TLC 2: Growth Mindset

TLC 2 started off with a discussion in triads of the aspects of growth mindset that teachers had tried to implement in lessons since the last TLC session, considering the following two questions:

•What went well?

•What do you need to refine or

    work on to improve?

We then moved on to looking at three aspects of growth mindset in detail, as requested by the group. The first of these was model it, practice it.  

As you can see, we suggested a range of activities to provide ideas for how this can be done in the classroom in a more engaging manner. We played games in the TLC such as consequences with the focus of exam technique and process-driven team markers. All of these activities also link in well with the setting of high expectations.

  

Our second section to discuss in more depth was how we deliver knowledge requirements. We started with a discussion in triads/quads and then some general feedback.

Ideas were provided to teachers that they could try to implement in lessons if they were not already doing so. Demonstrations were provided and further information given to show how these can practically work to deliver knowledge. The concept of surface learning was discussed and all teachers were provided with a surface learning ideas mat which promotes the 'give it a go' culture that we feel is important in our TLC when trying to further develop our own practice.  

Finally,our last focus was on setting long-term goals. This is a difficult one to implement in lessons when grades are such a focus within the school. The concept of a variety of contracts with students and personalised goals that do not link to grades were discussed.

Each member of the TLC group selected a class to try out some of these ideas with and completed the form below:

This research task was given as an optional extra for staff to further challenge themselves in the areas of growth mindset if they wished to. 

Independent Student Learning - Fully Flipped Classrooms

Independent Learning TLC 2 - Fully Flipped Classrooms

In this TLC groups fed back on their trials of in-class flipping, sharing evidence and good practice in their triads... After an intensive flipping based warm up involving flipping pancakes, coins and a word based challenges.

The purpose of in-class flipping was to motivate students to learn independently, through engaging in a variety of different activities, without direct teacher input. Strategies employed included Learning Mats, QR codes and Task Tables, as well as the use of different support techniques to encourage students to look for answers themselves.

In TLC 2 the main focus was fully flipped learning environments. The group was introduced to the basic principles of the strategy and investigated the misconceptions surrounding flipped learning.

A range of resources were provided as the varying triads planned how they would utilise flipped learning with some of their classes, as was an outline lesson plan to guide in the elements expected within a fully flipped classroom. Interesting purpose-built equipment was shared, to illustrate the many ways in which the content of a lesson can be delivered, without the traditional methods of 'chalk and talk'.

The session ended with the triads planning an Open Classroom schedule, where different members of the triads will visit one another for approximately 10 minutes to see flipped learning in action. It is hoped that in TLC3 the excellent practice occurring within the groups can be shared and celebrated.

TLC 2 Developing Understanding

After choosing 3 of the 'developing understanding' tools in TLC 1 to apply in their lessons, staff were asked to reflect on the tools they had chosen and the impact this had had on developing their learners understanding. Staff shared great evidence of good practice. 

We then took a deeper look into the importance of questioning to developing students understanding. A video was shown which looks into different styles of questioning.

https://www.teachingchannel.org/videos/questioning-in-the-classroom

As a group we discussed how staff could encourage students to formulate and ask their own questions, as a means of mediating their own learning. The video was followed by sharing 2 blog posts on effective questioning to develop understanding.

We looked in detail at the blooms question matrix and how this could be used to formulate higher order thinking questions to students. Staff used their blooms question matrix to decide if certain questions were low or high order thinking questions, through an engaging kahoot.

Finally staff were given 4 further ideas that they could trial before the final TLC. They were then given some time to plan how and when they would use 1 or 2 more strategies within their lessons, focusing on developing understanding.

Roz and Nat

TLC 2 Collaborative Learning

After the success of the collaborative challenge in TLC 1 we thought we would begin the session in a similar way. The task involved a selection of Country Dingbats that people had to work out in their triads. As this session was about how we make collaboration effective we assigned roles to people in each team.

• Creative thinker (They were the only person allowed to see the dingbats)
• Writer (Their task was to fill in the answer sheet)
• Communicator (Their role was the go between and the coordinator of the teams' strategy) 

Each member of the triad had a turn at each role so that the task was shared out fairly and that each person got to practice each skill.

After engaging with the task and discussing why assigning roles helped the effectiveness of collaboration we spent sometime reflecting on the group work we had tried since TLC1. We started this by sharing what we ourselves had done as TLC leaders.

To continue with the theme of making collaboration effective the triads were asked to produce a success criteria that could be used with any age, ability of subject.This prompted a good discussion on what is important and of high priority for effective collaboration.

Finally individuals were given some time to use everything we have done in the previous TLc sessions to make a resource or plan a lesson that they would deliver before TLC 3 focusing on effective collaboration.

TLC 1: Student independent learning

During our first TLC we started by brainstorming some ideas which promotes student independent learning in addition to some of the pros and cons behind using such teaching strategies.

To gain a further understanding and to help illustrate the flipped classroom and in-class flip we watched an example of this from a relevant YouTube video which supported the previously read research behind a flipped classroom.http://youtu.be/hhq3Yn_QgIA

 We then used current research from a number of blog posts to collate our thoughts behind a flipped classroom which allowed colleagues to gain an idea of how a flipped classroom could be successfully implemented.

From gaining an idea behind a Flipped classroom we then started to plan ideas to introduce this teaching strategy in a lesson before the next TLC using a Pick and Mix style in class flip guidance learning mat. Colleagues were then able to start to plan which class, when and what they will do as part of a flipped classroom trial.

TLC 1 Cycle 1 - Developing Understanding

Staff were introduced to the concept of developing understanding within lessons and then asked to discuss the following questions within their triads. 

Following discussions staff were then asked to use the QR code to read up on a blog regarding understanding within lessons and different ideas that could be incorporated to develop this area further.

Staff stated that they agreed with the main concept of not having teachers developing understanding by 'teaching talk' as the only option but some elements within the blog were confusing.

Staff were then given the task of examining the 8 different teaching tools around the room, guessing what each might be. 

After completing a table, staff were then sent the links to a description of each method and how they impacted progress within lessons for students. Staff all seemed engaged and interested in examining new teaching tool ideas.

http://www.malit.org.uk/wp-content/uploads/MALIT-Level-up-Learner-Clarity-1-6.pdf

http://www.malit.org.uk/wp-content/uploads/MALIT-Level-up-Explaining-November3.pdf

To review the task staff were asked the following questions:

To finish the first TLC session, staff were asked to select 3 of the above 'developing understanding' tools and apply them within lessons, noting their impact.

A very good start to the year, with lovely TLC groups.

Thanks Nat and Roz.

TLC 1 High Expectations

During the first TLC meeting on high expectations staff looked at the importance of having high expectations on all areas of school and student life.    Whether it is for punctuality, quality of written or spoken work, work rate, behaviour, uniform, practical work, homework or their interactions with one another it is important to ensure that we as teachers have high expectations of our students in everything they do.

As TLC leaders we have decided that the areas that we can make the biggest impact on our students are the following three:-

·         Stretch and challenge for all, with a focus on mixed ability teaching and the sixth form.

·         Encouraging high expectations in the classroom.

·         Encouraging independent learning outside of the lesson.  With a possible focus on life without levels. 

During the session we looked at some case studies from Ofsted as demonstrated on the slide below:-

We then asked staff to use the sheet below to highlight their best strategies for driving high expectations in each of these areas:-

After this we share examples of best practice with the rest of the TLC group.  Examples of some of the best ideas were:-

·         Engagement cards

·         Learning contracts

·         Communication with home (letters of reflection)

·         Rewards

·         Learning outcomes all students achieve all learning outcomes with different levels of support.

·         Questioning techniques thunks etc

·         Kagan structures (hogs and logs / expert corner).

·         Stretch and challenge prize pot.  (Top Philosopher Challenge)

·         Edmodo support group.

·         Different methods to demonstrate understanding

·         This week have I?  (What should independent students be doing?)

·         Improve your competency (life without levels badges).  

Staff then completed some research into ideas for websites such as; teach like a champion, the power of high expectations and ten strategies for creating a classroom culture of high expectations. 

Finally the teachers were given the chance to set targets on what they wanted to try before our next TLC meeting. 

Nicole and Richard 

TLC 1: Growth Mindset

TLC 1: Growth Mindset

TLC 1 got off to a great start with staff figuring out their own mindset through the 20 question quiz and self-scoring.  This helped to introduce the concept of the growth mindset. 

After watching a video in which Carol Dweck discusses a summary of the concept, a deeper level of understanding was reached.  https://www.youtube.com/watch?v=wh0OS4MrN3E

The following question was posed to the groups...

A huge amount of discussion followed with many ideas flowing. There was clear agreement that here at Rossett, we do many things that naturally underpin a growth mindset, particularly in regards to our 3Rs culture. To build on these ideas, a help sheet was provided with 10 key aspects to a growth mindset. These included:

1. Challenge for all
2. Knowledge requirements
3. Set themselves long term goals
4. Make re-drafting normal
5. Share excellence
6. Praise effort
7. Make feedback manageable and meaningful
8. Model it and practice it
9. Ask lots of questions
10. Use academic language 

Staff carried out some self-reflection and highlighted which areas they currently do within all lessons and which areas are lacking in lessons and could be improved. The idea of the growth mindset reveals that actually all of these aspects should be present in order to stimulate a positive growth mindset in our students. Staff agreed to work on these particular areas whilst ensuring the areas they already do well are maintained. They completed the following sheet after deciding which class they would like to develop good practice in and experiment further with this holistic concept. 

 

Furthermore, through a positive atmosphere of collaboration and sharing of good practice, it was agreed that as a TLC group, supportive peer observations would be undertaken to support each other in the success of this CPD. A great start to the new academic year!

Collaborative Learning

Collaborative Learning

To start the new year off in a positive, fresh and inspiring way, we started the TLC off with a collaborative challenge where each team (each triad) had envelopes containing card pieces that had been cut up and mixed up. Each team had to work together to develop a bargaining strategy to collect pieces to make up complete sets of cards.

Baiboard was then used to get each person in the triads working together to discuss what collaborative learning was like.

We then reflected on what collaborative strategies are already used in teaching and shared ideas and brought back a blast from the past - Kagan! http://www.kaganonline.com/

Each triad was then given some ideas to read and to think about to use in their lessons to incorporate collaborative learning.

The final activity was for each member to make a commitment to try a strategy in lessons to embed collaborative learning styles into their teaching.

Tour of the TLCs - TLC1 - 2015

The aim of the first TLC was to introduce the topic to the staff.

High expectations of Pupils

Staff began by reviewing the areas that they felt needed high expectations:

Staff suggested:

+ "kit in PE"

+ "In every area of the lesson"

+ "Being independent"

+ "Behaviour"

+ "of themselves"

+ "Respect"

+ "Homework as staff are not there to support"

The following issues were raised:

+ "Not being too demanding"

+ "Looking at the issues in the students background"

+ "Do we have different expectations of different students?"

Developing Understanding

Staff began by discussing what 'Devolping understanding' actually means:

Staff raised the following points:

+ "Is there a difference between being able to do something and understanding it? Is just remembering something enough?"

+ "Developing the journey of understanding is important. Spoon feeding can undermine this."

+ "Understanding means that it has stuck in the students mind."

Staff then moved on from this looking at the different ways they could develop understanding without using teacher talk.

Growth Mindset

Staff began this session by answering questions to determine their own mindset. This then prompted discussion amongst staff about how they could develop a growth mindset in their own students:

+ "Making it easier for students to feel that they can make mistakes."

+ "Getting the level of teacher guidance right. So students can discover it for themselves and have not just being told."

+ "Promoting the 3Rs culture."

+ "Using DIRT"

Staff then looked at what Carol Dweck feels is essential to create a growth mindset environment within a classroom.

Collaborative Learning

Staff began by looking at Baiboard and how the app can be used to develop collaborative learning.

Staff then developed this starter and looked at the following:

+ "Using QR codes to research in groups and then use a student as an ambassador to teach others in the class."

+ "Differentaiting the outcomes but ask students to look for a certain aspect from the text and then collaborate to complete all the outcomes."

+ "Using an expert witness."

+ "Using Baiboard to collate the groups ideas and facilitate the groups ideas."

Independent Student Learning

Staff began by thinking about how they already use 'flipped learning' and how this could be developed other the coming weeks. 

Staff then used the three step method to help them to plan their next 'flipped' activity. The aim of the session was to allow staff to personalise their approach to best suit the needs of their students and their teaching.

Reflections

Again the atmosphere in the TLCs was excellent. As I visited the TLCs it was clear how animated and passionate staff are about these issues. There was a lot of sharing and staff were really open to learning from others in their TLC groups.

All the TLCs were exceptionally well led and the individual TLC blogs will be well worth a read.