TLC 5 & 6 - Preparing for the Learning Fair

The aim of part of TLC 5 and all of TLC 6 was to allow the staff @Rossett to prepare for the learning fair on the 24th June. The Learning Fair will be an opportunity for faculties to showcase the impact that the TLC focus on Questioning, Differentiation and Feedback has had on the learning within each faculty.

During TLC 5 faculties were given time to begin to plan for the Learning Fair and during TLC 6 staff were given time to produce resources that showcase the impact that the focus on these three strategies has had. Below are brief outlines of what each faculty is planning.

Maths
Feedback - Stuart, Adam, Carolyn
Examples of work regarding the use of feedback stamps, grade cards, feedback folders, games used within lessons will be in three areas to look at the different activities used. Staff will create videos which will be played on a loop to explain how giving feedback has impacted their teaching and learning and how they activities have been used in class. Edmodo and neopod apps will be used.
Questioning - Tom, Tracey, Karen
Posters will be done to show questioning style a used in maths, such as odd one out and here is the answer, what is the question? Activity area will look at a student question generator for staff to participate with.
Differentiation - Ian, Elaine, Dilbar, Philippa
An area with examples of differentiated work from students and lessons with visual aids to display. An activity on GCSE graded equations will be shown for staff to participate in. The higher grade equation you achieve, the more raffle tickets you earn. At the end of the fair the raffle will be drawn and prizes (maths set, chocolate) will be awarded.

English

In the faculty of English, the overall impact of TLCs has been an improvement in work- we are seeing better outcomes. There is clear evidence of students making progress. The differentiation group thought that what they have taken from their sessions has helped  improve focus and whole class engagement. The strategies are enabling the academically more able to stretch themselves and have also been proving useful for EAL students. In questioning, colleagues were discussing the range of strategies that they are now aware of, made possible by the sharing of practice. Questioning in different ways has led to deeper engagement from students and deeper reflection by staff on the questions that we are asking. Finally, the feedback group reported improved quality of work, the feeling that marking is being acted on more effectively and that students are taking feedback on board, rather than just looking at their marks. Educational apps have helped staff to give feedback in a range of ways.

MFL

In tonight's  TLC we started with a recap of how the faculty had been incorporating feedback, differentiation and questioning into their teaching.This involved also revisiting the MFL D.I.R.T Strategy where a number of targets were set as a group from out last TLC. One to note was the use of verbal feedback stamps which could be used during lesson to give feedback to students to act upon immediately. This target has clearly been embedded into the faculty and all staff could provide evidence of this within students exercise books (See pictures).

We then started to revisit our ideas for the learning fair in June. This included confirming activity choices, assigning job roles, creating and collating resources. The remainder of the TLC was spent creating these resources in micro groups. The activities in which the faculty have chosen clearly identify questioning, feedback, and differentiation through a number of fun, engaging and challenging activities. All will be revealed by the MFL faculty on 24th June.

Social Sciences

The social science faculty have split into their three groups: feedback, differentiation and questioning in order to produce individual visual/ physical displays for the learning fair. The feedback group are using the concept of an archeological dig through the 'dirt' to find various examples of feedback and videos of students discussing the impact this has had through the use of QR codes. Furthermore, various presentations and physical examples will be on display. Questioning idea resources that have been used in the classroom will be accessible for other faculties to view and try out. Finally, differentiation ideas will be displayed visually and teachers can have a go at learning to juggle using differentiated instructions. The aim of all of these presentations and activities is that all will be self-explanatory or left with clear instructions so staff can just 'have a go' whilst visually realising the impact that these three concepts have had on the faculty's teaching and learning.

Access and Inclusion 
The staff in the access and inclusion faculty have been working around the three themes of this years TLC for many years. They are planning to showcase a collection of established practice built up over time and new practice influenced by this year's TLC programme.
+ At the learning fair A&I will showcase the impact effective questioning can have on students with autism. This will be done through examples and Jenga.
+ They will use Lego therapy to showcase how to effectively differentiate a group activity by showing how effective Lego therapy is at developing weaker students and stronger ones at the same time.
+ They will look at the impact that feedback techniques have had on the learning within both the Bridge and the Literacy Workshops that take place within the A&I faculty. Student's will discuss the impact that feedback has had on them in short video entries.

Design and Technology
Questioning
Questioning is differentiated and used effectively for revision and important information. The approach is very creative and engaging, including colour-coded Jenga, magnetic darts and Guess Who games.

Students work in small groups on different games. So far students have been engaged and enthusiastic and it has helped them to remember key facts.

Questioning is differentiated and colour-coded. 'Top Trumps' cards are also used.

Feedback

DIRT time is used to help students at all key stages make progress with practical work and is very student-focused. Clear indications of when targets have been met have helped students show progress.

Peer assessment has been adapted to be more subject-specific.

Differentiation

Clear step-by-step instructions with visual aids support students of all abilities in practical lessons.
QR codes are differentiated and placed around the room so students can easily access the most suitable resources for their target.

Differentiated learning outcomes are used in lessons, including colour coding and linking to grades and levels. This has helped students be more aware of what they need to do to achieve their target levels/grades. 

Science

Differentiation

Our differentiation group have focused in the following areas within Science:

Stretching the most able year 7 through open ended research which will contribute to a CREST award.

Supporting EAL students through Science specific vocabulary look at the impact Liz Edward’s has had with this year 8 EAL student:

Differentiated learning outcomes so all students are provided for in the lesson.

Graded socrative quizzes so students get instant feedback on the grade that they are working at.

5.

SOLO taxonomy in Science so that students can progress at different rates.

Feedback

Our feedback group have focused on the following areas in Science.

eFeedback through Google drive this has proved to be an excellent method of feedback for our BTEC scientists.  All the students concerned have all be able to improve their work through the feedback provided over the Google drive.

James Lee has been pioneering the use eFeedback by recording himself working through exam questions.  Watch James’ latest video on the following link:
http://www.educreations.com/lesson/view/biol-5-june-13-q2-resp-muscles/20745820/?s=KzGPaG&ref=appemail

Pip Bromhead has developed a Science DIRT template to be used in DIRT lessons, initial feedback from students has been very promising.

Questioning

Our questioning group have concentrated on the areas below:

Majella Fergus has been working on Question Formulation Technique which a method of improving students own questioning.

Students have been creating their own exam style questions and working with other members of the class to get the best answers.  

We have designed Science specific question loops.

Watch out for Gavin Davies the question monster at the learning fair whose ‘brutal’ ways are helping develop the scientific thinking skills of the Rossett students.