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.

TLC 1 - Providing Challenge to promote Resilience

The first TLC of the year was a brief introduction into the focus area of 'providing challenge to promote resilience'. The first activity to get staff members warmed up and ready to go was a solo taxonomy starter, an example of how challenge can be incorporated into lessons. The idea is to set tasks at different levels so students can approach them dependent on their ability. This example involved profiteroles! The first solo station starts with an image and a question, I.e. What are they? The second station then progresses to a definition and the type of pastry involved with making profiteroles and so on and so forth and dependent upon ability, students and in this case, staff, can progress accordingly.

The aim of the first meet was to gauge what staff do to promote challenge in their lessons and then discuss and share ideas and research new ones following links and suggestions given from the Challenge TLC leaders. Our aim was to ensure that the Challenge TLC members commit to 3 Challenge strategies to incorporate into their lessons before TLC 2. TLC 2 will enable the TLC members to reflect on the success or the failure of the strategies tried within lessons and share good practice between each other.

Examples of the activities from Challenge TLC 1:

Tour of TLC 1 - 2014-15

This year the TLC programme has split. All staff will complete two cycles with each with a different focus. 

TLC 1 is an opportunity for staff to be introduced into their chosen area for instance “improving quality of 6th form teaching”. Triad cross-curricular groups will have the opportunity to research and plan new ways that their focus can be improved to have impact upon learning. 

As usual I ( David West, Leadership Secondment as a Lead Teacher ) will take a tour of the TLCs and report in this post what is happening. My aim is not to provide a overview of each TLC (this will be done by each of the TLC leaders after the session) but to provide a snapshot of what is being discussed and the activities being undertaken in the time I am in each TLC.

Technology/ipads to promote student responsibility.

As I arrived staff were using QR codes to read blogs and searching for the benefits and drawbacks of technology and thinking about how they could apply what they have read to their own practice.

As I arrived later on staff were setting targets for the next TLC and posting these on Edmodo. The importance of personalising the targets was emphasised to ensure that the whole group of staff had the chance to make progress against their target.

Consistent use of feedback/DIRT to improve student reflectiveness.

As I visited this TLC staff were discussing what effective marking looks like in their lessons and what the potential pitfalls can be. I witnessed a really interesting debate on what sixth form students do with the feedback they have received and how to maximise the impact of the time spent marking.

Staff then looked at a matrix of marking and tried to work out which piece of feedback fitted which element of the matrix.

Providing challenge to promote resilience.

Using a starter to differentiate the group staff then used solo taxonomy to look at the their current practice and to think about what they hope to get out of the session.

Progress for all (particular PP)

As I arrived in this TLC staff were discussing how a focus on pupil progress can help pupil premium students. One group talked about the importance of treating students as individuals and having the correct information to hand to help work with them in a more directed way. Another talked about making up for a potential lack of support at home. 

Improve independence and responsibility through 6th form teaching.

As I arrived in this group they were looking at some sixth form student voice. The staff then looked at potential surprises and how the results of the student voice could effect their lessons. The importance of personalising learning within a mixed ability classroom was raised.

Staff then looked at some potential ideas of how sixth form work could be developed and whether these ideas could work in their lessons.

Overall Reflections

The atmosphere within the TLCs was excellent. Staff were sharing good practice and listening to ideas and thinking about how they could incorporate them into their own lessons. For the first morning of the new term it was incredible.