TLC Weeblies

During TLC 3 staff gave presentations to show how they have developed their pedagogy during the first TLC cycle @Rossett. They also forwarded a resource that showcased the work that they have done to the TLC leader. The TLC leaders then produced a Weebly each to collate all of this work. Below are the links to the Weeblies:

iPad
Dan Grainger
http://mrgedtech.weebly.com/
Mark Bulmer
http://mrbulmerpe.weebly.com/blog/presentation-support
PP
Donya Hancock
http://hancockmiss.weebly.com/blog/progress-for-all-in-particular-pupil-premium
Natalie Mooney
www.missmooneype.weebly.com
Challenge
Emma Horsfall
http://promotingchallengewithresilience.weebly.com/
Flo Trought

Feedback
Rav Sagu
http://rsagutlc.weebly.com/
Ian Hopkins
http://tlc-feedback-dirt.weebly.com/
Sixth Form
Richard Sykes
http://rossettschool.weebly.com/
Kirsty Birkett
http://tlc-bk.weebly.com/

TLC 3 Challenge

This session was an amalgamation of all the challenge sessions; everybody came together in their triads to showcase the strategies they've been trying.

In particular one of my groups adapted Dalton's questioning strategies to four different subjects: history, technology, drama and business studies. All of them felt that this strategy had successfully challenged students to think more deeply about their learning and had inspired better outcomes. Success!

One of Emma's groups within the challenge TLC worked on encouraging students to extend their answers, with a particular focus on development and conflict in Afghanistan, encouraging students to write more deeply and with more detail in their writing.

Another successful challenging example includes providing students with a completed crossword where students had to form the questions. This encouraged students to think about their learning and flipped the normal process of answering a question to complete the crossword. 

Here are a few examples of the strategies staff shared.

TLC 2- Challenge

This has been one of my favourite sessions to deliver. We started by talking about proxies for learning, and how incorporating challenging elements could help us ensure deep learning was taking place.

Then I showed the group this graph, and built some struggle time into the session. I felt this brought interesting and unexpected results, with staff reflecting on skill, ability and when it might be appropriate to challenge students. There was a long discussion about whipping eggs for meringue, which led to a debate about the importance of seemingly unchallenging processes. We concluded that even within the simplest element of a lesson, there are opportunities for students to aim to do better. 

The group shared all the things they have been trying and then looked at a few more ideas. It's clear Dalton's questioning, solo taxonomy, Bloom's taxonomy and synoptic tasks have been trialled by a few of us. 

Many of us felt that we wanted to reach the VIth form and a long discussion on how to challenge those students followed. Finally, I introduced a few more strategies to take away and try:

We left it with a few ideas about what we could try next.

And there were macaroons.

TLC 2 - Feedback and DIRT

 

We kicked off our TLC by looking at what staff have committed to researching and improving for this TLC cycle. We had a variety of responses, from looking at providing more supportive and developmental feedback for pupils to changing the style of their marking to use online electronic resources.

We looked at various methods of marking to provide effective feedback that builds pupils responsibility, resilience and reflectiveness. These included:

• Find Faults and Fix

• Plus Minus Equals

• The Dot Round

• Use of icons

• Triple Impact Marking

 

The key to using some of these types of feedback is to increase pupils responsibility by allowing them to take ownership of their feedback, by giving them developmental feedback it becomes their task to move their learning forward based off of the feedback. The dot round was used to build pupils resilience by giving them the opportunity to understand where errors are but not explicitly pointing them out.

By using these methods we hoped to build into the lessons effective DIRT, making it a regular section of the lesson.; If feedback and responding to feedback is something that students are comfortable with and do so on the recurring basis, then the students own reflective nature is growing too.

From this point Ravi introduced what she had been working on. This was a use of icons to help students focus and understand their feedback.


She set up a standard set of codes for pupils to read, then annotated the students work. The students then had to decode their code and work out what their feedback was. The benefits of this were:

• Students have to read their comments as well as their grade. (There is a lot of research to suggest that students rarely read comments when coupled with a grade.)
• Lesson time is not wasted deciphering my handwriting – Sir, does this say ‘elephant’?
• I win back in the region of one minute per student, or, let’s say, an hour a week.
• It can be used again – modifications necessary of course – next time round. It is also a useful tool for guiding future peer- and self-assessment

Ian introduced his work using the app Showbie. He had been leaving voice comments for his pupils. Pupils would then listen to the comment and work from their, leaving feedback and developing their answers in a dialogue about their feedback. This could be accessed anywhere by student or teacher and allowed for a variety of ways for feedback to be left by the teacher or student. This meant that pupils who wished to deliver work in alternative means, e.g. video, picture, etc, were included.


He found that the benefits were:

• It was fast. In the end I managed to mark 32 pieces of homework in 45 minutes.
• The feedback to the pupils was very detailed.
• As each voice comment could be up to 1 minute in length, the feedback could be a very detailed comment that could take some time to write.
• Most pupils found it easier to listen to this than read a long comment, they were not put off the way they would be looking at a lot of words.
• They could hear the tone in my voice, they knew when I has happy or disappointed. Any ambiguity was often removed.

As we moved towards the close of the TLC the groups got together to discuss how they are going to continue their work into the area of feedback and DIRT they wish to explore. Staff were looking at how to measure and record the impact that they will be making on their respective classes. It was good to see staff so enthusiastic about what they were doing and what benefit they would get out of it.

Roll on TLC 3 when we get to see the presentations of the staff.

Rav and Ian

 

TLC 2 - Encouraging Independence in the Sixth Form

We started TLC 2 by discussing some of Ofsted's best practice reports.  These reports detail what some of the best schools and sixth form colleges are doing to improve independence in the sixth form.  

Rossett staff were asked to discuss with each other what they thought of the articles and if they thought that they could use anything from them to improve their teaching and learning.  The overwhelming feeling by many of the staff was that it is nice to know what we are doing already is considered best practice.   

We then moved on to refelct on the progress that had been made towards our targets since the last TLC.  Staff were asked to complete the evaluate section of their worksheet.  Here is a great example from Mrs Thompson:

 After this was completed, staff were asked to explain what they intend to do over the coming weeks to encourage independence in the sixth form to the other members of their learning triad.  We then asked the other members of the learning triad to critique their work and give them advice on how they could take their project to the next level.  Many members of staff found this process useful and were grateful for the feedback they received from their colleagues.  

We then had the opportunity to observe what other teachers in different schools have attempted to improve independence.  

Staff were given the opportunity to discuss the videos in particular what they could gain from them to help with their own teaching and learning.  Staff found the videos useful in particular the example of a structured way to use peer and self assessment.  This improves independence and also allows the students to see how much progress they have made.  

Staff were then given time to begin to work on their Weebly post and presentation for TLC 3.  The presentation and post will detail the project that each member of staff has completed along with the impact they think it has had on their teaching and learning.

Some examples of the the work done so far and the impact they have had on encouraging independence in the sixth form are listed below:

The use of learning mats (image below), give students a structure to follow when completing their work and as a result allows them to work independently without the need to ask for support from the teacher.

There is also the use of video's to give answers to questions on a homework/test.  This allows the class to progress at different rates depending on how well they achieved on the homework/test and it also allows all students to work independently.

The final example I will give today is the use of flipped learning which is where the students complete the notes for the lesson at home and present their findings/answer questions in class.  This encourages students to be more independent as they are responsible for their own notes.  It also allows students to develop skills that will be essential to their success at university.  

TLC 2 - Progress for All (particular pupil premium)

The aim of the second TLC was to examine current techniques checking pupil progress within lessons and understand why these are valuable to help close the gap for pupil premium students. Staff would  be able to share ideas/learn new techniques to implement in their lessons. 

The first task of the session was for staff to discuss in their triads the blogs they read from the previous TLC session. What were the pros and cons for each article......

Staff were then asked to discuss the three progress checking techniques within their triads that they had researched (and hopefully had time to trial) from the last TLC. 

Some excellent ideas were shared here with staff stating how some techniques had not been successful as they didn't show much impact, whereas some ideas had become a massive hit within the classroom with both students and staff who worked in there. A great example of this was Micky's food race track.......

Finally staff were given time to start discussing their presentations for the next TLC session on pupil progress. They were asked to consider several questions; How would they present it? Would they talk about all three techniques or the one that made the most impact? How would they show this impact? 

A great session with all staff engaged and involved when discussing their own or other' s ideas. The presentations look like they will be great for the next session.

Nat and Donya. 

TLC 2- Using IPads and technology

In TLC 2 (30/09/14) we focused on recapping our personal targets for development and also what apps we have been using in lessons with students. We did this using Socrative to get quick feedback from staff which could be easily viewed and collated.

We then moved on to a discussion of our targets in trios which prompted groups to share any new apps they have been working on and also to look at their targets and the progressing they are making towards meeting these targets.

This then led to staff demonstrating their understanding by choosing an app to use based on their level of knowledge, expertise and more importantly something they were comfortable with. Each option of app to use had a QR code which linked to a short guide to provide support on how to complete an effective presentation.

Review - We finished the TLC with the groups writing a short comment on the impact of the TLC on the development so far.

Impact on teachers so far.........

"I have been thinking about refining the work I already do on iPads- I want to have quality not quantity!  This means that I will have consistency in lessons in terms of students submitting work and me feeding back to students- I want them to see it as something valuable, not a 'fad', especially as KS5 students can be quite negative about using technology.  " (Leila)

        "The TLC so far has been good to share info with other teachers on apps that they find effective in class. Marks presentation on socrative today has given me a good idea to encourage my GCSE group answer questions and be more willing to have a go as they are all incredibly shy to come forth with information. I like the interactive questioning thats shared on the screen but can be anonymous - I think this will encourage them to answer questions more freely" (Sarah)

Mark and Dan

A Tour of TLC 2

LThe aim of TLC 2 was to begin by reflecting on the resources that have been read in a ‘flipped learning’ style. Then staff were given the opportunity to feedback about how their area of focus has been used with some of their classes. There was also time to amend and critique each others progress so far and share ideas of how the work done so far could be developed.

Technology/ipads to promote student responsibility.

The staff began the session by using Socrative to show which apps they have been using:

Then the TLC staff began looking at the presentations that they are going to produce in the next TLC. The resources had been differentiated using QR codes so that the staff could work at their own level to develop their own pedagogy.

Consistent use of feedback/DIRT to improve student reflectiveness.

As I arrived in this TLC the staff were discussing how to produce their presentations showcasing the impact that their use of DIRT has had. What struck me most was the incredibly supportive atmosphere within the group and how staff were collaborating to support each other in working out how to gather the evidence of the impact of their work.

Seeing the cross curricular groups in action like this really highlights the value of the TLC's as staff working in vastly different subjects were able to support and advise each other focussing on the pedagogy without getting bogged down by worrying about the content.

Providing challenge to promote resilience.

This group were looking at the diagram below and how it could apply to the challenge in the groups that they teach.

Then staff looked to try and match up the concepts and the definitions:

The challenge in this activity was clear as was the engagement. Modelling in this way is a feature of the TLC programme @Rossett with the leaders using their sessions to facilitate progress through the programme and as an opportunity to give examples of how that can be done.

Progress for all (particular PP)

Having read a series of blogs before the session this group then looked at the pros and cons of the blog they had read. 

Staff then began describing how they had tried to engage the Pupil Premium students. 

In food a brilliant resource has been created looking at the progress through the food tech GCSE as a racetrack. This created a buzz within the class and within the TLC itself as staff were wowed by how engaging it is.

In history they have been using a grid to check performance in quick tests as a starter. Then the teacher is able to check progress and performance. Three poor marks in a row will lead to a sanction. This obviously allows the performance of all students to be checked and especially the Pupil Premium students.

Improve independence and responsibility through 6th form teaching.

This group began the session by looking at a student voice video based around sixth formers explaining what type of lessons they enjoy. This video talked about engagement and how this can be used as a way of promoting independence. 

This provided to be a good stimulus getting staff to discuss how much progress they have made so far and how this could be developed.

"There is nothing I have done that hasn't been based around independent work" 

"I've set the expectation of independence straight away and the very next lesson the students behaviour had changed"

"Already the word counts have doubled as a consequence of this work"

"The stronger students are acting as good role models to pull the others up"

"The school marking policy has made a difference as the AS are already used to it from work improved in year 11"

Here was a real buzz around this TLC about the impact that their work was having on making the students more independent.

Reflections

The collaboration and support that the whole staff provide is brilliant to behold. 

The way the leaders use their TLC sessions as vehicles to showcase examples of activities that promote their focus is outstanding.

TLC 1 - Progress for all (particular pupil premium)

The aim of the first TLC session was to examine current techniques checking pupil progress within lessons and to understand why these are valuable to help close the gap for pupil premium students. Staff will be able to share ideas/learn new techniques to implement in their lessons.

We started the session by seating staff in their triads and setting them off with their first discussion as shown below.

Staff then fed back current techniques with the rest of the group. These included techniques such as scales (petrol gauge/racetrack/likert), DIRT and use of iPads (socrative/showme).

TLC leaders then shared new information with the group about why checking pupil progress is important and how it can be used to help close the pupil premium gap. New information was also shared about the importance of pupil premium and the acknowledgement of this in lessons.

Staff responded to the discussion point above by stating, "extra progression checks with pupil premium students, this can be done one on one whilst other students are on task." And "setting extra checks within homework/extension tasks."

Staff were then asked to review 3 progress techniques and implement them within lessons for the next TLC session. Blogs were also provided for research purposes, QR codes are shown below.

TLC 1 - Using iPads and Technology to Engage Students

Our first TLC focussed on the benefits of using iPads and technology in the classroom. We also considered any potential issue we might (or already do) encounter. Finally we tried to personalise the experience by getting teachers to think about how they can apply what they have learnt.

Teachers in the session got the opportunity to read blog posts about iPads and technology in education. We also had opportunities to use technology built-in to the session; the first of which was using a QR code reader to locate the blogs.

The second opportunity to use technology was during the feedback after reading the blogs. Teachers used Baiboard to share what they had learnt and discussed in groups.

We then discussed various areas of support available to TLC members, which included the Digital Leaders, Edmodo, and the Weebly blog posts. Teachers also had another opportunity to use technology as they were asked to create an Edmodo account, if they didn’t already have one.

Finally, in this first session, we asked teachers to set a target using Edmodo. This had to be specific, challenging, but achievable.

The feedback after the first session was very positive and teachers seemed keen to meet their targets. Next session we will reflect on the targets and consider further ways to use iPads and technology in the classroom.

TLC 1 - Encouraging independence in the sixth form

In our first session of the year we discussed the main challenges facing us a sixth form teachers.  Here are some of the ideas we came up with:

Furthermore, we kept coming back to the idea that the sixth form students often fail to take responsibility soon enough.  We also highlighted how the period from September until Christmas is key to students success.  Unfortunately, if students don't begin to work hard and make the desired progress during this time they will often struggle to catch up. 

We then looked at the information obtained through our student voice surveys showing what our students thought would be good ways to improve teaching and learning across the sixth form.  Here are some of their ideas:

We then discussed methods to improve the quality of teaching and learning across the sixth form, we also discussed strategies that could be used to improve the independence and ownership of our sixth form students.  Here are some of the ideas we thought we could try:

Throughout the session we encouraged staff to refelct on their practice by discussing ways that they already encourage independence in the sixth form.  We asked to share their best ideas and everyone learnt a lot from the process.  We also gave staff a chance to set targets that they will try and achieve before the next TLC sessions.  Here is an example from Mr Fenton:

During our next sesion we will ask staff to evaluate the extent to which their targets have improved students independence.  After this we hope to refine/develop our targets further so that they get the best possible outcomes for our students.  

The feedback after the session was very positive and many staff left with a clear idea of the strategies they wish to try.  This is the start of the process, what we hope to have by the end of TLC 3 are a range of strategies that are tried and tested and do improve independence in our sixth form students.  

TLC 1- Consistent use of feedback/DIRT to improve student reflectiveness

In this first TLC session staff were asked to consider what makes effective marking and DIRT. The group consisted of experienced staff so it was explained that the focus would be reflection on current practice. 

         

They were shown an 'effective feedback flow chart' as created by David Didau (@learningspy) and asked to discuss in their triads. Did they agree with it any comments etc. the conclusion was that it was a clear way of representing what makes effective feedback. It was a good way of provoking discussion and getting staff to think about their own practice.

Another task in this session involved staff looking at a marking matrix to review the quality of marking comments. They were given examples of different types of feedback to link to the marking matrix.

This helped staff recognise the different types of feedback and we discussed how positive specific and positive development showed the best practice. It was also highlighted that positive specific specifc should include literacy targets.

At the end of the session staff were provided with a number of resources collated by the TLC leaders on http://sqworl.com/m5zprz  for further reading into effective marking and DIRT. They we're asked to try out some of the new ideas before the next session and be ready to discuss these in the next session. The collation of some of the resources on sqworl are shown below.