind we have arranged a meeting with the Pupil premium coordinator (Sarah Daly) within Rossett School to discuss this further.

Nat and Donya. 

IPads and a Technology - A reflection of cycle 1

After now completing cycle 1 of TLCs with the two iPad and Technology cohorts it is now time to reflect on how the sessions have gone and how can we make them even better and more beneficial for teachers involved.

Myself and Dan Grainger sat down to evaluate the 3 TLC sessions we had planned and delivered, we produced the following evaluation:

What went well from cycle 1?

1. Teacher self challenge

What first become evident from the TLCs was the staffs involved  ability to challenge themselves by trying new innovative teaching and learning strategies. For example, a member staff new to the school who had never used IPads in teaching, had been working to set up Idoceo with all her classes, making sure all information, pictures and mark sheets were up to date.

2. Quality of presentations in TLC 3

As part of the TLC process all staff had to produce a presentation to show reflection and a journey of their learning . The idea been their start was a new app they wanted to try and the finish been full intergrattion of the app within their teaching and learning across classes.The presentations in both cohorts completed a high quality presentation which was filled with pictures, youtube clips and examples of students worked. This was further supported by their enthusiastic delivery in addition to answering questions and sharing their good practice with others.

3. Ethusiasm and motivation to improve pratice

Throughout all the sessions it was very clear that teachers were passionate about their teaching and there was a clear motivation to continue to improve their teaching and learning. This was further supported by informal discussions with colleagues which provided colloboration opportunities.

4. High % of success in intergration of apps within teaching

The end product of the TLCs is to ensure staff have been able to progress and add other tools to their teaching toolbag thus enhancing Professional Development. The sucess evident from the presentation clearly shows the success of using new apps not only with one class but a number. Some of the less ipad confident staff gained a new confidence for using mobile technology and showed good progression on their use of IPads with classes.

5. Colloboration between staff

Previously mentioned, the colloboration between staff was fantastic and their ability to share ideas of different apps they may have used previously. This aided the effective environment needed to have a successful TLC and meant the group discussions/tasks were meaningful.

How can the TLCs be improved?

1. Structure

It was felt between myself and Dan that on occasions the TLCs lacked some structure. The plan for the future would be to ensure there is a clear structure throughout the sessions and from the first TLC staff will start to build an evidence portfolio of what we have looked at during the sessions. In addition, we felt that it would be beneficial to start the powerpoint presentations from the first TLC as a working document which could be added to at any point.This would help to make the learning journey more meaningful and provide thorough, well documented evidence of learning and professional development.

Mark and Dan