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.