tag:blogger.com,1999:blog-33389777474580702112024-03-13T06:20:10.432-07:00Articulate your philosophyUnknownnoreply@blogger.comBlogger26125tag:blogger.com,1999:blog-3338977747458070211.post-8261694122806310352016-12-23T07:37:00.000-08:002017-10-10T09:08:27.941-07:00Researching 'good practice' in teaching & learning for your dissertation?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Here are some links to some useful starting points for your
literature review, arranged by theme (but in no particular order):<o:p></o:p></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">English as an additional language/bilingual learners:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="https://www.nfer.ac.uk/publications/ABL01">https://www.nfer.ac.uk/publications/ABL01</a> <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="https://www.researchgate.net/publication/267337281_'Good_practice'_for_pupils_with_English_as_an_additional_language_patterns_in_student_teachers'_thinking">https://www.researchgate.net/publication/267337281_'Good_practice'_for_pupils_with_English_as_an_additional_language_patterns_in_student_teachers'_thinking</a>
<o:p></o:p></span><br />
<br />
<span style="color: #464f54; font-family: arial, helvetica, sans-serif; font-size: 19.3333px;">Second language teaching:</span><br />
<span style="color: #464f54; font-family: arial, helvetica, sans-serif;"><span style="font-size: 19.3333px;">The <i>Journal of Second Language Teaching and Research </i>is an open-access journal available here: <a href="http://pops.uclan.ac.uk/index.php/jsltr/index">http://pops.uclan.ac.uk/index.php/jsltr/index</a>.</span></span><br />
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Autistic spectrum disorder:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="http://www.thepdaresource.com/files/sen-autistic-spectrum-schools-2010.pdf">http://www.thepdaresource.com/files/sen-autistic-spectrum-schools-2010.pdf</a><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Talk and literacy:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="https://www.nfer.ac.uk/publications/EFTR04">https://www.nfer.ac.uk/publications/EFTR04</a><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Music and cognition:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="http://library.wcsu.edu/dspace/bitstream/0/456/1/harmon.pdf">http://library.wcsu.edu/dspace/bitstream/0/456/1/harmon.pdf</a><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Play:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="http://www.importanceofplay.eu/IMG/pdf/dr_david_whitebread_-_the_importance_of_play.pdf">http://www.importanceofplay.eu/IMG/pdf/dr_david_whitebread_-_the_importance_of_play.pdf</a><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444147/Teaching-and-play-in-the-early-years-a-balancing-act.pdf">https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444147/Teaching-and-play-in-the-early-years-a-balancing-act.pdf</a>
<o:p></o:p></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br />
</span><br />
<div style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">Early Years, challenging gender stereotypes: <a href="http://www.fawcettsociety.org.uk/policy-research/challenging-gender-stereotypes-in-early-years/">http://www.fawcettsociety.org.uk/policy-research/challenging-gender-stereotypes-in-early-years/</a> </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
<div style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ethnicity and educational attainment:</span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.ethnicity.ac.uk/medialibrary/briefingsupdated/how-are-ethnic-inequalities-in-education-changing.pdf">http://www.ethnicity.ac.uk/medialibrary/briefingsupdated/how-are-ethnic-inequalities-in-education-changing.pdf</a></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
<div style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.runnymedetrust.org/uploads/Parliamentary%20briefings/EducationWHdebateJune2012.pdf">http://www.runnymedetrust.org/uploads/Parliamentary%20briefings/EducationWHdebateJune2012.pdf</a></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
<div style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/RTP01-03MIG1734.pdf">http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/RTP01-03MIG1734.pdf</a></span></span></div>
</div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Creativity/the arts:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="https://www.nfer.ac.uk/publications/44420/44420.pdf">https://www.nfer.ac.uk/publications/44420/44420.pdf</a>
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Grouping pupils by ability:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="http://www.suttontrust.com/wp-content/uploads/2015/01/DEVELOPING_TEACHERS-FINAL.pdf">http://www.suttontrust.com/wp-content/uploads/2015/01/DEVELOPING_TEACHERS-FINAL.pdf</a>
(see page 6, for example)<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Learning styles:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="http://www.suttontrust.com/wp-content/uploads/2015/01/DEVELOPING_TEACHERS-FINAL.pdf">http://www.suttontrust.com/wp-content/uploads/2015/01/DEVELOPING_TEACHERS-FINAL.pdf</a>
(see page 6, for example)<o:p></o:p></span><br />
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf">https://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf</a>
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Early years/KS1 transition:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="https://www.nfer.ac.uk/publications/FKT02/FKT02.pdf">https://www.nfer.ac.uk/publications/FKT02/FKT02.pdf</a><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Developing communication skills/pupils with SEN:<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;"><a href="http://dera.ioe.ac.uk/6059/1/RR516.pdf">http://dera.ioe.ac.uk/6059/1/RR516.pdf</a>
<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="color: #464f54; font-family: "arial" , "helvetica" , sans-serif; font-size: 14.5pt;">Links between prisons and universities:<o:p></o:p></span></div>
<div class="MsoNormal">
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<span lang="EN-US" style="color: #464f54; font-family: "arial"; font-size: 14.5pt;"><a href="https://www.crimeandjustice.org.uk/sites/crimeandjustice.org.uk/files/PSJ%20225%20May%202016.pdf"><span style="font-family: "arial" , "helvetica" , sans-serif;">https://www.crimeandjustice.org.uk/sites/crimeandjustice.org.uk/files/PSJ%20225%20May%202016.pdf</span></a>
<span style="font-family: "arial"; font-size: 14.5pt;"><o:p></o:p></span></span></div>
</div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-3338977747458070211.post-80815051522247069182014-12-27T03:18:00.000-08:002014-12-27T03:35:25.004-08:00Writing at Masters' level: What is "Masters' voice"?<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial; font-size: 12.0pt;">Criteria for assignments
set at Masters’ level (or level 7) will probably allude to a set of generic
descriptors from the Quality Assurance Agency for Higher Education.<span style="mso-spacerun: yes;"> </span>Amongst other expectations, these descriptors
anticipate that holders of Masters’ level qualifications can:<o:p></o:p></span><br />
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 12.0pt;">demonstrate systematic understanding
(of the area being discussed)<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 12.0pt;">demonstrate critical awareness of
current problems/new insights<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 12.0pt;">evaluate critically current research
and scholarship<o:p></o:p></span></div>
<div style="margin-left: 36.0pt; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 12.0pt;">deal with complex issues
systematically<o:p></o:p></span></div>
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<!--[if !supportLists]--><span style="font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Arial; font-size: 12.0pt;">communicate conclusions clearly (to
specialist and non-specialist audiences)<o:p></o:p></span></div>
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<span style="font-family: Arial; font-size: 12.0pt;"><br /></span>
<span style="font-family: Arial; font-size: 12.0pt;">So what should you be doing in your assignment to demonstrate that you've got this Masters' capacity?</span><o:p></o:p><br />
<span style="font-family: Arial; font-size: 12.0pt;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-7Jfn7ki3kL8/VJ6OhjH797I/AAAAAAAAEgg/j44ev3uDqzg/s1600/Screen%2BShot%2B2014-12-27%2Bat%2B10.38.46.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-7Jfn7ki3kL8/VJ6OhjH797I/AAAAAAAAEgg/j44ev3uDqzg/s1600/Screen%2BShot%2B2014-12-27%2Bat%2B10.38.46.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Implications of Masters' level writing - what you'll be doing</td></tr>
</tbody></table>
<span style="font-family: Arial; font-size: 12.0pt;">In practice, demonstrating that you are doing this could take many forms. Here are a few questions you could ask as you review your work before submission - the questions relate occasionally to assignments focusing on teachers' professional practice, but could be transferred to other contexts:</span><br />
<span style="font-family: Arial; font-size: 12.0pt;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Self-evaluation questions to pose before submission</td></tr>
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<span style="font-family: Arial; font-size: 12.0pt;">I've used the concept of simplicity a few times. <i>Simple </i>means 'easily understood' or 'uncomplicated'. You'll be dealing with complex ideas, so aim to express these as simply as you can (because you want the reader to understand what you're trying to say). <i>Simple </i>is not the same as <i>simplistic</i>, which involves treating complex ideas as if they were simpler than in fact they are. It is worth reading your work to a friend: the friend might not be interested in what you've written, but if they don't understand what you've said then you know you've got to do something before submitting.</span><br />
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<span style="font-family: Arial; font-size: 12.0pt;">Brookfield writes on thinking (and writing) critically, and explores assumptions and how these link to dominant ideologies. You can read his chapter on critical thinking <a href="http://www.stephenbrookfield.com/Dr._Stephen_D._Brookfield/Articles_and_Interviews_files/Ch%201%20What%20is%20Critical%20Thinking.pdf" target="_blank">here</a>.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-23320045142198544672014-11-21T12:20:00.000-08:002014-11-21T12:21:16.581-08:00Thumbs down for thumbs up...and an alternative<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="http://thumbs.gograph.com/gg63060501.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://thumbs.gograph.com/gg63060501.jpg" /></a><span style="font-family: Arial, Helvetica, sans-serif;">It used to be commonplace for teachers to ask pupils to self-assess at the end of lessons using a thumb up or a thumb down (and occasionally a thumb neither up nor down). Thumb up indicated success or "I managed that comfortably" or "I understood everything". Thumb down indicated failure or "That was really hard" or "I didn't get it". </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">There are problems with this. Let's for a moment assume that it works, that it's an accurate way for pupils to communicate self-assessment judgements. Which group of pupils will tend to raise their thumbs at the end of the lesson? And which group will tend to lower theirs? It's not rocket science. As an assessment tool it won't tell you anything you don't already know.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Actually, in practice, few pupils will want to be "the one that didn't get it", so a pupil who has struggled may put his or her thumb up (along with everyone else) to indicate <i>success. </i>Essentially, as an assessment method it's unreliable. (You could ask pupils to close their eyes and then raise or lower their thumbs - do you really think that's going to work?)</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">And this goes for any simple self-assessment system - traffic lights spring to mind as a similarly ineffective strategy. The principle of asking pupils to make judgements about their own progress is a very sound one, but a short cut like this won't hack it.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">However, you could try using thumbs up/down differently. Try asking pupils at the end of the lesson how <b><i>challenging</i></b> they found the lesson. Thumbs up for challenging, thumbs down for unchallenging. Why? Because you want your lessons to be challenging. <i>Challenging </i>is good. <i>Challenging </i>drives pupil progress. <i>Challenging </i>demonstrates that you have high expectations.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">And what will happen? Pupils will need to get used to it (because they've spent so long getting used to <i>thumbs up</i> meaning <i>easy</i>), so it'll cause some confusion initially. But then, once it's established, you'll have an useful pupil-centred evaluation tool. What you want is for all pupils to put their thumbs up to indicate that they've been challenged. <i>Are all pupils in all of your lessons challenged?</i></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-35210121594252979002014-11-21T11:13:00.000-08:002014-11-22T02:15:53.891-08:00Developing pupil ownership<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="https://lh3.googleusercontent.com/proxy/KoHqxqveTLvnX3FQYW25ovvzTEpAvyMK01lowtb1C99w2ev0NSkUeVw_BkiK5L1gbxAUB9XUs0FHbu2CL0GagcGVjK3WGw05TVOgxN4hR1GcjVMzL0Wjpznugil7CrDsVNYxE2hztbmI30c-NKfi6ZQd-CETZ7Tkhf6tSRLLGglwI74t8wE0q4XBtba6Ogqgl2qbRe9AY8c" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://i.guim.co.uk/static/w-460/h--/q-95/sys-images/Guardian/Pix/pictures/2014/9/8/1410192509856/A-classroom-scene-from-Ch-004.jpg" height="120" width="200" /></a><span style="font-family: Arial, Helvetica, sans-serif;">If you've been following these posts, you'll have picked up the theme of pupil ownership. I think this is important. The model of a teacher-driven, teacher-centred classroom is outmoded.</span><br />
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</span><a href="http://ak3.picdn.net/shutterstock/videos/5320214/preview/stock-footage-a-future-newscast-from-the-year-about-people-inhabiting-mars.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="http://ak3.picdn.net/shutterstock/videos/5320214/preview/stock-footage-a-future-newscast-from-the-year-about-people-inhabiting-mars.jpg" height="111" width="200" /></span></a><span style="font-family: Arial, Helvetica, sans-serif;">The future is uncertain, the skills that pupils will require when they leave school are unknown: of the seven- or eight-year olds you teach next week, many will leave the school system in 2024. This is a sci-fi year. Children won't know what 'driving' means or 'handwriting' or 'shopping trolley'. We don't know precisely what skills young people will need, but we do know that they'll either need to work things out for themselves/make informed decisions/evaluate what they've done, or that we should equip them with the capacity to self-manage, self-assess and self-evaluate.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">And if developing pupil independence isn't a substantial enough carrot, the Teachers' Standards require that pupils are guided to reflect on the progress they have made and their emerging
needs and encouraged to take a responsible and conscientious attitude to their
own work and study.<br />
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<a href="http://3.bp.blogspot.com/-o6lZU7LeTTg/VGm2cK_olAI/AAAAAAAAEdY/RZqxjIezBl4/s1600/ownership.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="http://3.bp.blogspot.com/-o6lZU7LeTTg/VGm2cK_olAI/AAAAAAAAEdY/RZqxjIezBl4/s1600/ownership.png" height="277" width="400" /></span></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;">How could you go about this with the children in your class this week? You could start by auditing your current practice. To the right are some questions you could ask yourself. Inclusion of any these elements would indicate a degree of pupil ownership. (<i>Just to acknowledge the possibility</i> of some of these elements would be a starting point.) But if pupil ownership is part of your <i><a href="http://articulateyourphilosophy.blogspot.co.uk/2014/11/what-do-we-talk-about-when-we-talk.html" target="_blank">classroom climate</a> </i>then these elements are not bolt-ons. This way of thinking should become integral to your practice.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">To get pupil ownership up and running, identify some gaps and start putting some steps in place. For example, at the start of a new topic (or theme or unit) ensure there's sufficient <b><i>space</i></b> (time, opportunity) for pupils to identify what they already know and the skills/knowledge they'd like in place by the end of the topic. This is <b style="font-style: italic;">curriculum design </b>and that's your first lesson of a new unit planned (in skeleton form). There's an example of the left of doing this using a KWL grid and an iPad. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">When reporting back, pupils could decide the <b><i>method or tool</i></b> to use - poster, presentation, video, podcast. Remember: this is the 21st century - why do pupils need to write sentences about what they've learnt? Ensure there's sufficient space for pupils to <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/starting-to-embed-assessment-for.html" target="_blank">assess what they've done</a> - encourage them to assess thoughtfully, to be critical friends. <b><i>Self-assessment </i></b>isn't just about colouring in a set of traffic lights or raising a thumb (although this is a start): it's about equipping children to make informed judgements about the progress they've made.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Classroom climate makes a significant contribution to effective teaching, according to <a href="http://www.theguardian.com/teacher-network/teacher-blog/2014/oct/31/effective-teaching-10-tips" target="_blank">the Sutton Trust's review of evidence</a>. Now it's back on the agenda it's even more likely that classroom climate will crop up at interview. <i>Describe the climate in your classroom. What do you understand by classroom climate? How do you create an effective classroom climate? </i>So what <i>is </i>classroom climate?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Essentially it's the characteristic atmosphere/ambience/feel of your classroom. The adjective <i>positive </i>tends to be attached to the notion of climate. <a href="http://www.amazon.co.uk/Essential-Teaching-Skills-Third-Edition/dp/0748781617" target="_blank">Kyriacou</a> talks about a <i>positive classroom climate</i> that is "purposeful, task-oriented, relaxed, warm and supportive and has a sense of order". <a href="http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1102&context=ejie" target="_blank">Bucholz and Sheffler</a> encourage readers to aspire to a "warm and inclusive classroom environment" in which "cooperation and acceptance" is fostered. There's some danger here that the notion of climate could descend into a spiral of woolly pleasantries. <i>My classroom provides a warm and welcoming environment in which everyone is accepted and supported. </i>That seems sceptical, perhaps, but climate is important and it's too easy to launch into a string of vague but positive-sounding adjectives. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">You can get around this by talking about the philosophy that underpins the way your classroom operates. This philosophy <i>must </i>be rooted in <i>pupil progress</i> - after all, if pupils aren't making progress then what's the point? Ask yourself what it is about the climate (ambience/feel) of your classroom that enables pupils to progress. This philosophy should be rooted in <i>inclusivity</i> - this is about all children not just some children. <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/how-inclusive-was-your-lesson.html" target="_blank">How do all the children in your classroom know that they are valued, that their learning is important?</a></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Think about the other elements that characterise your classroom practice. Is the climate <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/learner-centredteacher-centred.html" target="_blank">pupil-centred or teacher-centred</a>? <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/11/getting-pupils-to-reflect-on-their.html" target="_blank">Are pupils encouraged to reflect on their learning</a>? Is pupil <i>ownership</i> a characteristic of the climate in you classroom?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">However you see and describe your classroom climate, you need to place yourself at the centre of it. There's not a contradiction here if you see your classroom as child-centred - you are central to the establishment of this type of climate: <i>you are responsible for the way it is</i>. <a href="http://www.amazon.co.uk/gp/product/1408296012/ref=pd_lpo_sbs_dp_ss_1?pf_rd_p=479289247&pf_rd_s=lpo-top-stripe&pf_rd_t=201&pf_rd_i=0273632779&pf_rd_m=A3P5ROKL5A1OLE&pf_rd_r=0CA92CH2G8FR7RSEH8AE" target="_blank">Rogers</a> uses the phrase "the nature of teacher leadership" to describe this: through teacher leadership, pupils know how things are (i.e. expectations are clear).</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Thinking about classroom climate gives you a critical platform to examine how what you say you believe matches up to what you do in practice. You may say (to your friends, tutors, mentors, head teachers, etc.) that you believe in one set of principles, but in the classroom you may work to a different set of principles (driven by what feels like necessity, or accepted practice, or by what you <i>really</i> believe). <a href="http://www.amazon.co.uk/Developing-Critical-Thinkers-Challenging-Alternative/dp/1555423566/ref=sr_1_1?ie=UTF8&qid=1415644535&sr=8-1&keywords=brookfield+Developing+Critical+Thinkers%3A+Challenging+Adults+to+Explore+Alternative+Ways+of+Thinking+and+Acting" target="_blank">Brookfield</a> describes
the friction “between what we say we believe and what we privately suspect to
be true” as <span style="font-style: italic;">cognitive dissonance. </span>You could ask yourself about how closely the climate you aspire to is matched by the climate in reality.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">It's worth thinking about this carefully before interview - you want to end up in a school where the values are in line with your own.</span></div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-3338977747458070211.post-58229228684000909262014-11-08T08:29:00.000-08:002014-11-08T08:29:54.896-08:00Games to play instead of playing the worksheet game<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;">Most games involve collaboration, often in the possibly contradictory form of competition. The benefits of playing games stretch beyond the curriculum (in its smaller, National Curriculum sense): pupils can develop strategic thinking, memorising skills, logical reasoning and more. </span><span style="font-family: Arial, Helvetica, sans-serif;">Pupils will probably engage more enthusiastically with games than with worksheets. </span><span style="font-family: Arial, Helvetica, sans-serif;">Games allow you to recycle materials: instead of photocopying all those worksheets you could invest in a few reusable resources. You still need to think about what you want children to achieve in the lesson and decide how the game needs to be adapted. Here are some suggestions:</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Pelmanism.</b> Infinite variations of the turn-over-two-cards-to-find-a-matching-pair game. Find a pair of adverbs...a pair of prime numbers...a pair of parallelograms... Some more ideas here: <a href="http://edition.tefl.net/ideas/games/32-variations-on-pelmanism/">http://edition.tefl.net/ideas/games/32-variations-on-pelmanism/</a></span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">Consequences.</b><span style="font-family: Arial, Helvetica, sans-serif;"> Pupils collaboratively generate sentences or simple story structures. Opportunities to practice using speech marks and other punctuation. The rules are here: </span><a href="http://m.wikihow.com/Play-Consequences" style="font-family: Arial, Helvetica, sans-serif;">http://m.wikihow.com/Play-Consequences</a><span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">I went to the shop.</b><span style="font-family: Arial, Helvetica, sans-serif;"> Adaptable memory game, with opportunities to develop simple extended sentences and lists; opportunities to practice use of indefinite article. Child 1: "I went to the shop and bought an apple." Child 2: "I went to the shop and bought an apple and a banana." Child 3: "I went to the shop and bought an apple, a banana and a concertina." Some further suggestions here: </span><a href="http://www.teachingenglish.org.uk/language-assistant/games/i-went-shops" style="font-family: Arial, Helvetica, sans-serif;">http://www.teachingenglish.org.uk/language-assistant/games/i-went-shops</a><span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">Guess Who.</b><span style="font-family: Arial, Helvetica, sans-serif;"> (I've never understood what the question mark is doing there.) Encourages pupils to frame questions ("Does your person have a red beard?" etc.), supports comprehension development, and logical reasoning. What more could you ask? For more ideas see: </span><a href="http://www.speech-language-development.com/guess-who.html" style="font-family: Arial, Helvetica, sans-serif;">http://www.speech-language-development.com/guess-who.html</a><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Top Trumps. </b> Develops strategic thinking, interpretation of information texts, retention of facts. The <a href="http://dev.toptrumps.com/website/wp-content/uploads/summaryReportTopTrumps.pdf" target="_blank">National Children's Bureau evaluation of the Schools Top Trumps Tournament (2011)</a> concluded that playing Top Trumps had "positive learning outcomes for children in terms of literacy, numeracy and decision-making skills". </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Mastermind. </b> D<span style="background-color: white; color: #333333; line-height: 18.0049991607666px;">evelop logic skills, design effective experiments, and discuss scientific reasoning in the classroom. Have a look at Strom and Barolo's paper, <a href="http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.1000578" target="_blank">"</a></span><span style="background-color: white; color: #333333; line-height: 18.0049991607666px;"><a href="http://www.plosbiology.org/article/info%3Adoi%2F10.1371%2Fjournal.pbio.1000578" target="_blank">Using the Game of Mastermind to Teach, Practice, and Discuss Scientific Reasoning Skills"</a> (2011). </span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-73047610470230969792014-11-07T15:53:00.000-08:002014-11-08T03:51:39.481-08:009 things you could do instead of using a worksheet<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;">1. Understanding word problems. Pupils could create their own sets of questions (based on a question/process you've modelled). You may need to provide some word/phrase banks to get them started. They can swap the questions amongst themselves and respond. They can evaluate the questions - if they're too easy they can try to work out how to make them harder. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">2. Understanding sentence construction or parts of speech. Pupils could collaboratively generate sentences, passing folded pieces of paper around the table (in the style of <i>consequences</i>). Each child starts the sentence with a name or article + noun ("John" or "The house", for example) then folds the paper to hide the word/phrase and passes the paper to the child to the left who writes a verb ("runs" or "contemplated", for example). The round continues (you'll have several pieces of paper circulating at once), with at each stop the addition of another part of speech. The next one could be adverb ("cautiously" or "often", for example). You decide an end point and then open up the pieces of paper to reveal the sentences: "John runs cautiously." "The house contemplated often." You could add further rules: <i>For this round each word must begin with a T</i>.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">3. Articulating knowledge about a subject. Pupils could create a mind map or a poster or a display or a presentation.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">4. Measuring (length, area, perimeter, etc). Pupils could draw shapes then find the perimeter or area. Squared paper might be useful. Pupils could draw shapes with a perimeter of precisely <i>x </i>cm. <i>How many rectangles can you draw with a perimeter of precisely 12 cm? </i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">5. Presenting research. Pupils could design their own templates for presenting findings (and then use and evaluate them).</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">6. Sentence construction. Provide a stimulus (a picture, for example) and get pupils to describe what they see. <i>In the distance there is a snow-capped mountain. Beside the river a small man with a dog is walking.</i> This should be a speaking and listening activity, at least to start with. If children can construct sentences through talk they'll have a better chance of being able to write sentences on paper.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">7. Practising mathematical operations. Give pupils selections of numbers. They choose which ones to use to practice the operation you've been working on. They understand the meaning of challenge (because you have high expectations and have ensured that learning is challenging), so if they find practising with a certain set of numbers too easy, they know to look for numbers that present a more demanding challenge.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">8. Articulating knowledge/understanding/opinion derived from an image/map/artefact. Pupils could <i>think and talk about</i> what they see. Like you would. Adults don't look at maps, or paintings, or a Ming dynasty jug, or listen to a piece of music and then fill in a worksheet - they think and talk...about how long it might take to drive from San Diego to Yosemite, about what makes Duchamp's <i>Fountain </i>art, about the blue and white dragon handle, about whether <a href="https://www.youtube.com/watch?v=1QySSV19St0" target="_blank">Andy Williams</a> is better than <a href="https://www.youtube.com/watch?v=y6Sxv-sUYtM" target="_blank">Pharrell Williams</a>. To facilitate this with children you'll need to get them to think about questions. And you'll need to <i>model</i> ways of talking about images and artefacts.</span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.tate.org.uk/art/images/work/T/T07/T07573_10.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="color: black;"><img border="0" src="http://www.tate.org.uk/art/images/work/T/T07/T07573_10.jpg" height="348" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small;"><i>Fountain</i> (1917) attributed to Marcel Duchamp</span></td></tr>
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<tr><td style="text-align: center;"><a href="http://media-cache-ak0.pinimg.com/236x/e1/4d/bd/e14dbd059bec4a248f94ebf3cbced84d.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://media-cache-ak0.pinimg.com/236x/e1/4d/bd/e14dbd059bec4a248f94ebf3cbced84d.jpg" height="200" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #333333; font-family: 'Helvetica Neue', Helvetica, 'ヒラギノ角ゴ Pro W3', 'Hiragino Kaku Gothic Pro', メイリオ, Meiryo, 'MS Pゴシック', arial, sans-serif; font-size: 13px; line-height: 17px; text-align: start;">Dragon-handled jug Ming dynasty, early 15th century CE</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">9. Practising mathematical operations II. </span><i style="font-family: Arial, Helvetica, sans-serif;">Here's the answer. What's the question? How many different ways can you make x? </i><span style="font-family: Arial, Helvetica, sans-serif;">Or you could add rules to make it into an investigation: </span><i style="font-family: Arial, Helvetica, sans-serif;">How many ways can you make 48 by multiplying two numbers together? ...Three different numbers together? ...Four different numbers together? Is there a pattern? What is it? Can you work out the formula?</i></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-46105059831633751252014-11-04T10:02:00.001-08:002014-11-04T10:25:47.286-08:00Guiding pupils to reflect on their progress<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;">Teachers' Standard 2 requires you to </span><a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">guide pupils to reflect on the progress they have made and their emerging needs</a><span style="font-family: Arial, Helvetica, sans-serif;">.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>How can you do this?</i> You could get pupils to write reflectively, give them a reflective writing frame, or a questionnaire to complete. But this will immediately exclude some pupils. The requirement is not to guide only those pupils who can write reflectively to reflect. This is<i> all</i> pupils.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">To ensure this is an inclusive part of your practice this needs to be about thinking (reflecting) and speaking and listening. There will be pupils in the class who are less confident about talking and some who are unable to speak in certain social situations. You may work with pupils who have significant communications difficulties - the suggestions here will need further thinking, but guiding pupils to reflect remains an expectation: it's not acceptable to say "My pupils can't do that." If you're working in a Nursery or Reception class there's no reason why pupils can't think about or articulate what they can and can't do, but you might need to adapt the language in the suggestions below.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">For the substantial majority, talking is the most inclusive way for pupils to articulate their thinking. Developing the role of reflective talk also a good way to establish a culture in your classroom that will prepare you well for observation (by tutors, mentors, school senior leaders, Ofsted inspectors). Those who observe you teach will often talk to pupils about their learning, their progress and their learning needs. Typically, observers will be drawn to the pupil/s in your class who you would <b>least</b> like them to be drawn to. So equipping <b>all</b> pupils with the capacity to articulate their thinking isn't just about meeting the Standards. It's about having successful observations. And, most importantly, it's about pupil entitlement.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">A useful way to think about how to do this is to start with the questions that pupils might be asked and then to think about the answers that <i>you'd like to hear them come up with</i>. Here are some examples:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">It's important to emphasise that these aren't responses that pupils can meaningfully learn by rote. You can't use My Turn/Your Turn as a strategy to embed reflection. This is about creating a <i>climate</i> in your classroom in which pupils talk confidently about their progress and the barriers they encounter. So it's not just about what happens in one lesson ("We did reflection on Tuesday morning"), this should be a part of all learning. And you're not going to get this to happen overnight - so if Ofsted are visiting tomorrow and this isn't already part of your classroom climate, then it's too late.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">So start now. You could use the questions above as prompts. Create enough space in your lessons for thinking and dialogue, and get pupils used to talking about what they can and can't do, and the progress they've made.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-56820016436370351672014-11-02T04:26:00.000-08:002014-11-04T10:12:36.587-08:00Raising the bar: How do you make activities more challenging?<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;">Challenge will keep pupils engaged and <i>motivated </i>(TS7), ensure that the <i>promotion of good progress</i> (TS2) is at the heart of your teaching, and signal to anyone monitoring your practice (tutors, mentors, senior leaders, etc.) that you <i>set high expectations</i> (TS1). But the challenge needs to be relevant to the learning, and you'll need to employ different types of challenge to ensure that <i>all </i>learners are challenged.* </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I'm going to start by busting some myths about challenge.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>More of the same isn't more challenging. </b>If a child has completed one set of questions, then another set of questions that duplicates the level of challenge is a waste of time. It <i>is</i> a way of keeping the pupil busy, but that doesn't equate to high expectations or pupil progress. (No Teachers' Standard requires you to keep pupils busy.) This is a problem with depending on <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/09/9-reasons-why-worksheets-dont-work.html" target="_blank">worksheets</a>. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Writing more sentences about something isn't more challenging. </b>Requiring more able pupils to write more content will keep them busy longer but doesn't challenge them. Actually, writing more about something can be easier - more words allow writers to waffle. And if this is a history lesson or an RE lesson, for example, measuring outcomes in terms of the quantity of written output (<i>the least able group will write 4 sentences, the most able group will write 2 paragraphs</i>, etc.) will mean that pupils in your class with the capacity to excel in these subjects </span><span style="font-family: Arial, Helvetica, sans-serif;">will fail</span><span style="font-family: Arial, Helvetica, sans-serif;"> if they aren't confident writers.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Bigger numbers isn't more challenging. </b>65 + 22 is no more challenging than 15 + 12 (there are no complicated tens boundaries to cross); calculating the area of a </span><span style="font-family: Arial, Helvetica, sans-serif;">12m x 7m</span><span style="font-family: Arial, Helvetica, sans-serif;"> rectangle is no more challenging that calculating the area of a 3cm x 5cm rectangle (it's just times tables); counting in hundreds is no more challenging than counting in ones (<i>one hundred, two hundred, three hundred...</i>).</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i>So how can you increase challenge?</i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Get pupils to set their own more challenging tasks. </b>These could be based on the tasks they've already completed. The tasks they set themselves will tell you a lot about the pupils' understanding, and you can intervene (raise the bar) if you feel the self-set task isn't sufficiently challenging. This could also have a positive effect on your workload, saving you hours devising insufficiently challenging tasks. (If you're working in the Early Years, models of <a href="http://www.ofsted.gov.uk/sites/default/files/documents/surveys-and-good-practice/b/Bedewell%20Early%20Excellence%20Children%27s%20Centre%20South%20Tyneside%20-%20Good%20practice%20example.pdf" target="_blank">good practice</a> would suggest children are already initiating activities.)</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Think carefully about what the curriculum actually requires. </b>If this is a history lesson, for example, you'll want pupils to articulate their knowledge and understanding of the past (KS1), <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239035/PRIMARY_national_curriculum_-_History.pdf" target="_blank">to note connections, contrasts and trends over time, to devise historically valid questions about change, cause, similarity and </a></span><span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239035/PRIMARY_national_curriculum_-_History.pdf" target="_blank">difference, and significance</a> (KS2). Challenge isn't about writing more, it's about developing more understanding, becoming more analytical, becoming more competent at identifying and questioning patterns. If the task focuses on writing, this will only tell you that confident writers can write more than those who find writing difficult. You already know this. It won't tell you anything about their capacity for noting connections or devising questions. <i>Opportunities to talk, share and present ideas will push expectations to a higher level for all pupils</i>. This is about the <i>climate </i>you create in your classroom.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Think carefully about what makes a task more challenging. </b>Why is 17 + 6 harder than 22 + 6? Why is it harder to calculate the area of a rectangle you've drawn yourself than one you've been given on a worksheet? Why is counting in 3s harder than counting in hundreds? Once you've worked out what makes something more challenging, use this to inform the challenges you set pupils, and to inform your interventions after you've asked pupils to set challenges for themselves.</span><br />
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<span style="font-size: x-small;"><span style="font-family: Arial, Helvetica, sans-serif;">*</span><span style="font-family: Arial, Helvetica, sans-serif;">NB: If you find yourself at an interview and you're asked about providing challenge for pupils, make sure your answer refers to challenging the least as well as the most able pupils in your class.</span></span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-38021103599468779062014-11-01T10:34:00.000-07:002014-11-02T02:43:44.034-08:00Working with a group - what's your teaching role?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-family: Arial, Helvetica, sans-serif;">There's been some whole class input, perhaps, and now pupils are working in groups. You're working with one of these groups. What should you be doing?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Fundamentally you’re accountable for the pupils’ progress
during this activity (TS2). Note: the
important thing isn’t that the pupils complete the activity they’ve been set – there's <i>no</i> Teachers' Standard that requires you to ensure that pupils complete activities. The significant thing is that <i>pupils make progress:</i> by the end of a successful lesson pupils will have acquired something (a skill, knowledge, understanding) which they didn't have at the start.
If <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/beginning-with-end-planning-for-learning.html" target="_blank">the activity is driven by the learning outcome</a> then
completion of the activity and making progress are one and the same thing. But if the activity is just a filler - an
apparently related task that pupils spend 20-25 minutes doing in the middle of the
lesson that doesn’t in itself contribute to progress – then you'll need to
adjust the activity as you teach it in order to secure progress (and then make sure that
subsequent planned activities are intrinsically linked to pupil progress). If you think your only role is to ensure task
completion, you’re thinking of yourself as a task manager. You’re not a task manager,
you’re a teacher. So teach. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Accurate and productive use of assessment is central to your teaching role (TS6). Make sure that when you work with a group you have the means to record what you observe, and use this information to <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">monitor progress, set targets, and plan subsequent lessons</a>. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The further suggestions below assume that the activity is
fundamentally of value, i.e. the activity contributes to pupil progress. The character of each intervention (left-hand column) will
depends on your personal approach, your choice of words, tone, gesture, balance
of listening and talking, use of resources, etc. There are</span><span style="font-family: Arial, Helvetica, sans-serif;">, for example,</span><span style="font-family: Arial, Helvetica, sans-serif;"> as many ways of making the activity more challenging as there are shades of grey. The middle column links the intervention to the Teachers' Standards. The right-hand column suggests a more </span><a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/learner-centredteacher-centred.html" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">pupil-centred approach</a><span style="font-family: Arial, Helvetica, sans-serif;"> to the intervention with a further asterisked link to the Teachers' Standards.</span><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;">What if...</span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif; line-height: 16.8666667938232px; text-align: left;">All the pupils know what’s required and are doing it </span><i style="font-family: Arial, Helvetica, sans-serif; line-height: 16.8666667938232px; text-align: left;">or </i></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 16.8666667938232px;"><i>o</i></span><span style="line-height: 16.8666667938232px;">ne/some/all of the pupils complete the task/activity very quickly?</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif; line-height: 18.3999996185303px; text-align: justify;">One/some/all of the pupils don’t know what to do?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; line-height: 18.3999996185303px;">One/some/all of the pupils are disengaged?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; line-height: 115%;">There's insufficient time for one/some/all pupils to complete the activity?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; line-height: 115%;">The
activity requires collaboration but the pupils aren’t collaborating?</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-74418400478999629002014-10-29T11:17:00.000-07:002014-11-04T10:13:42.069-08:00Starting to embed Assessment for Learning in your practice<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;">Teachers' Standard 6 requires teachers to <i><a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">make use of formative assessment to secure pupils’ </a></i></span><span style="font-family: Arial, Helvetica, sans-serif;"><i><a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">progress</a></i>. The terms <b>formative assessment</b> and <b>Assessment for Learning</b> are often used interchangeably and I'm going to treat them as synonymous here. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The Assessment Reform Group (ARG) published <a href="http://cdn.aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-10-principles.pdf" target="_blank">10 principles</a> of Assessment for Learning (AfL) in 2002. This is a good place to begin but it's a lot of words to take in if you're just starting to think about introducing AfL strategies into your practice. Some of the 10 principles either present a general rationale for AfL (<i>a key professional skill</i> and <i>central to classroom practice</i>) or describe its place in the learning/teaching cycle (<i>part of effective planning</i>) or tone (<i>sensitive and constructive</i>, <i>fostering motivation</i>) or ethos (</span><span style="font-family: Arial, Helvetica, sans-serif;"><i>recognising the full range of achievements of all learners</i>)</span><span style="font-family: Arial, Helvetica, sans-serif;">. For the purposes of this post I'm putting those principles to one side.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">That leaves these principles:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Learners should become aware of <i>how </i>they are learning (as well as <i>what </i>they are learning).</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><i>Learners need to understand what it is they are trying to achieve</i> and have <i>a shared understanding</i> of the success/assessment criteria.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><i>Learners need information in order to plan next steps in their learning</i>.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Learners need to develop <i>the capacity for self-assessment</i> (in order to become <i>independent </i>learners).</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Here are some suggestions about how you could begin to embed these principles in your practice:</span><br />
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<a href="http://1.bp.blogspot.com/-UtAAN_0aCcI/VFEmXhQVyVI/AAAAAAAAEao/NSfVMR9vT9I/s1600/AfL.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-UtAAN_0aCcI/VFEmXhQVyVI/AAAAAAAAEao/NSfVMR9vT9I/s1600/AfL.png" height="326" width="640" /></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I don't want to suggest that this is AfL-by-numbers. Children won't be able to just talk about the strategies they've used: you'll need to plan how to <i>scaffold</i> this process; they won't be able to devise success criteria until you've <i>modelled</i> how to do it; self- and peer-assessment will need thoughtful introduction (including familiarising children with language of <i>constructive feedback</i>). This is about the <i>climate </i>you create in your classroom. And if you can't picture a context in which the questions in the third column are commonplace, then you may need to go back to your plans and build in some space.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-5706481215137598212014-10-28T12:23:00.001-07:002014-10-29T01:06:20.150-07:00How closed questions shape misconceptions<div dir="ltr" style="text-align: left;" trbidi="on">
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<i>Which one is the rectangle?</i> <br />
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It's the sort of question that you'll hear in lots of classrooms. The purpose of the question is to assess pupils' knowledge. There are problems with this kind of question. The structure of the question implies that you expect one correct answer. Responses will either be in line with what you expect ("correct") or conflict with what you expect ("wrong" or <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/how-interesting-blunts-pupils-interest.html" target="_blank">"interesting"</a>). Pupils either will know or won't know the answer, or in this case either will know or won't know the answer that you're expecting. With closed questions like this it will often be a case of guessing the answer that the teacher is looking for.<br />
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Worksheets are part of the problem. They close options, they narrow understanding, <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/09/9-reasons-why-worksheets-dont-work.html" target="_blank">they invite a uniform response</a>. <br />
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Ask an open-ended question instead. <br />
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Ask<br />
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<i>What are the properties of these shapes?</i><br />
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<i>What are the common features of these shapes?</i><br />
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<i>How could you describe this shape using mathematical language?</i><br />
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<i>If you were using a Venn diagram to sort these shapes, what headings would you use for each of the sets?</i><br />
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This isn't just about shapes but shapes do provide a straightforward way of making the point.<br />
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So back to the opening question: <i>Which one is the rectangle?</i><br />
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<a href="https://lh3.googleusercontent.com/proxy/sbp5u9Kmx6mJTBBvv-UeIj83V5Tco6hHHU6wSlxTtnOSRVbM4K1YrLtDsnvCeMqpJzSSOmpKTdA0uXwaVtTGhIp4bqlL72F3XybwAqtVteMOSiA" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="198" src="https://lh3.googleusercontent.com/proxy/sbp5u9Kmx6mJTBBvv-UeIj83V5Tco6hHHU6wSlxTtnOSRVbM4K1YrLtDsnvCeMqpJzSSOmpKTdA0uXwaVtTGhIp4bqlL72F3XybwAqtVteMOSiA" width="320" /></a></div>
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The problem with the question is that <i>both</i> A and B are rectangles - there isn't one, there are two. A square <i>is </i>a rectangle (a quadrilateral with 2 pairs of parallel sides and 4 right angles). Incidentally, a square is also a rhombus (a quadrilateral with 2 pairs of parallel sides and 4 sides of equal length) <i>and </i>a parallelogram (a quadrilateral with 2 pairs of parallel sides).<br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In other posts I've talked about how you could focus your lesson evaluation on <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/how-did-that-go-starting-to-evaluate.html" target="_blank">learning and teaching</a> or on <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/how-inclusive-was-your-lesson.html" target="_blank">inclusivity</a>. Another evaluative angle to take would be to consider the extent to which the lesson was learner- or teacher-centred. In a learner-centred lesson, pupils will take a more active, participatory role; in a teacher-centred lesson, pupils will be more passive, with the teacher making most or all of the decisions. Strictly speaking, there's no right or wrong here: a teacher-centred approach suits certain learning contexts, a learner-centred approach suits others. (However, from <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/09/what-does-play-mean-and-how-can-you.html" target="_blank">other posts</a>, you'll know that I lean towards a learner-centred model.) Think about it as a continuum:</span><br />
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<a href="http://1.bp.blogspot.com/-qyVCGIJoDGU/VE_A_Mu99KI/AAAAAAAAEZ0/Vledi17VK_U/s1600/learner_teacher%2Bcentred.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="http://1.bp.blogspot.com/-qyVCGIJoDGU/VE_A_Mu99KI/AAAAAAAAEZ0/Vledi17VK_U/s1600/learner_teacher%2Bcentred.png" height="253" width="400" /></span></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">You could ask yourself <i>To what extent did the teacher- or learner-centredness of the lesson support the outcomes I was anticipating? </i>If, for example, you want pupils to generate ideas, you might have planned an active, participatory lesson in which pupils lead dialogue and devise their own key questions - in this context you as the teacher will have planned to take a back seat, perhaps a facilitating role.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">It follows that the role of talk and the talker is central to both the teacher- and learner-centred models:</span></div>
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<a href="http://4.bp.blogspot.com/-Vbtz10H8xUY/VE_H8-OfGgI/AAAAAAAAEaE/iDq9qnFwstk/s1600/learner_teacher%2Bcentred.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="http://4.bp.blogspot.com/-Vbtz10H8xUY/VE_H8-OfGgI/AAAAAAAAEaE/iDq9qnFwstk/s1600/learner_teacher%2Bcentred.png" height="228" width="400" /></span></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://books.google.co.uk/books?id=GkjyTEg2TNsC&printsec=frontcover&dq=%22the+guided+construction+of+knowledge%22&hl=en&sa=X&ei=NspPVNuYCuWw7AaznoDgDw&ved=0CCIQ6AEwAA#v=onepage&q=%22the%20guided%20construction%20of%20knowledge%22&f=false" target="_blank">Mercer</a> notes that “the
history of educational practice shows that talk amongst students has rarely
been incorporated into the process of classroom education… The reasonable
explanation for the traditional discouragement of pupil-pupil talk is that…it
is disruptive and subversive… So while the experience of everyday life supports
the value of collaborative learning, educational practice has implicitly argued
against it.” He was writing in 1995 - it would be good to think that we'd moved on.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-87111235274096128482014-10-28T05:40:00.001-07:002014-10-28T05:43:16.315-07:00"How inclusive was that?" - evaluating lessons 2<div dir="ltr" style="text-align: left;" trbidi="on">
Teachers' Standard 8 requires you to <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">take responsibility for improving teaching</a>. Wherever there are opportunities, I'd encourage you to take ownership: decide which aspects of your practice you'd like to discuss with colleagues. You can do this by deciding in advance the focus for you response to <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/how-did-that-go-starting-to-evaluate.html" target="_blank">"How did that go?"</a><br />
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You could consider how <i>inclusive</i> your lesson was. The Venn diagram below is a useful way of thinking about this. With each of the elements you could ask yourself <i>to what extent... </i>For example, <i>To what extent did I set suitable learning challenges (for all children)? </i>As with any evaluation you then need to be prepared to provide <i>evidence</i> of this. <i>How do you know that the learning challenges were suitable?</i> (This links back to <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/beginning-with-end-planning-for-learning.html" target="_blank">how you have planned the lesson</a>.) <i> </i><br />
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<a href="http://webarchive.nationalarchives.gov.uk/20130903160926/http://www.education.gov.uk/schools/teachingandlearning/curriculum/b00199686/inclusion" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img border="0" src="http://1.bp.blogspot.com/-gxJEzKOnQ9A/VE9iujMrkfI/AAAAAAAAEZk/3sjpvHG56do/s1600/Inclusion_evaluation.png" height="245" width="400" /></a></div>
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You could evaluate the inclusivity of your practice independently, without the support of or feedback from an observer. The DfES produced a useful <a href="http://www.traffordlearning.org/trafford/sections/public_html/teaching/sen/documents/InclusiveTeachingObservationChecklist.pdf" target="_blank">teaching observation checklist</a> intended for school self-evaluation but you could apply it to your own evaluative thinking. It's important to remember that inclusion is about <i>all </i>pupils, not just pupils with an identified educational need.</div>
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Focusing lesson evaluation on inclusivity addresses Teachers' Standards 8 <i>and</i> 5 - you're demonstrating that you <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">have a clear understanding of the needs of all pupils and can evaluate </a></div>
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<a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">distinctive teaching approaches to engage and support them</a>.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-13242054350961808902014-10-27T10:35:00.001-07:002014-11-02T02:35:47.904-08:00"How did that go?" - starting to evaluate lessons<div dir="ltr" style="text-align: left;" trbidi="on">
You get to the end of an observed lesson and the observer asks, "How did that go?" What are you supposed to say? Where do you start?*<br />
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Basically the observer is asking for an evaluation. He or she wants you to give your (informed) opinion on your own strengths and areas for development in relation to what has just taken place. This fits with Teachers' Standard 8 - you're being asked to demonstrate that you can <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">take responsibility for improving teaching</a>. But there are lots of different ways of approaching this, <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/how-inclusive-was-your-lesson.html" target="_blank">different angles to consider</a>. Here's one:<br />
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<b>Evaluating <i>learning</i> and <i>teaching</i> </b><br />
When asked "How did that go?" you could talk about these two elements separately. For example you could comment on the extent to which the children you were teaching made progress - this is evaluating learning - and you would need to link this evaluation to evidence. If your response to the observer's question were "All the children made progress" then the observer's follow-up <i>should be </i>"How do you know?" (You need to think about this when you plan your lesson - <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/10/beginning-with-end-planning-for-learning.html" target="_blank">How will you know at the end of the lesson that the children have made progress?</a>)<br />
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You could comment on the extent to which your teaching was effective. The complication with this is that if the children haven't made progress the conclusion should be that your teaching <i>wasn't</i> effective. However well thought out your plan, however well prepared and well resourced your lesson, if the children haven't made progress, if you haven't made a positive impact on their learning, this was an unsuccessful lesson. Having said that, after an unsuccessful lesson, if you can pinpoint what it was that didn't work, you can turn this experience around. Thinking about and identifying what didn't work gives you a clear platform for <i>improving teaching </i>(see, again, Teachers' Standard 8).<br />
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Frankly, learning and teaching are inseparable. If you felt that your teaching had been effective but that the children had made no evident progress, then there's an opportunity for you to dissect your teaching - <i>Why didn't the approach I used have the impact that I'd anticipated?</i> If you felt that you hadn't taught the lesson effectively but that the children <i>had </i>made progress, then there's a different kind of opportunity - <i>What am I doing unwittingly that is resulting in evident pupil progress?</i><br />
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And your evaluation can be framed entirely positively. Children made progress. The teaching was effective. But always be ready to respond to follow-up questions from the observer. "Did all children make the progress you'd anticipated? Were all children appropriately challenged? <i>How do you know?</i>"<br />
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<span style="font-size: x-small;">*These suggestions also work if you're starting to complete written lesson evaluations.</span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-12342985485915389522014-10-25T11:17:00.000-07:002014-10-26T10:20:38.694-07:00Raising aspirations: selection for the non-selective state sector?<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.jrf.org.uk/sites/files/jrf/poorer-children-education-summary.pdf" target="_blank">Children from poorer families leave school with lower educational attainment than children from richer families. The attainment gap widens particularly in the primary school years. It appears that this gap is at least partly explained by differences in the aspirations of parents and children from poorer and richer backgrounds.</a> So it follows that investment in interventions which raise aspirations has to be the right thing to do.</span><br>
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<span style="font-family: Arial, Helvetica, sans-serif;">Unfortunately, it's not that simple. Raising aspirations without a concomitant investment in raising attainment is at best a wasted opportunity and at worst ethically...misjudged. Think about it: if you raise the aspirations of children from poorer families (with lower educational attainment) and then fail to raise their educational attainment you'll have children with unrealistic aspirations. This is further complicated by the <a href="http://educationendowmentfoundation.org.uk/toolkit/aspiration/" target="_blank">Education Endowment Foundation conclusions</a> that </span><span style="font-family: Arial, Helvetica, sans-serif;">"t</span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 20.2999992370605px;">he relationship between aspirations and attainment is complex and not fully understood" and that</span><span style="background-color: rgba(255, 255, 255, 0); font-family: Arial, Helvetica, sans-serif;"> "interventions which aim to raise aspirations appear to have little to no positive impact on educational attainment"</span><span style="font-family: Arial, Helvetica, sans-serif;">. </span><br>
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<span style="font-family: Arial, Helvetica, sans-serif;">The links between aspirations and attainment are indeed tangled. It might make sense to think that an intervention aimed at raising aspirations leads to a change in attitude which in turn leads to raised attainment. But the intervention might instead trigger raised attainment and it's this which leads to higher aspirations. </span><span style="font-family: Arial, Helvetica, sans-serif;">The Joseph Rowntree Foundation (JRF), in its <a href="http://www.jrf.org.uk/sites/files/jrf/education-attainment-interventions-full.pdf" target="_blank">review of interventions</a>, questions research which suggests that there is <i>any causal relationship</i> between interventions focusing on raising aspirations and statistical evidence indicating a closing of the attainment gap between children from rich and poor backgrounds. </span></div><div dir="ltr" style="text-align: left;" trbidi="on"><font face="Arial, Helvetica, sans-serif"><br></font>
<span style="font-family: Arial, Helvetica, sans-serif;">The JRF review</span><span style="font-family: Arial, Helvetica, sans-serif;"> cautiously suggests that interventions which focus on behaviours rather than attitudes might be the way to go. "Promising" interventions appear to involve:</span><br>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">the provision of information (e.g. <a href="http://www.tla.ac.uk/site/SiteAssets/RfT1/06RE044%20Home-school%20knowledge%20exchange.pdf" target="_blank">about home learning techniques</a>, <a href="https://www.heacademy.ac.uk/sites/default/files/AH_EVIDENCE_REPORT_2011.pdf" target="_blank">about what universities are like</a>, about one's own progress through academic <a href="http://www.wmich.edu/evalphd/wp-content/uploads/2010/05/Effectiveness-of-Mentoring-Programs-for-Youth.pdf" target="_blank">mentoring</a>)</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">improved learning opportunities (e.g. <a href="http://ufa.org.uk/uploaded_media/resources/1272541557-impactof%20study%20support.pdf" target="_blank">out-of-hours study support</a>, <a href="http://www.tla.ac.uk/site/SiteAssets/RfT1/06RE044%20Home-school%20knowledge%20exchange.pdf" target="_blank">non-academic extra-curricular activities</a>, <a href="http://aer.sagepub.com/content/45/3/631.abstract" target="_blank">peer education opportunities</a>).</span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;">But some data which appear to indicate success are undermined to an extent by questions around selection. Take the <a href="https://www.heacademy.ac.uk/sites/default/files/AH_EVIDENCE_REPORT_2011.pdf" target="_blank">Aimhigher</a> project, for example, which sought to widen participation through mentoring, university visits, and summer schools. The data suggest that these interventions had a significant impact, with 60% of mentees achieving five grade A* to C GCSEs compared with an average of 31% of all students in partner schools. But as Smith notes in her <a href="https://www.heacademy.ac.uk/sites/default/files/AHKM-Evaluation_of_Learning_Mentor_Provision.pdf" target="_blank">evaluation report</a>, 58% of mentees were female and schools were more likely to select female mentees because of "their attitude (more open and positive to new experiences) and the likelihood that females would positively engage with mentoring provision". Were these students already more likely to achieve five grade A* to C GCSEs regardless of the Aimhigher opportunities?</span><br>
<span style="font-family: Arial, Helvetica, sans-serif;"><br></span><span style="font-family: Arial, Helvetica, sans-serif;">Of course, these interventions are driven by a desire to widen access. But if they focus on children who are already "high performing", the aspirations, and the capacity to meet them, may already be in place. <i>Here's a child</i>, you might say, <i>who's doing better than everyone else - let's send her to a residential summer school, or take her to visit a Russell Group university</i>. That's fine, but maybe she's succeeding because she's already getting that kind of investment at home. This echoes some of the problems that lie in identifying and investing further in children identified as <a href="http://articulateyourphilosophy.blogspot.co.uk/2014/09/how-are-you-challenging-your-gifted-and.html" target="_blank">gifted and talented</a>. Do interventions which focus on raising aspirations simply provide additional opportunties for pupils who already have additional opportunities? Ultimately, is this just selection (with an apparently inclusive tagline) for the non-selective state sector?</span><br>
<br>
<br></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-24829549748325570322014-10-17T07:20:00.000-07:002014-11-02T02:36:16.781-08:00Beginning with the end: planning for learning<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="http://www.adjacentgovernment.co.uk/wp-content/uploads/2014/04/dreamstime_m_26120696-504x304.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://www.adjacentgovernment.co.uk/wp-content/uploads/2014/04/dreamstime_m_26120696-504x304.jpg" height="120" width="200" /></a><span style="font-family: Arial, Helvetica, sans-serif;">When we plan to do stuff it might make sense to start at the beginning. Building a house, for example: lay foundations, build walls, add wooden bits, stick roof on top.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">But really we start with a vision (this is how we want the house to be) and plan steps that lead toward that vision.</span><br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.gwynnorrell.co.uk/assets/images/gallery/Top%20100/03092000%20%20Crows%20nest%20house.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img alt="With the completed house the success criteria are the waterproof roof, solid walls, light-admitting windows, homely ambience, and so on." border="0" src="http://www.gwynnorrell.co.uk/assets/images/gallery/Top%20100/03092000%20%20Crows%20nest%20house.jpg" height="240" title="With the completed house the success criteria are the waterproof roof, solid walls, light-admitting windows, homely ambience, and so on." width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Vision: providing warmth and shelter, admitting light, exuding homely ambience.</td></tr>
</tbody></table>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">It's the same with <i>planning for learning</i>. Teachers' core product is learning, so teachers' lesson planning needs to start with a vision of what pupils will have learnt by the end of the lesson. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">What learning looks like is indicated by <i>success criteria</i>.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">You need success criteria in order to judge whether the shift (in skills or understanding or knowledge) that you envisaged has actually taken place. </span><span style="font-family: Arial, Helvetica, sans-serif;">Success criteria can be expressed in terms of what pupils are doing, saying, writing, etc.: broadly, in terms of </span><i style="font-family: Arial, Helvetica, sans-serif;">how they are behaving</i><span style="font-family: Arial, Helvetica, sans-serif;"> - behaving in the sense of human behaviour, rather than good/bad behaviour. </span><br />
<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"></span></div>
<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="http://ec.l.thumbs.canstockphoto.com/canstock15538356.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"></span></a><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<a href="https://lh6.googleusercontent.com/proxy/JMwNZONuuEHJsKxxUprUWRYnp4FIQMM7rlg8iX7Oh8BC6T0B-SK49NpKjcYUeALWYrBaugyWaN2Sgcbho1uAKZjKihOPhnSTiIFko94" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://ec.l.thumbs.canstockphoto.com/canstock15538356.jpg" /></a><span style="font-family: Arial, Helvetica, sans-serif;">Some examples:</span></div>
<div dir="ltr" style="text-align: left;" trbidi="on">
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">At the end of a lesson on division, pupils will be using a new division method to find answers, checking their answers (and peers' answers), talking with confidence about the method they've used, articulating what they are struggling with, expressing the progress they have made in the lesson.</span></div>
<div dir="ltr" style="text-align: left;" trbidi="on">
<br /></div>
<div dir="ltr" style="text-align: left;" trbidi="on">
<a href="http://i.telegraph.co.uk/multimedia/archive/00428/travel-graphics-200_428958a.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://i.telegraph.co.uk/multimedia/archive/00428/travel-graphics-200_428958a.jpg" height="142" width="200" /></a><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">At the end of a history lesson on Florence Nightingale, pupils will be talking about Nightingale's life and work, describing significant events, making comparisons with their own experiences of health services, identifying and expressing the new understanding and knowledge they have gained in the lesson.</span></div>
<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Once you know what you envisage pupils doing at the end of the lesson, think about the experiences/opportunities they'll need to get there successfully. In the division lesson they'll need to practice, make errors (if they're not making errors it's not challenging enough), identify the errors and understand why they're happening, explain the method, think about the progress they're making. In the Florence Nightingale lesson pupils will need to encounter resources which tell them about Nightingale's life (books, videos, images, objects), have opportunities to sequence events, make decisions about the relative importance of events, consider their own experience of hospitals, articulate their ideas, think about the progress they're making.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Then think about what input is required from you. In the division lesson you'll need to get an idea of pupils' existing understanding (<i>What do you know about division?</i>), model the (new) method, discuss with the pupils how they can check their answers, clarify your expectations about collaboration and self- and peer-assessment, and encourage them to reflect on the progress they're making. In the Nightingale lesson you'll need to identify what pupils already know (<i>What can you tell me about Florence Nightingale?</i>), discuss with pupils how they might find out more (using the resources you've provided), clarify your expectations (including what you want pupils to be able to present by the end of the lesson), and encourage them to reflect on the progress they're making.</span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">In summary:</span><br />
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<table border="1" cellpadding="0" cellspacing="0" class="MsoTableLightGridAccent3" style="border-collapse: collapse; border: none; mso-border-alt: solid #9BBB59 1.0pt; mso-border-themecolor: accent3; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
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<tr style="height: 71.3pt; mso-yfti-firstrow: yes; mso-yfti-irow: -1;">
<td style="border-bottom: solid #9BBB59 2.25pt; border: solid #9BBB59 1.0pt; height: 71.3pt; mso-border-bottom-themecolor: accent3; mso-border-themecolor: accent3; padding: 0cm 5.4pt 0cm 5.4pt; width: 141.9pt;" valign="top" width="142"><div class="MsoNormal" style="mso-yfti-cnfc: 5;">
<b><span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">1.
Identify the vision/ success criteria – how will you know that they’ve learnt
what you wanted them to learn?<o:p></o:p></span></span></b></div>
</td>
<td style="border-bottom: solid #9BBB59 2.25pt; border-left: none; border-right: solid #9BBB59 1.0pt; border-top: solid #9BBB59 1.0pt; height: 71.3pt; mso-border-bottom-themecolor: accent3; mso-border-left-alt: solid #9BBB59 1.0pt; mso-border-left-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-top-themecolor: accent3; padding: 0cm 5.4pt 0cm 5.4pt; width: 141.95pt;" valign="top" width="142"><div class="MsoNormal" style="mso-yfti-cnfc: 1;">
<b><span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">2.
Identify what pupils will need to do achieve the learning you envisage<o:p></o:p></span></span></b></div>
</td>
<td style="border-bottom: solid #9BBB59 2.25pt; border-left: none; border-right: solid #9BBB59 1.0pt; border-top: solid #9BBB59 1.0pt; height: 71.3pt; mso-border-bottom-themecolor: accent3; mso-border-left-alt: solid #9BBB59 1.0pt; mso-border-left-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-top-themecolor: accent3; padding: 0cm 5.4pt 0cm 5.4pt; width: 141.95pt;" valign="top" width="142"><div class="MsoNormal" style="mso-yfti-cnfc: 1;">
<b><span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">3.<span style="mso-spacerun: yes;"> </span>Identify the input that you’ll need to provide (during the lesson intro and throughout the lesson)<o:p></o:p></span></span></b></div>
</td>
</tr>
<tr style="height: 99.85pt; mso-yfti-irow: 0; mso-yfti-lastrow: yes;">
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">At the end of
the lesson pupils will be… using, checking, articulating, comparing,
identifying, describing, etc.</span><b><span lang="EN-US"><o:p></o:p></span></b></span></div>
</td>
<td style="background: #E6EED5; border-bottom: solid #9BBB59 1.0pt; border-left: none; border-right: solid #9BBB59 1.0pt; border-top: none; height: 99.85pt; mso-background-themecolor: accent3; mso-background-themetint: 63; mso-border-bottom-themecolor: accent3; mso-border-left-alt: solid #9BBB59 1.0pt; mso-border-left-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-top-alt: solid #9BBB59 1.0pt; mso-border-top-themecolor: accent3; padding: 0cm 5.4pt 0cm 5.4pt; width: 141.95pt;" valign="top" width="142"><div class="MsoNormal" style="mso-yfti-cnfc: 64;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Practice, make
mistakes, identify the mistakes they’ve made, use/ encounter resources,
compare, prioritise, explain, make decisions, think about progress, etc.<o:p></o:p></span></span></div>
</td>
<td style="background: #E6EED5; border-bottom: solid #9BBB59 1.0pt; border-left: none; border-right: solid #9BBB59 1.0pt; border-top: none; height: 99.85pt; mso-background-themecolor: accent3; mso-background-themetint: 63; mso-border-bottom-themecolor: accent3; mso-border-left-alt: solid #9BBB59 1.0pt; mso-border-left-themecolor: accent3; mso-border-right-themecolor: accent3; mso-border-top-alt: solid #9BBB59 1.0pt; mso-border-top-themecolor: accent3; padding: 0cm 5.4pt 0cm 5.4pt; width: 141.95pt;" valign="top" width="142"><div class="MsoNormal" style="mso-yfti-cnfc: 64;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Identify
existing understanding, model, manage discussions, clarify expectations,
encourage reflection (on progress).</span><o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<br />
<span style="font-family: Arial, Helvetica, sans-serif;">Planning this way round means you focus on pupil learning and progress. Activity relates directly to learning. Lessons won't become lectures. </span><br />
<br />
<br />
<br />
<br /></div>
</div>
<!-- Blogger automated replacement: "https://images-blogger-opensocial.googleusercontent.com/gadgets/proxy?url=http%3A%2F%2Fec.l.thumbs.canstockphoto.com%2Fcanstock15538356.jpg&container=blogger&gadget=a&rewriteMime=image%2F*" with "https://lh6.googleusercontent.com/proxy/JMwNZONuuEHJsKxxUprUWRYnp4FIQMM7rlg8iX7Oh8BC6T0B-SK49NpKjcYUeALWYrBaugyWaN2Sgcbho1uAKZjKihOPhnSTiIFko94" -->Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-90578882053346873182014-10-13T13:12:00.001-07:002014-10-13T13:12:45.675-07:00How "interesting" blunts pupils' interest<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;">Teacher: "What's 9 times 7?"</span><br />
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Pupil A: "56."</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Teacher: "That's an interesting answer. Has anyone got a different answer? What's 9 times 7?"</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Pupil B: "63."</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Teacher: "Yes, 63. Well done."</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Here the initial problem is that <i>interesting</i> comes to mean <i>wrong</i>. There's a reluctance to use the word "wrong" in schools. It's like putting crosses next to pupils' written answers, or using a red pen (for anything). But all of the alternatives we employ ("interesting", question marks, green pens) give the same message: "That's incorrect." (Green pens will be banned from classrooms in five years - mark the date in your diary.)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">And what's so wrong with letting pupils know they've got the wrong answer? They will have already worked out that <i>interesting </i>means <i>wrong </i>and will have dealt with it, so it's not going to lead to lasting psychological damage (at least no more than any other aspect of everyday life in school does). </span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">The problem is that the wrong/right answer scenario </span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">1) tells you only who does or doesn't know a specific fact - as an assessment tool it's of very limited use;</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">2) challenges no one (you either know the answer or you don't) - it's a nonstarter in terms of demonstrating your high expectations;</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">3) disengages pupils and fosters a risk-averse climate in your classroom (wrong answers are dismissed, only correct answers praised). How will you understand the needs of pupils if you don't know what they are struggling with? (And I'd love to hear if anyone's ever been motivated by "That's the wrong answer, but well done for trying.")</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Actually, using "interesting" (or question marks/crosses, red/green pens) isn't really the issue. These assessment tools are perfectly suited to this <i>pub quiz</i> approach to questioning. You could swap "What's 9 times 7?" with any other closed question with a single correct answer: What shape is this? What's the capital of France? Which two atomic components combine to make water? Who wrote <i>Moby Dick</i>? The issue is that you've asked the wrong question. Closed questions lead to wrong/right answers; wrong/right answers lead to disengagement.</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">So what could you ask instead? </span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Instead of "What's 9 times 7?" you could ask "How many ways can we make 63?"</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Instead of "What shape is this?" you could ask "What are the properties of this shape?"</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Instead of "What's the capital of France?" you could ask "What can you tell me about Paris?"</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">And if you are set on asking closed questions, treat all of the answers you get (right or wrong) impartially (keep your elation/disappointment to yourself), record them (flip chart, white board) and then, <i>collaboratively</i>, investigate. So when pupils suggest that 9 times 7 is 56 (or 61 or 63 or 72), you can follow up, model (drawing on pupils' ideas) why only one answer is correct, and deal with any misconceptions straight away.</span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Wouldn't that make for an interesting lesson?</span></div>
<div>
<br /></div>
</div>
Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-3338977747458070211.post-49419645033481808892014-10-11T04:18:00.000-07:002014-10-11T04:24:51.272-07:00What stands out when you're outstanding?<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;">If you're on an initial teacher training (ITT) programme or are a qualified teacher, you're expected to meet (at least) and, as a rule, exceed a set of standards, <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">the Teachers' Standards</a>. You'll be observed and judgements about the extent to which you're meeting or exceeding the Standards will be made. You'll be encouraged (I hope) to make judgements about your own practice based on a set of criteria that will have been shared with you. <span style="text-align: center;"><span style="line-height: 115%;"><a href="http://www.ucet.ac.uk/downloads/3913-Guidance-pack-UCET-NASBTT.docx" target="_blank">UCET and NASBTT</a> (April
2012) suggest that </span></span></span></div>
<br />
<div style="text-align: left;">
<span style="line-height: 115%;"><i><span style="font-family: Arial, Helvetica, sans-serif;">Trainees graded as
`outstanding’ teach consistently good lessons that often demonstrate
outstanding features across a range of different contexts (for example,
different ages, backgrounds, group sizes, and abilities) by the end of their
training.</span></i></span></div>
<div style="text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif; line-height: 115%;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; line-height: 115%;">I thought it would be interesting to ask a group of mentors what they were looking for in 'outstanding' trainees. I </span><a href="http://www.wordle.net/" style="font-family: Arial, Helvetica, sans-serif; line-height: 115%;" target="_blank">Wordled</a><span style="font-family: Arial, Helvetica, sans-serif; line-height: 115%;"> what they wrote and here's what came out: </span></div>
<div style="text-align: left;">
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-o8PHjki7g8w/VDkNsm_5HII/AAAAAAAAETc/xYf_C8J_d1c/s1600/Outstanding.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-o8PHjki7g8w/VDkNsm_5HII/AAAAAAAAETc/xYf_C8J_d1c/s1600/Outstanding.png" height="224" width="400" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="line-height: 18.3999996185303px;">Here <i>engagement </i>refers to pupil engagement (trainee engagement is implicit), <i>relationship</i> to the relationship between the trainee and the pupils, and </span></span><i style="font-family: Arial, Helvetica, sans-serif; line-height: 18.3999996185303px;">differentiated </i><span style="font-family: Arial, Helvetica, sans-serif; line-height: 18.3999996185303px;">to the extent of </span><span style="font-family: Arial, Helvetica, sans-serif; line-height: 18.3999996185303px;">provision for all pupils' strengths and needs. <i>Creative </i>carries many implications, but here refers to the extent to which learning is delivered in ways which ensure pupil engagement.</span><span style="font-family: Arial, Helvetica, sans-serif; line-height: 18.3999996185303px;"> I've picked up the implications of <i>ownership </i><a href="http://articulateyourphilosophy.blogspot.co.uk/2014/09/what-does-play-mean-and-how-can-you.html" target="_blank">elsewhere</a>.</span></div>
<div style="text-align: left;">
<span style="line-height: 115%;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;"><br /></span></span></div>
<div class="page" title="Page 1">
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-61017654252788753262014-10-11T00:40:00.000-07:002014-10-11T00:42:37.021-07:00Group mentality: thinking about 'group work'<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;">Group work means working as a group. It's something we understand and appreciate: many hands make light work, two brains are better than one. (Too many cooks spoil the broth - there's always a counter argument.) "Group work" implies collaboration. Collaboration underpins learning and teaching. Remember Vygotsky? ..."<span style="color: black;">problem solving under adult guidance or in collaboration with more capable peers”?</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black;"><br /></span><span style="color: black;">So when you think about group work, are you thinking about purposeful activities which pupils can complete collaboratively? You may have planned an activity requiring pupils to contribute to a single outcome (a presentation, a solution, or a method). Or the activity might be intrinsically collaborative (a game, or a challenge that involves combining a range of skills). Or it might involve peer support or evaluation with pupils providing positive, constructive or critical feedback to each other (solid Assessment for Learning practice) in order to fulfil the requirements of the activity. That's group work.</span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black;">This kind of group activity doesn't just work. You'll have to model it, perhaps give it some structure (hand out roles: scribe, spokesperson, manager, etc), set clear expectations, train pupils to collaborate effectively. Once you've got this established, group work - collaborative group work - will pay dividends.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black;"><br /></span><span style="color: black;">But if "group work" means "sitting at a table with five other pupils, each pupil working on an individual task", then it's individual work. "Group work" used in this context is an organisational euphemism for the way pupils are distributed around the classroom. It's to do with management rather than learning. That's fine, and it often makes sense for pupils to work without the explicit support of others. But it's not group work.</span></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-1280630803341355412014-10-06T00:21:00.000-07:002014-11-02T02:40:45.164-08:00Why giving children stickers is intrinsically wrong<div dir="ltr" style="text-align: left;" trbidi="on">
Why give a child a sticker? The typical answer touches on motivation, positive praise, the acknowledgement of good behaviour or good work, the encouragement of non-compliant pupils to stick to rules or to stay on task. Giving out stickers is accepted practice, not in all schools, but in lots of schools. So why's this a problem? <br />
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Children's motivation to engage in learning should be intrinsic, driven by their own internal sense of enjoyment and fulfilment, by what <a href="http://www.selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf" target="_blank">Ryan and Deci</a> describe as the "psychological needs for competence and autonomy". Teachers fuel children's intrinsic motivation by providing high quality learning experiences (lessons, activities, resources), by offering a relevant and/or stimulating curriculum, and by fostering individual pupils' sense or understanding of their own progress. When motivation is intrinsic, rewards are unnecessary. Let me expand.<br />
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a) If the lesson/activity/resource is interesting, purposeful and challenges everyone at an appropriate level, then pupils will be motivated. If you recognise and address the barriers that may impact upon individual pupils' engagement, then all pupils will be motivated. You don't need stickers - the lesson is a reward in itself. If, on the other hand, the lesson is dull, unchallenging, and/or involves the completion of mundane, dully repetitive and/or irrelevant tasks, you may feel the need to resort to stickers. However, they don't represent a reward: they represent a point on a continuum that runs from apology at one end ("I'm sorry that activity was so mundane") to bribe at the other ("If you complete this mundane activity you'll get a sticker").</div>
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b) If the curriculum is relevant and stimulating then pupils will be motivated. This isn't about the National Curriculum, over which we have little control. This is about the curriculum you offer the pupils in your class, the way you frame the National Curriculum in order to make it relevant. If pupils understand how the curriculum is relevant to them or see the subject as stimulating, they'll be engaged (providing the lesson is interesting, purposeful and challenging). You don't need stickers - the curriculum is a reward in itself. If, on the other hand, the pupils are not able to see the relevance of what they're learning about or are unstimulated by the content, you may feel the need to resort to stickers. See above - there's a pattern.</div>
<div>
<br /></div>
<div>
c) If pupils understand their own progress, can see that time in school is impacting on the development of new understanding or skills and have mechanisms to express this (all elements of Assessment for Learning), they will be motivated. Why wouldn't this be so? Picture the disengaged pupils in your class - how many of them can talk positively about the progress that they've made or are making? Progress is its own reward - stickers are redundant. ("You've learnt to do something you couldn't do before. Well done - have a sticker." It makes no sense.) Pupils who are not making progress or who don't perceive or can't articulate progress will become disengaged. You might resort to stickers in the hope....they don't notice they're not learning?<br />
<br /></div>
<div>
For lots of pupils stickers are part and parcel of how school works. They come to accept the ubiquity of the sticker, and expect achievement or compliance to be rewarded. What makes it worse is that <a href="http://www.selfdeterminationtheory.org/SDT/documents/2001_DeciKoestnerRyan.pdf" target="_blank">stickers (and other extrinsic rewards) undermine intrinsic motivation</a>. </div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-3453824889643128732014-10-04T00:33:00.000-07:002014-11-02T02:35:19.307-08:00Why homework needs more thinking<div dir="ltr" style="text-align: left;" trbidi="on">
<span style="font-family: Arial, Helvetica, sans-serif;">Picture this. It's the end of Thursday or Friday afternoon and you're handing out a worksheet to each child to take home with maths or comprehension questions to complete or spellings to learn or class work to finish. What's wrong with this?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The problem isn't about <a href="http://www.independent.co.uk/voices/comment/give-childhood-back-to-children-if-we-want-our-offspring-to-have-happy-productive-and-moral-lives-we-must-allow-more-time-for-play-not-less-are-you-listening-gove-9054433.html" target="_blank">children spending insufficient time playing</a> or <a href="http://www.telegraph.co.uk/education/educationnews/10101361/School-bans-homework-to-give-pupils-more-family-time.html" target="_blank">the disruption to quality family time</a>. Homework was never intended to be something that helped families bond or enabled children to play more. The problem with homework is that too often it has no effective impact on learning. Why?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">1) Homework provides opportunities for pupils to consolidate misunderstanding or to learn things wrongly. This isn't the fault of parents/carers. If you want a child to learn something, sort it out in school. (Of course there's the stuff that children learn at home, from interacting with people and things outside school, but I'm talking about homework, set by teachers for children to do when they're not at school.)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">2) Homework too often emphasises or extends the gap between high and low achievers. Let's imagine you've set the same five multiplication problems as homework for all, the children who get it will complete successfully, the children who don't, won't. (<a href="http://articulateyourphilosophy.blogspot.co.uk/2014/09/9-reasons-why-worksheets-dont-work.html" target="_blank">This is a problem with worksheets in general.</a>) </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">3) You have no way of accurately monitoring who did what. Some parents/carers will complete the questions on behalf of their children - so the children won't have understood how to do it but you'll think they have. And some parents/carers will complete the work incorrectly.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">4) Some parents/carers are better equipped to support their children than others. Often these will be the parents/carers of the most able pupils in your class. So, again, homework will serve to widen the gap between the least and the most able child.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">5) Homework creates unnecessary workload, particularly if you're expected to mark work which children (or parents/carers) complete at home. This reduces your time to focus on learning and teaching in the classroom.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">What's the solution? Your school will have homework policy ("...parents and school working in partnership...regular homework...linked to the taught curriculum...") and Teachers' Standard 4 requires that you <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">set homework to consolidate and </a></span><span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf" target="_blank">extend the knowledge and understanding pupils have acquired</a></span><span style="font-family: Arial, Helvetica, sans-serif;">. </span><a href="http://www.theguardian.com/education/2012/mar/04/homework-guidelines-scrapped" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">The government have stepped back from telling schools how many hours of homework a 5-year old should do</a><span style="font-family: Arial, Helvetica, sans-serif;"> so there's nothing stopping you </span><span style="font-family: Arial, Helvetica, sans-serif;">(within the bounds of the school homework policy)</span><span style="font-family: Arial, Helvetica, sans-serif;"> from deciding what to ask pupils to do. So when you're setting homework, make it something that children can take ownership of, that doesn't contribute to widening the gap between more and less able, that allows you to check on misconceptions or misunderstandings, and that doesn't add to your marking workload. How?</span><br />
<br />
<ul style="text-align: left;">
<li><span style="font-family: Arial, Helvetica, sans-serif;">Set tasks which don't necessarily involve writing or recording on paper. These could be "Think about..." activities, observation or physical/kinaesthetic activities.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Link these tasks to lessons you'll be teaching in a couple of days, or next week. Be clear with your pupils that the set task is in preparation for such-and-such lesson.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Use the introduction of this lesson as an opportunity to hear children's contributions and adjust the homework tasks you set to ensure that all children can participate.</span></li>
</ul>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">For example: <i>Think about why some people walk to work, others drive, and some cycle or use public transport</i> (in preparation for a lesson on writing a balanced argument or a geography lesson on urban transport choices). Or: <i>Sit in as many different chairs as you can find</i> (in preparation for a D&T or history project on furniture design). Or <i>Look for right angles around your home</i> (in preparation for a lesson on the properties of shapes).</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-89458789287927570332014-09-30T14:19:00.000-07:002014-10-25T11:19:16.777-07:00"How are you challenging your gifted and talented pupils?" isn't theright question.<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="p1">
<a href="http://www.curriculumsupport.education.nsw.gov.au/policies/gats/assets/pdf/poldmgt2000rtcl.pdf" target="_blank">Gagné</a> <span class="s2">defines giftedness as "</span>the possession and use of untrained and spontaneously expressed superior natural abilities" and talent as "the superior mastery of systematically developed abilities (or skills) and knowledge". In both cases, Gagné is talking about people who fall in the top 10% of their age peers. The Oxford dictionary provides a less clear distinction: talented is "having a natural aptitude or skill" while gifted is "having exceptional talent or natural ability". In essence the terms are interchangeable, perhaps both implying some natural quality, although to be gifted seems higher up the scale ("exceptional") and less "trainable", if we take Gagné's definition. </div>
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So on that basis and assuming an even spread of Gagné's 10% of giftedness and talent throughout the world, the top 10% of readers and writers in your class - let's say the three pupils who form the ablest half of your highest ability group in English - might be gifted and talented. But what if talent is not evenly spread? You might ask yourself how those three pupils might compare in reading/writing ability on a local, regional or national level. Are they gifted and talented, or are they just the most able 10% of a class that in general is operating below local/regional/national expectations? In this case, shouldn't your energies be focused on raising the attainment of all?</div>
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How about other gifts and talents? How are you challenging pupils who have superior mastery of or superior natural abilities in sewing, or keepy uppy, or Super Mario? Have you tested all your pupils for their mastery of these gifts and/or talents, or are we just talking about literacy and numeracy when we refer to gifted and talented children?</div>
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<div class="p3">
And just suppose talent is fostered or encouraged by children's experiences outside school, through the systematic support of parents and carers. And just suppose some parents and carers are better able to provide this systematic support? Could that be a possibility? Let's take literacy, for example. <a href="http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx" target="_blank">The American Psychological Association</a> notes that parents from low socioeconomic status (SES) communities are less likely to provide a positive literacy environment and less likely to read with their children. This is about socioeconomic class. The children of parents of higher SES (measured by education, income and occupation) are more likely to get the support at home that leads to the label gifted and talented. Potentially, schools are more likely to label middle class children gifted and talented.*</div>
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<div class="p3">
And then, how about this scenario. What if children from higher SES backgrounds with a richer literacy experience at home and who, let's say, get taken to concerts and galleries and theatres by their parents and carers, are rewarded for their giftedness and talent at school with additional book clubs, reading opportunities and concert, gallery and theatre visits.</div>
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I'll leave you to work out what the right questions are.</div>
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<span style="font-size: x-small;">*Read Malcolm Gladwell's </span><a href="http://gladwell.com/outliers/" style="font-size: small;" target="_blank">Outliers</a><span style="font-size: x-small;"> for other examples of how the identification of giftedness and talent is distorted by factors such as when and where you're born.</span></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3338977747458070211.post-34071658409334320572014-09-28T11:14:00.001-07:002014-09-28T11:14:07.086-07:00What does play mean and how can you have play in your Key Stage 2 classroom?<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal">
<span lang="EN-US">Play is at the heart of what happens in the
Early Years. The government agrees: “Play is essential for children’s
development, building their confidence as they learn to explore, to think about
problems, and relate to others. Children learn by leading their own play, and
by taking part in play which is guided by adults” (<a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf" target="_blank">DfE, 2014, p9</a>).<o:p></o:p></span></div>
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<span lang="EN-US">Lindon (<a href="http://www.ncb.org.uk/media/12824/no.3_what_is_play.pdf" target="_blank">2002</a>) suggests that <i style="mso-bidi-font-style: normal;">play </i>describes “the activities
of children from babyhood until the early teenage years” and identifies some
common characteristics:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
</div>
<ul style="text-align: left;">
<li><span lang="EN-US" style="text-indent: -18pt;"><span style="font-family: Symbol;"> </span>Activities are chosen by the
child</span></li>
<li><span lang="EN-US" style="font-family: Symbol; text-indent: -18pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span lang="EN-US" style="text-indent: -18pt;">They can be done alone, but are
often done with others</span></li>
<li><span lang="EN-US" style="font-family: Symbol; text-indent: -18pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span lang="EN-US" style="text-indent: -18pt;">Play absorbs participants</span></li>
<li><span lang="EN-US" style="text-indent: -18pt;"><span style="font-family: Symbol;"> </span>There can be disagreements
within play “about how the play should progress”</span></li>
</ul>
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<div class="MsoNormal">
So how does <i>play </i>work in Key Stage 2 classrooms? It’s a rhetorical question –
I’m making a point: play doesn’t happen in Key Stage 2 classrooms (nor in lots
of Key Stage 1 classrooms). It seems
contradictory that in schools we are comfortable encouraging children aged 3-5
to lead, choose, collaborate (and sometimes disagree) and consequently be
absorbed, but uncomfortable about allowing children aged 5-11 this kind of ownership
(leadership, choice, opportunities to invite collaboration and to disagree with
those they collaborate with). Perhaps
play is not seen as a legitimate use of time.
But these play characteristics are life skills. Isn’t it the responsibility of teachers to
foster these skills?</div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">How could you start to introduce play
into your key stage 2 (or Key Stage 1) classroom? *<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-indent: 0px;">
</div>
<span style="text-indent: -18pt;">Provide opportunities for
children to take the lead.</span><span style="text-indent: -18pt;"> </span><span style="text-indent: -18pt;">Children
might</span><br /><br />
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<span lang="EN-US" style="text-indent: -18pt;">a.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span lang="EN-US" style="text-indent: -18pt;">generate sets of activities in
response to specific learning objectives</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US"><span style="mso-spacerun: yes;"> </span>identify key questions to answer<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">develop criteria for assessment<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">make assessment decisions<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">e.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">evaluate the success of
activities<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;">
</div>
<span style="text-indent: -18pt;"><div>
<span style="text-indent: -18pt;"><br /></span></div>
Provide opportunities for
choice.</span><span style="text-indent: -18pt;"> </span><span style="text-indent: -18pt;">Children might choose</span><br /><br />
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<span lang="EN-US" style="text-indent: -18pt;">a.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span lang="EN-US" style="text-indent: -18pt;">from a selection of activities
each of which enables them to demonstrate understanding/progress (see 1a)</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">the order in which they
complete a set of activities<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">how to record an activity (by
devising a chart or using a camera or a voice recorder)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">how they want to report back on
an activity (through spoken word or PowerPoint or poster)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;">
</div>
<span style="text-indent: -18pt;"><div>
<span style="text-indent: -18pt;"><br /></span></div>
Provide opportunities for
children to organise.</span><span style="text-indent: -18pt;"> </span><span style="text-indent: -18pt;">Children might</span><br /><br />
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<span lang="EN-US" style="text-indent: -18pt;">a.<span style="font-family: 'Times New Roman'; font-size: 7pt;">
</span></span><span lang="EN-US" style="text-indent: -18pt;">devise rules which govern how
activities are carried out (and go through a process of disagreement and
discussion)</span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">distribute roles<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l1 level2 lfo2; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Cambria; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin;"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-US">invite
participation/collaboration<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Cambria;"><span style="font-size: x-small;">* These approaches require adult guidance
initially (modelling, moderation, evaluation, feedback). Children don’t automatically know how to do
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Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-3338977747458070211.post-24867371710925886742014-09-27T10:21:00.001-07:002014-09-27T10:39:51.372-07:00Preparing for interview: 10 tips<div dir="ltr" style="text-align: left;" trbidi="on">
Frankly this doesn't explicitly articulate a philosophy. But you may find it useful (and the suggestions are driven by a clear set of principles.) The link should open a Prezi - you can install Prezi on Windows, Mac, iPhone, or iPad for free. <a href="http://prezi.com/fiacehlbuxel/?utm_campaign=share&utm_medium=copy&rc=ex0share" target="_blank">Preparing for interview: 10 tips</a></div>
Unknownnoreply@blogger.com0