tag:blogger.com,1999:blog-68971988288012979522024-03-20T01:53:33.468-07:00Denbigh Teaching and LearningIan Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.comBlogger50125tag:blogger.com,1999:blog-6897198828801297952.post-5905689060263592222023-05-10T02:29:00.001-07:002023-05-10T02:29:38.591-07:00 Enabling more able pupils to Achieve their full potential - Iram Fazal <p>According to the Chief Inspector of Ofsted, too many More Able pupils are underperforming in non-selective state secondary schools. Many achieve well when compared with average standards but fail to reach their full potential, (Ofsted, 2013: 4). The term ‘More Able’ is used to describe pupils who demonstrate exceptional performance or the potential for excellence, a special ability, or who work at a standard well above their peers. </p><p>The national support programme by the Department for Education (“DfE”) was closed in 2010. The DfE states, that the introduction of Grade 9 at GCSE and Progress 8 as an accountability measure, allows schools to be held to account for how well they support “More Able” students. The DfE says Pupil Premium funds allow schools to provide support to highly able students, including those from disadvantaged backgrounds (DfE Report, 2020).</p><p>This research blog will now examine the role of the teachers and the challenges faced in ‘Enabling More Able pupils to achieve their full potential”.</p><p><b><u>Identifying More Able pupils </u></b></p><p>More Able pupils are not a uniform group, in their learning style, creativity, rate of development, persona or behaviour; many definitions of More Able pupils exist. Most refer to the precocity of a child’s intelligence, creativity, talent or high marks in school subjects (Hany, 1997).</p><p>Ofsted was critical of a lack of support given to “More Able” pupils and called upon schools to improve their curriculums, the transition between primary and secondary school, and their work with families to support aspiration (Loft & Danechi, 2020). </p><p>Recent thematic research by Ofsted described the ‘More Able pupils’ as those who were starting secondary school in Year 7 having attained Level 5 or above in English (reading and writing) and/or; Mathematics at the end of Key Stage 2 (Ofsted, 2018). </p><p><b><u>Providing appropriate opportunities to more able pupils</u></b></p><p>Various methods can be implemented in schools to provide sufficient and appropriate support to More Able pupils in and outside of the classroom. These may include, (NACE, 2017) but are not limited to: </p><p>Accelerated learning - Increasing the pace of learning, for example, where pupils could cover key stage 3 curriculum in 1 year rather than 2 years, take earlier examinations, or move into older age groups for certain subjects.</p><p></p><ul style="text-align: left;"><li>Assessment for learning - Regular continuous formative assessment to improve understanding and quality of pupils’ work in class, or as homework.</li><li>Differentiation - To design and adapt tasks, set objectives, to provide resource support and assessment depending on the pupil’s needs and ability.</li><li>Extended learning - To design tasks that are challenging, thought-provoking and more complex, and involve greater subject knowledge, for example; approaches that prioritise high-level reasoning, problem-solving and critical thinking. </li><li>Enriched learning - Attending extra-curricular clubs, e.g., STEM clubs or masterclasses that are specifically designed to involve additional and qualitatively different learning with greater challenges and complexity (NACE, 2017).</li></ul><p></p><p><b><u>Support for More Able pupils</u></b></p><p><b><u>Pastoral Support</u></b></p><p>Research has found that More Able adults are emotionally stronger, suffer from less anxiety, are more motivated, and are more productive. However, as children, the continual high expectations of parents and teachers can result in these children suffering from stress. This can be exacerbated by fear of failure and disappointment of teachers and parents when achievement varies as it does in everyone. More Able pupils may also have family problems to contend with and be the focus of negative attention from less able pupils. (Freeman, 1993). </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmVaIrCnp1S9d1sUkCk6vJit_RCoqdQKOE1X1AnlQq1XccijcHifjI5o23RkFPMTY3Y6ODBifizwOY9EocJN4X9A3ci7l604f-F2Oe5vCsCnjNTdC2DQFVqeSUc9ErXgFI7Fh8hTGKtWX268R54jiYSya3MImK6DRfMrhVCFGHJpbCsYPTKqYa8sAD/s900/hands.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="876" data-original-width="900" height="412" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmVaIrCnp1S9d1sUkCk6vJit_RCoqdQKOE1X1AnlQq1XccijcHifjI5o23RkFPMTY3Y6ODBifizwOY9EocJN4X9A3ci7l604f-F2Oe5vCsCnjNTdC2DQFVqeSUc9ErXgFI7Fh8hTGKtWX268R54jiYSya3MImK6DRfMrhVCFGHJpbCsYPTKqYa8sAD/w424-h412/hands.png" width="424" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><p>Pastoral Support is crucial to ensuring the physical and emotional welfare of More Able pupils, as it is with all children, however, it can sometimes be assumed that their needs are not as great as less able pupils when they face challenges unique to this particular group that need support.</p><p><b><u>Teaching Support</u></b></p><p>More Able pupils utilise learning strategies more frequently and effectively than their peers and are less reliant on teachers to regulate their learning (Span, 1995). Child-initiated learning, peer tutoring, and guided dialogue techniques have been successful when use with deprived bright children (Ari & Rich, 1992). Promoting curiosity, persistence, and confidence that includes planning, monitoring and evaluation of learning strategies can be effective. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivgaut16AQU54VkXRqE6mDz6KNvWgf1eMPrF-p65QFD7Rv3OEvGkHdqGyKq79OGxcnRuf6CPEo8IExICPlNHvrK_ucSuA6f93Mmbt2bjEDXiDuTHaviek7FEVFEvMh7UCbjaQF3GABtHOiodPJ6y9L1jQkW87PXRKd_zepMwODBd_UEGo_yxRdNv8a/s421/chall.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="421" data-original-width="416" height="399" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivgaut16AQU54VkXRqE6mDz6KNvWgf1eMPrF-p65QFD7Rv3OEvGkHdqGyKq79OGxcnRuf6CPEo8IExICPlNHvrK_ucSuA6f93Mmbt2bjEDXiDuTHaviek7FEVFEvMh7UCbjaQF3GABtHOiodPJ6y9L1jQkW87PXRKd_zepMwODBd_UEGo_yxRdNv8a/w394-h399/chall.png" width="394" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><span style="text-align: left;">Leadership also has a crucial role to play in identifying, planning and supporting teachers who may struggle to adapt their teaching style to the needs of more able pupils, or do not understand the techniques that work with this group. Effective communication by leaders is essential as is meeting the needs of teachers when new policies such as this are implemented.</span></div><p></p><p><b><u>Parent Support </u></b></p><p>Parents play an important role in supporting their children in reaching their full potential. It is found that parents often have strong personal, cultural or religious views on what their child should study, this can limit a child's learning and future life opportunities, especially when based on gender. When introducing new policies leadership must be sensitive and respectful of parents' views while possessing the communication skills to tactfully persuade and convince parents of what is in a child's best interest.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNnOrYbqRbAR0GnkaOu6pZEB_1Bc649LmXUFcJuvSUaHDX_r8nOupLGX2Xcq6pVc7qvR3slgoTaWyYnVywkneMXmADIeQifwrLacvDl-GL2id8HJ3p449Ret9FUti_JmgCt_iXT-ed5SzZOVNJe1fKNXyICPm71EsYGWvw0mfnPkyf9DIClbxHSbZc/s413/pare.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="288" data-original-width="413" height="279" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNnOrYbqRbAR0GnkaOu6pZEB_1Bc649LmXUFcJuvSUaHDX_r8nOupLGX2Xcq6pVc7qvR3slgoTaWyYnVywkneMXmADIeQifwrLacvDl-GL2id8HJ3p449Ret9FUti_JmgCt_iXT-ed5SzZOVNJe1fKNXyICPm71EsYGWvw0mfnPkyf9DIClbxHSbZc/w400-h279/pare.png" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><span style="text-align: left;">Parents can use gentle encouragement, show curiosity and discuss their children’s interests with them. There are many other ways that parents can encourage and support their children depending on their age and needs, this includes and is not limited to:</span></div><p></p><p></p><ul style="text-align: left;"><li>Language skills - Reading with children or to them as frequently as possible, playing word games, puzzles, crosswords, card games and board games to enhance their vocabulary, comprehension, visualization skills and development of their imagination.</li><li>Encouraging Discussion - Parents should encourage children to talk about the events of their day as well as their own and to discuss news events locally and around the world. This increases their knowledge and develops their debating skills, promoting independent critical thinking. This helps develop: </li><ul><li>Self-efficacy: confidence in their mastering of skills that allow them to function effectively in different situations.</li><li>Self-esteem: respect for themselves with a positive attitude to challenges.</li></ul><li>Extra-curricular activities - Parents can encourage children to take part regularly in sports, debating and drama in and outside of school, attending sporting events, visiting the theatre, visiting museums and visiting exhibitions. A broad experience of such activities aids the development of personal skills, increases knowledge and promotes informed life choices for the future. </li><li>Social and emotional skills/needs - Parents should be aware of their children’s social and emotional needs, all children have strengths, abilities and weaknesses. Children need praise and encouragement which helps develop confidence and self-esteem. (NACE 2017).</li></ul><p></p><p><b><u>Conclusion</u></b></p><p>Every child deserves the opportunity to reach their full potential. While schools generally make good provisions for the less able and majority of other pupils, the needs of More Able pupils are often neglected.</p><p>Teachers and schools need to better identify the spectrum of what constitutes More Able pupils and recognise that they are not a homogeneous group in their learning styles, rate of development, behaviour etc. Schools, Teachers and Parents have a role to play in ensuring More Able pupils are provided with the opportunities to achieve their full potential through accelerated learning, differentiated learning, extended learning, enriched learning etc. </p><p><b><u>References</u></b></p><p></p><ol style="text-align: left;"><li>Arnot et al, “Recent research on gender and educational performance”, 1998.</li><li>Ari, B.A. & Rich, Y. (1992), 'Meeting the educational needs of all students in the heterogeneous class', in P.S. Klein and A. J. Tannenbaum (Eds.) To Be Young and Gifted. New Jersey: Ablex.</li><li>Hany, E. A. (1997) ‘Modelling Teachers' Judgements of Giftedness: a Methodological Inquiry of Judgement Bias’, High Ability Studies, 8, 157-176.</li><li>Hedges, L. V., & Nowell, A. (1995). Sex differences in mental test scores, variability, and numbers of high-scoring individuals. Science, 269(5220), 41-45. https://doi.org/10.1126/science.7604277</li><li>https://researchbriefings.files.parliament.uk/documents/CBP-9065/CBP-9065.pdf [Accessed: 15 February 2022]</li><li>Hilary Lowe NACE June 2017 - https://copnorprimary.co.uk/uploads/more%20able/NACE_Essentials_4_Informed_Parent_Carer_Final_Colour.pdf ([Accessed: 15 February 2022]</li><li>https://books.google.co.uk/books?hl=en&lr=&id=jRuHToIV55UC&oi=fnd&pg=PP2&dq=more+able+gifted+pupils&ots=MWeGuUuF4y&sig=iCPR9sHgnT5QwnuJjNiPTr1FFxQ#v=onepage&q&f=false [Accessed: 17 February 2022]</li><li>Ofsted (2013) The most able students, www.ofsted.gov.uk/resources/130118 [Accessed: 17 February 2022]</li><li>Ofsted Reporting of Provision for the Most Able pupils, R. Howell and H. Ramsden June 2018 and 2019, www.potentialplusuk.com [Accessed: 6 July 2022]</li><li>Phillip Loft, Shadi Danechi Support for more able and talented children in schools 2 December 2020 CBE-9065</li><li>Span, P. (1995). Self-regulated learning by talented children. In J. Freeman, P. Span & H. Wagner (Eds.), Actualizing talent (pp. 72–86). London: Cassell</li><li>Teaching the gifted and talented, Professor Joan Freeman, http://www.joanfreeman.com</li></ol><p></p><div><br /></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-75564678704990746702023-01-31T06:02:00.001-08:002023-01-31T06:06:18.478-08:00PEPPA in Action - What does high quality teaching look like in action? Ian Stonnell<p><span style="font-family: inherit;">Our PEPPA teaching and learning model is coming up to its 2nd birthday. You can read the original blog piece launching it <a href="https://denbighteachingandlearning.blogspot.com/2021/09/the-denbigh-teaching-learning.html" target="_blank">here</a>. </span>Recently we have released the PEPPA in action summary guidance - a quick read to remind us all of the excellent pedagogical practices and systems we have at Denbigh that help us deliver the impactful lessons that support our students to <b><i>'know more, remember more, do more!'</i></b> . </p><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://docs.google.com/presentation/d/10QII80KZWuQ9brXXphUxtO263FW605fFhtpl95jJH_g/edit?usp=share_link" style="margin-left: auto; margin-right: auto;" target="_blank"><span style="font-family: inherit;"><img border="0" data-original-height="1080" data-original-width="1525" height="410" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhrNRKODv7B-NpFBj_KjlV-Hpry21pBCrsV1xUSfjcJiLz30uyZ60U5_I5PTC4D9OyFTaGHYBnjaBfluSJ2wiFf5RYA9yHnFRIvN-ZIh42OOg2z_W-bf1I2pXDiSOTB1BU9_3if2xjY8jHpCxayNQEdXl-z8Qi9-ZKoE0_D33qSYZBg1jgQ-i1E3Ef/w578-h410/PEPPA%20in%20action.png" width="578" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit;">Click on the image to see a live version of the guidance with hyperlinks to resources.</span></td></tr></tbody></table><p><b><u><span style="font-family: inherit;">What does great teaching and learning look like in action?</span></u></b></p><span style="color: red; font-family: inherit;"><b style="font-family: inherit;"><u>PLANNING - We ensure:</u></b></span><p></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">our lesson follows the curriculum plan;</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">our lesson has clear learning objectives and we are sure of the knowledge and skills we intend our students to acquire or rehearse - limiting cognitive overload;</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">adaptations for students are made based on knowing our students including SEND</span><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">; giving appropriate stretch and challenge.</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">knowledge from previous learning and assessment is used to adapt out planning;</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">our lesson tasks are logically sequenced to ensure longer term memory and recall;</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">other staff supporting the lesson are informed and prepared for the lesson;</span></span></p></li></ul><div><span style="white-space: pre-wrap;"><span style="font-family: inherit;"><br /></span></span></div><div><b><u><span style="color: red; font-family: inherit;">ENGAGEMENT - We ensure:</span></u></b></div><div><div><ul style="text-align: left;"><li><span style="font-family: inherit;">clear entry routines are planned and followed - meet and greet; distribution of books; do now activities ready on board etc.</span></li><li><span style="font-family: inherit;">behaviour for learning strategies are used effectively to maximise attention such as SLANT and steps to success; and learning modes.</span></li><li><span style="font-family: inherit;">seating plans are implemented;</span></li><li><span style="font-family: inherit;">prior knowledge is engaged; and students are made aware of ‘Why this? Why now?’.</span></li></ul><div><b><u><span style="color: red; font-family: inherit;">PEDAGOGY - We ensure:</span></u></b></div></div></div><div><div><ul style="text-align: left; white-space: pre-wrap;"><li><span style="font-family: inherit;">clear explanations and models are used to communicate knowledge and skills;</span></li><li><span style="font-family: inherit;">scaffolds are given when required;</span></li><li><span style="font-family: inherit;">when reading we use effective strategies to ensure students ‘read to learn’;</span></li><li><span style="font-family: inherit;">students are given opportunities to practice and rehearse new knowledge and skills;</span></li><li><span style="font-family: inherit;">we use technology effectively to enhance teaching and learning including the setting of homework. </span></li></ul><div style="white-space: pre-wrap;"><span style="white-space: normal;"><b><u><span style="color: red; font-family: inherit;">PROGRESS - We ensure:</span></u></b></span></div><div><div><ul style="text-align: left;"><li><span style="font-family: inherit;">questioning and feedback strategies are being used routinely to check the progress of all learners giving opportunities to provide feedback and be adaptive in our teaching (AFL); </span></li><li><span style="font-family: inherit;">we move throughout the classroom when students are engaged in practice to assess progress and provide support;</span></li><li><span style="font-family: inherit;">students are given opportunities to demonstrate mastery of learning through written work or oracy.</span></li></ul><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="font-family: times; margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9wzi8C1GF6dGvccAhfs1riRzXmHUKvMpDaDLvMy71dUsigUSEEv1aDIeuBWjnDbQgWUlcj_WJZUwodk493qi3lBv7TEMUH7w40UdHHdwgWCstw4vwPmF7nzp2z_8e6qu3Cs9dgH-7kq9beJrS_TJHyapSVlYGMQ2u1oOBwM_Pvj5-qKjj8q6fNGRK/s1500/walkthrus.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1065" data-original-width="1500" height="321" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9wzi8C1GF6dGvccAhfs1riRzXmHUKvMpDaDLvMy71dUsigUSEEv1aDIeuBWjnDbQgWUlcj_WJZUwodk493qi3lBv7TEMUH7w40UdHHdwgWCstw4vwPmF7nzp2z_8e6qu3Cs9dgH-7kq9beJrS_TJHyapSVlYGMQ2u1oOBwM_Pvj5-qKjj8q6fNGRK/w453-h321/walkthrus.jpg" width="453" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Many of the great pedagogical stragies are outlined in your walkthrus book.</td></tr></tbody></table><br /><div style="font-family: times;">No doubt that our the PEPPA in action guidance will evolve as we learn more from educational research and new or rediscovered pedagogical strategies come to light - we are always looking to improve. Nevertheless, as a basis, these core priciples form a narrative for our philosphy of teaching and learning at Denbigh that we aspire to deliver for all. </div></div></div></div></div></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0Luton, UK51.8786707 -0.420025523.568436863821155 -35.5762755 80.188904536178853 34.7362245tag:blogger.com,1999:blog-6897198828801297952.post-5293844804120871562023-01-16T08:28:00.003-08:002023-01-17T06:42:04.393-08:00How to deploy teaching assistants effectively to achieve excellent outcome for SEN pupils - Iram Fazal<p><span face="Calibri, sans-serif" style="font-family: times; font-size: 11pt; font-weight: 700; text-align: justify; white-space: pre-wrap;">Introduction</span></p><p><span style="font-family: times;"><span face="Calibri, sans-serif" style="background-color: white; color: #212226; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-align: justify; vertical-align: baseline; white-space: pre-wrap;">The </span><span face="Calibri, sans-serif" style="background-color: white; color: #212226; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; text-align: justify; vertical-align: baseline; white-space: pre-wrap;">Special educational needs and disability code of practice in England</span><span face="Calibri, sans-serif" style="background-color: white; color: #212226; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-align: justify; vertical-align: baseline; white-space: pre-wrap;"> (DfE, 2015) emphasises that accountability for the progress of all pupils’ rests with the teacher. According to the code, a teaching assistant (TA) should be considered to be part of the support for pupils with SEND and EHCP, but they should never replace the teacher.</span></span></p><span id="docs-internal-guid-2ecedc00-7fff-1e80-2da6-6276b7965dd4" style="font-family: times;"><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">According to the Department of Education (DfE, 2018), 28% of the overall state-funded school workforce is teaching assistants. DfE commissioned exploratory quantitative research to understand how schools utilise the TAs both inside and outside the classrooms (DfE 2019). The research found that in British primary and secondary schools, teaching assistants (TAs) are deployed to supplement teachers (not replace), which can have a positive impact on pupils’ engagement, attainments and achievements. </span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">There are various ways TAs can be deployed in and outside classrooms depending on the need of a particular class and pupils. According to DfE research, it was found that there were three main models in which TAs were deployed in classrooms; Whole class TAs, In class-targeted TAs and Withdrawal intervention delivery (DfE 2019). </span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"></p><ul><li><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Whole Class TAs Model - </span>From the research, it was found that this was the most common way primary schools deployed TAs whereas secondary schools did not use this model at all. Primary schools reported that this model was used to provide an extra adult in the classroom to provide support to meet a range of needs and abilities for a group of young pupils.</li><li><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">In-Class targeted TAs Model - </span>This model of TA deployment was the most commonly reported specific mode to support SEND, EHCP, EAL and LAC (looked-after children) pupils by secondary schools. This model was used to provide further support such as differentiation, behaviour management and anxiety issues.</li><li><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Withdrawal Intervention Delivery Model - </span>Schools reported deploying TAs to withdraw pupils for intervention delivery for identified needs. TAs were allocated to pupils with EHCP, SEND, EAL and LAC plans in addition to class-taught lessons, such as lunchtime or tutor time for numeracy, literacy or social-emotional and mental health (SMHE). </li></ul>The report stated that most schools used the TA workforce flexibly across different models and roles. TAs were also used for target-setting, resource preparation, SENCO support as well as evidence-gathering for plan deployment. Schools also reported utilizing TAs for after-school clubs, lunchtime homework support and lesson cover.<p></p><div style="text-align: center;"><img alt="Quality First Teaching Checklist 2023: 10 Most Effective Strategies" height="208" src="https://lh4.googleusercontent.com/806aK7Up1i8sRSiqo7MWFE7buvz3wspuYckiz7WEgAu_LYr8BnkzsJTB8_HCZmCtZfVJcM0bw5Wsiq7BQMTou0fKjB3xeOqIHgkGYVX2tm515Mt3afe_xeb6YoiVHgCWt41u6tixyPoKKlb0Rwu6BtkQkuTnYWdJxItrEDIJn4YpF_jPgT7ZGwM2GNTiGTbu8Pb7jW47LA" style="margin-left: 0px; margin-top: 0px;" width="301" /></div><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Challenges and advantages of TAs in and outside Classrooms</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The research reported various perceived advantages of TA deployment in and outside classrooms. These included greater pupil progress, attainment, independence and social skills. Whole school benefits of TA deployment also included preparation, covering absences, assessment time, and indoor and outdoor activities and was thought to be a cost-effective staffing resource.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">There were also challenges reported that included funding constraints, low level of TA pay and lack of consistent training and career development. Parents also expected that TAs should work specifically with their children rather than being deployed across a group of pupils (DfE 2019).</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">How to deploy TAs effectively in-class targeted Model</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">TAs can provide invaluable and cost-effective in-class targeted support to facilitate many functions;</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">To provide individual pupil support with SEND with barriers to learning.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">To provide support to EHCP pupils with ASD and ADHD, such as cognitive and learning, language and communication, emotional and mental health, and visual and hearing impairment.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">To provide support for a cohort of EAL or LAC pupils with barriers to learning.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Specific classes where a high level of needs is identified.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Subject-based TA allocation – to support different pupils across a specific subject.</span></p></li></ul><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The main outcome for in-class targeted support was not to shadow or be stuck with an individual pupil but foster independence and confidence in pupils so they can work independently. TAs should ‘float’ in the class and check back with the individual pupil or with a group of pupils to avoid dependency. </span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Additional support can include;</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Supporting mobility where pupils required it.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">To provide and adapt assisted technology (accelerated reading) and resources.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Managing anxiety and behaviour.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Providing medical and personal care such as administering medication to pupils with diabetes.</span></p></li></ul><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Out-of-class targeted interventions</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The majority of TAs in secondary schools have targeted intervention roles, this includes providing input for specific pupils such as at lunchtime or withdrawing pupils from a lesson. These interventions can be with EHCP, SEN, LAC, EAL and SEMH pupils. These interventions were designed to lessen the attainment gap. </span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">There were several ways this intervention can take place, this includes and not limited to the;</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Support with literacy and numeracy</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Accelerated reading, read write Inc, first for maths and precision teaching</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Helping pupils with organization and preparation</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Study skills</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Homework clubs</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Exam revision</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Extra-curricular clubs</span></p></li></ul><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The above interventions are dependent on pupil cohort and resources available or provided. These interventions are targeted for small groups or individual pupils out of lessons in small rooms. Schools usually try to vary the lessons pupils are taken out from to avoid a substantial impact on their specific subject learning. Pupils can also be taken out of specific subject lessons in which they struggle the most to give them extra support for that particular subject, e.g. EAL pupils receive an intensive period of teaching English.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Training for TAs</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Many schools have continuous TA training as well as professional TA training to enhance TA skills and pay such as high-level TA (HLTA) which can be provided externally or in-school. These training sessions can include;</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Teaching support – TAs are trained as they join schools and take part in whole-school training</span></p></li></ul><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">SEND – TAs are trained on specific SEND requirements and strategies</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Specific interventions and programme training</span></p></li></ul><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: white; color: #212226; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">TAs in Classrooms (strategies to encourage and avoid)</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: white; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">TAs should not be made solely responsible for a particular pupil as research found that pupils who received the most support from TA made the least progress as compared to similar needs pupils with little or no support. The research suggests that TAs are more concerned about task completion as compared to pupils’ developing understanding. Working with specific pupils regularly could result in a dependency effect (EEF report). </span></p><br /><div style="text-align: center;"><img alt="Teaching Assistant job description | Totaljobs" height="249" src="https://lh4.googleusercontent.com/dUF30bSzrA9O1W7b4kC8EnzzqgELMTRz2W5WTZ6UeW4WO1CWaICuPktdww1g4kF_sely4oCUSUtQEYFj6I3W7d84V_VuiHi8QG9frzNDXA9hfkESp2SZSjQBsAZbyZ6V8_w1yyEKHO1ULKvxgYR9y3SfH_nz6se81ECth62uKCBFSS6D6-ZXjfo-6ttWrtBW7rFGIaR9Vg" style="margin-left: 0px; margin-top: 0px;" width="443" /></div><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: white; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">According to Education Endowment Foundation the following strategies should be encouraged and avoided while deploying TAs in a school setting;</span></p><div align="left" dir="ltr" style="margin-left: 0.375pt;"><table style="border-collapse: collapse; border: none;"><colgroup><col width="274"></col><col width="321"></col></colgroup><tbody><tr style="height: 29.4082pt;"><td style="background-color: white; border-bottom: solid #000000 0.75pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.75pt; border-right: solid #000000 0.75pt; border-style: solid; border-top: solid #000000 0.75pt; border-width: 0.75pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"> Avoid</span></p></td><td style="background-color: white; border-bottom: solid #000000 0.75pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.75pt; border-right: solid #000000 0.75pt; border-style: solid; border-top: solid #000000 0.75pt; border-width: 0.75pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"> Encourage</span></p></td></tr><tr style="height: 16.5pt;"><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.75pt; border-width: 0.75pt 0.5pt 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Prioritising task completion</span></p></td><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.75pt; border-width: 0.75pt 0.5pt 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> Pupils to be comfortable taking risks with their </span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> learning</span></p></td></tr><tr style="height: 33pt;"><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.5pt; border-width: 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Not allowing pupils enough thinking and response time</span></p></td><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.5pt; border-width: 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> Providing the right amount of support at the right </span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> time</span></p></td></tr><tr style="height: 16.5pt;"><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.5pt; border-width: 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Repeating the teacher’s instructions verbatim</span></p><br /></td><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.5pt; border-width: 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> Pupils retaining responsibility for their learning</span></p></td></tr><tr style="height: 16.5pt;"><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.5pt; border-width: 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Using lots of closed questions</span></p><br /></td><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.5pt; border-width: 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> Use of open-ended questions</span></p></td></tr><tr style="height: 33pt;"><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.5pt; border-width: 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Over-prompting and spoon-feeding</span></p></td><td style="background-color: white; border-bottom: solid #000000 0.5pt; border-color: rgb(0, 0, 0); border-left: solid #000000 0.5pt; border-right: solid #000000 0.5pt; border-style: solid; border-top: solid #000000 0.5pt; border-width: 0.5pt; overflow-wrap: break-word; overflow: hidden; vertical-align: middle;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> Giving the least amount of help first to support </span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: transparent; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> pupil’s ownership of the task</span></p></td></tr></tbody></table></div><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Instead, EEF has suggested the following model for TAs to scaffold pupils’ learning;</span></p><div style="text-align: center;"><img height="222" src="https://lh3.googleusercontent.com/3pUuWSvLEeXJyH7IMQxD1qeQyC0mSmDShzq9OTXDfPgRUNySlghgrjUoIWe4Tl8JnmQQNUQSz-DvVRp5PdIynOqk9OdonNBSVOLnB4lpBW-yunqZ3VJPD0y_JzREvt5pwziR5RQ8yyby7QH_gmJaEg9g4UayxEgJOQCv_5UsiL1tBpiw5eJMRsy4fxHXDHJB2zCZOBLZ_A" style="margin-left: 0px; margin-top: 0px;" width="332" /></div><br /><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"></p><ul><li><span style="font-size: x-small;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Self-scaffolding -</span>TAs should observe and give pupils time for processing and thinking.</span></li><li><span style="font-size: x-small;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Prompting -</span>TAs to provide prompts and encourage pupils to think and work independently </span></li><li><span style="font-size: x-small;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Clueing</span><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> -</span>TAs provide small clues with key information for pupils to recall knowledge and apply it for problem-solving.</span></li><li><span style="font-size: x-small;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Modeling</span><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> - </span>If a new strategy is being used, pupils may struggle, TAs can model so pupils can watch and listen and then use it to solve the problem, (self-scaffolding).</span></li><li><span style="font-size: x-small;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Correcting - </span>Correcting should not be used regularly; TA should encourage pupils to apply new skills or knowledge first<span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. </span></span></li></ul><p></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">TAs can use simple prompts such as ‘now, next, then board’ to encourage pupils to work independently with tasks handed by the teachers. On completing the task, TAs can help with correcting and addressing misconceptions (Twinkl 2022).</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Conclusion</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">From the research, it can be concluded that TAs should be used as a fully prepared resource in a classroom to help pupils develop independent learning skills, deliver high-quality individual and group support and deploy as part of out-of-class intervention for a specific group of pupils. The TAs should not be deployed to a specific pupil to avoid dependency, focus should be on progressing rather than task completion. TAs should not be used as informal teachers or to replace a teacher but add value to teachers.</span></p><br /><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">This research article outlined the views and outcomes from certain schools. More research is required with interviews with broad numbers of TAs and teachers to determine if the ways schools deploy TAs translate into classroom practice and are effective.</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">References and further reading:</span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span face="Calibri, sans-serif" style="background-color: white; color: #212226; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Department for Education [DfE] (2019)</span><span face="Calibri, sans-serif" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">, Accessed 21/2/22, </span></p><p dir="ltr" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/812507/Deployment_of_teaching_assistants_report.pdf" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #0563c1; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/812507/Deployment_of_teaching_assistants_report.pdf</span></a></p><ol style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="background-color: white; color: #212226; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Department for Education [DfE] (2015) </span><span style="background-color: white; color: #212226; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Special educational needs and disability code of practice: 0 to 25 years. </span><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Accessed 21/2/22</span></p></li></ol><p dir="ltr" style="line-height: 1.295; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-align: justify;"><a href="https://www.gov.uk/government/publications/send-code-of-practice-0-to-25" style="text-decoration-line: none;"><span face="Calibri, sans-serif" style="color: #0563c1; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">https://www.gov.uk/government/publications/send-code-of-practice-0-to-25</span></a></p><ol start="2" style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> https://www.bera.ac.uk/blog/effectively-deploying-teaching-assistants-to-support-pupils-with-special-educational-needs-and-or-disabilities-send, Jonathan Glazzard (2018), accessed 21/2/22</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><a href="https://www.twinkl.co.uk/blog/deploying-teaching-assistants-effectively-how-to-achieve-the-best-outcomes-for-pupils-with-send" style="text-decoration-line: none;"><span style="color: #0563c1; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">https://www.twinkl.co.uk/blog/deploying-teaching-assistants-effectively-how-to-achieve-the-best-outcomes-for-pupils-with-send</span></a><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> Hannah Lawrence Twinkl, Accessed 21/2/22</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><a href="https://educationendowmentfoundation.org.uk/public/files/Publications/Teaching_Assistants/TA_Guidance_Report_MakingBestUseOfTeachingAssistants-Printable.pdf" style="text-decoration-line: none;"><span style="color: #0563c1; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">https://educationendowmentfoundation.org.uk/public/files/Publications/Teaching_Assistants/TA_Guidance_Report_MakingBestUseOfTeachingAssistants-Printable.pdf</span></a><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.295; margin-bottom: 8pt; margin-top: 0pt; text-align: justify;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Making Best Use of Teaching Assistants Guidance Report – March 2015</span></p></li></ol></span>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-3148991430333496122022-09-20T05:39:00.000-07:002022-09-20T05:39:00.076-07:00How do we ensure equality of opportunity for pupils with English as an additional language (EAL) so that all pupils make progress and achieve? Iram Fazal<p><b>Importance of inclusion </b></p><p>As British schools have become more multicultural over the years, teachers have to face the
challenge of overcoming the language barriers for the EAL (English as an Additional
Language) pupils. Each child brings a unique contribution to the classroom and inclusive
education needs to respond to more diversity. The children’s rights alliance article 28 states
that “All children, no matter what their ability, interests or background, have a right to an
education that will help them achieve their potential without discrimination” (CRAE, 2014: 66).
EAL pupils are protected by law under Race which is a ‘protected characteristic’. The Equality
Act (2010) states, schools must not discriminate against any pupils, in the way they provide
education, afford access to facility/service and must not subject them to any other detriment.
EAL pupils are not a homogeneous group; therefore, schools need to be aware that each pupil
and group has different needs according to their language proficiency (NALDIC, 2012).
According to DfE (2016), from autumn 2016, schools are required to categorise their EAL
pupils using the categories of A (new to English), B (early acquisition), C (developing
competency), D (competent), E (fluent) and N (not yet assessed). As each EAL pupil is at a
different level of understanding of the English language, this task becomes more challenging
for teachers as for how to cater for each EAL pupil without disadvantaging other pupils. This
essay will now examine EAL as a whole-school educational issue with possible solutions. </p><p></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0PO-ziMjenL8xKap5rxcF2qx0bkxQuWeQMHmdqKU4IFeqtj82cW6FBw7OZ7WNn30BnyIiwOjkL9MbXVouKg291cj6Dpm_DuD4YxekVnQL2k40B-dLpkEuYPlMRVhKOzEM3j-UXIEDoY_-HVY_nGGR0K27rjzL2Eika7I69FJRWhctR-S_vqN66-on/s800/EAL.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="420" data-original-width="800" height="267" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0PO-ziMjenL8xKap5rxcF2qx0bkxQuWeQMHmdqKU4IFeqtj82cW6FBw7OZ7WNn30BnyIiwOjkL9MbXVouKg291cj6Dpm_DuD4YxekVnQL2k40B-dLpkEuYPlMRVhKOzEM3j-UXIEDoY_-HVY_nGGR0K27rjzL2Eika7I69FJRWhctR-S_vqN66-on/w508-h267/EAL.jpg" width="508" /></a></div></div></div><p></p><p><b>English as an additional language </b></p><p>According to Ofsted (2015), ‘English as an additional language (EAL) refers to learners whose
first language is not English’. The understanding and fluency of English for each pupil might
have a different level and different social, cultural and economic background. They may have
acquired other languages prior to or at the same time as acquiring English language (NALDIC,
1999). An additional language could be a necessity for learners since arriving in Britain. For
example, at my previous school, a Bulgarian pupil has learnt Romanian within 2 months of
arriving in the UK because the pupils she associates with are mostly Romanian. However,
this pupil may not use Romanian outside school or in her community. EAL pupils face a range
of difficulties: they have to acquire a new language before they can access the school
curriculum or socialise. The burden of responsibility lies with schools on how to adopt
appropriate strategies which are designed for each EAL pupil’s needs. In some schools in
England, the number of EAL pupils has risen considerably, 20% of the UK school population is EAL resulting in the requirement for a change in pedagogy. EAL pupils in English schools
have doubled from 7.6% in 1997 to 16.2% in 2013 (Strand et al, 2015: 5).
This example demonstrates that pupils not only have to learn a new language; they also have
to become accustomed to mainstream English schools. Schools must take this into account
when assessing new EAL arrivals and when planning provision for those pupils.
Second language acquisition stages can be explained by Cummins models. In his early work,
Cummins (1979, 1981, 1984) has demonstrated the second language proficiency through
BICS (Basic Interpersonal Communicative Skills) and CALP (Cognitive Academic Language
Proficiency). According to Cummins, “BICS describes the development of conversational
fluency in the second language whereas CALP describes the use of language in
decontextualised academic situations” (NALDIC, 2011). </p><p><b>Cummins BICS and CALP (1976 - Present) </b></p><p>Cummins who introduced the Iceberg Model; suggested “that learners first develop
conversational skills in face-to-face contextualised situations and then further develop
language for academic success. BICS is described as surface fluency for simple
conversations, it relies on visual and non-verbal support i.e., body language, facial
expressions and is not cognitively challenging. BICS is used by the learner in social and
communicative context” (Cummins, 1979). BICS can take up to two years for EAL pupils from
the date of arrival at schools. CALP is used in context reduced academic situations, no
diagram or visual support is required. CALP is a cognitively demanding stage and is needed
for expressing higher-order thinking, i.e., analysis, synthesis and evaluate (Bloom’s
Taxonomy, 1956) in both oral and written modes, concepts and ideas that are relevant to
success in academics.
Based on these studies, the majority of schools today plan and design their ‘intervention
classes’ for the inclusion of EAL pupils and decide the time frame for that support accordingly.
In my present school, 92% of pupils are termed as EAL. There are interventions in place for
the new arrival (EAL pupils) to the school. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0l6ZcbKJRy8Zf4RCLkubV6SnDcr2P0y1_KSPRZKtaW14uIHetz10obW_BC9N2-kQ7TK27xyL_uifmNm9-tzoK4QaAjRiDDVVGsrWC8Xo5wa4bV_avm6KUiF5rrW2MN-uou7YYW6MnkOrDAyDbjH2tbqXkU9Zf23NQ6Qi9HCqNzuP20-ESHItrDwbC/s550/bics_4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="364" data-original-width="550" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0l6ZcbKJRy8Zf4RCLkubV6SnDcr2P0y1_KSPRZKtaW14uIHetz10obW_BC9N2-kQ7TK27xyL_uifmNm9-tzoK4QaAjRiDDVVGsrWC8Xo5wa4bV_avm6KUiF5rrW2MN-uou7YYW6MnkOrDAyDbjH2tbqXkU9Zf23NQ6Qi9HCqNzuP20-ESHItrDwbC/w482-h320/bics_4.jpg" width="482" /></a></div><p><b>Acquisition of Second language: A Conceptual Model </b></p><p>Many studies have been carried out on how EAL pupils acquire proficiency in a second
language while learning how to access the academic curriculum in their new country. One
study widely used and recognised is Collier’s conceptual model, also referred to as ‘the prism model’ as it is multifaceted. The model has four major components: sociocultural processes,
linguistics, academic and cognitive processes (Collier, 1995).
At the centre of this prism, Collier placed the sociocultural processes, in other words, what an
EAL pupil experiences at school and home including their interaction with non-EAL and EAL
communities and cultures. The progress of these pupils depends on the positive and negative
interaction experiences at school and in their social settings.
The second facet of Collier model is the linguistic process that contains subconscious aspects
of language development. Collier states that it is an innate human ability for oral and written
acquisition of a language system (Collier 1995). The learner must have a high cognitive level
in their first language (oral and written) through their primary school education to achieve an
academic success in the second language.
The third element of Collier’s model is an academic development which consists of all school
work in different subjects. As pupils progress, the academic work becomes increasingly
cognitively challenging because of the complex language domains. According to Collier, “all
subject lessons (science, maths etc.) must take place side by side with linguistic development
lessons so that conceptual transfer can be done across both languages” (Collier, 1995). In
my previous and also present school, EAL pupils have ‘intervention classes’ whereby they are
only taken out of the non-core subject i.e. Humanities, to provide second language lessons
(English reading/writing) to ensure their progress in core subjects. This method allows EAL
pupils to be able to interact with their peers and teacher in mainstream classes.
The fourth and final element is called the cognitive development. Collier states that it has
been mostly neglected and ignored in the 1970’s (Collier, 1995: 3). Cline and Frederickson
(1996) suggested that cognitive abilities and context are interlinked as I witnessed in a year 9
end of the topic test in biology. An EAL pupil (Italian) who had a BICS level of second language
comprehension could not attempt any question as she was unable to understand certain words
in the questions without any visual or contextualised aid. Moreover, Collier (1995) pointed out
that the first language was ignored earlier, therefore leaving pupils cognitively unchallenged
in their first language. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgphtpN2L6haY3kictXNkRkjuOxLC5VsSrgdLFvVRNai7h4FylW7UdDqSVHpLjbanjo_H-I3QpDm6h48pwAQdJJoLFySgfJ7CfNxqofrI-bdFqC8r-5yVEjdFDg6cI_4GI0UFEUToI_J6rUca3VnfEvda0vK89WtqISvFR2qyrOXIZAJnaosgqwMLSo/s730/cognitive.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="440" data-original-width="730" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgphtpN2L6haY3kictXNkRkjuOxLC5VsSrgdLFvVRNai7h4FylW7UdDqSVHpLjbanjo_H-I3QpDm6h48pwAQdJJoLFySgfJ7CfNxqofrI-bdFqC8r-5yVEjdFDg6cI_4GI0UFEUToI_J6rUca3VnfEvda0vK89WtqISvFR2qyrOXIZAJnaosgqwMLSo/w439-h265/cognitive.jpg" width="439" /></a></div><p><b>Issues affecting EAL pupils in schools </b></p><p>The issues and challenges faced by EAL pupils are vast depending on their level and
comprehension of second language. Each pupil will have a different level of English: it is a
school’s responsibility to ensure pupils are given appropriate second language support. Pupils
are assessed by the school on their knowledge and understanding of English and given the support they need for inclusion. In my present school, pupils are assessed on their arrival so
that they can be placed in the appropriate intervention classes.
According to MESH, “EAL learners face a triple challenge in their learning”, they have to learn
conversational and academic English, they must comprehend the curriculum and finally they
must integrate into their newly acquired school and social culture (MESH, 2015). In my
previous school, a year 8 pupil (despite intervention classes), was completely mute at all times,
the EAL support stated that it is due to the emotional trauma the pupil has suffered leaving
her home, pet and friends behind. The pupil was placed on pastoral support to help her
overcome traumatic experiences.
The EAL pupils also have to familiarise themselves with the different education system from
that of their native country, where everything from curriculum to teaching method to classroom
routine could be completely alien to them (Cameron et al, 1996: 230, Mackey & Polio, 2009).
The layout of the classroom, pupil seating plan, notebooks/textbooks and ways of
entering/leaving classroom can be completely new to them. This can be confusing for pupils
as they have to become accustomed to a new system of education in a foreign language. The
objectives set out by teachers must be made easier and clearer for EAL pupils through
differentiation (TS 5.4) and must provide them e.g., with keywords, visual aids, and diagrams
to keep them motivated and engaged throughout the lesson to ensure equality and inclusion. </p><p><b>Inclusion of EAL pupils to ensure equality and progress </b></p><p>To ensure EAL pupils progress, schools and teachers must address these issues that hinder
EAL pupils’ inclusion in mainstream classes. The issues have to be recognised in theory and
then solutions must be implemented in practice for pupils’ successful integration.
To measure and record progress, schools use various tools and approaches in the acquisition
of second language but use similar procedures for all newly arrived EAL pupils. In my previous
and present school, when EAL pupils arrive, they are assessed based on data received from
their previous schools and are given a baseline test that is planned and design by qualified
EAL support. Assessments are carried out every six months and depending on the results
pupils may move up a level. EAL pupils also sit CAT test (cognitive abilities test) to assess
their verbal, non-verbal and quantitative (thinking with numbers) abilities.
In my present school, EAL pupils of year 7 and 8s are then given 5 hours per week for speaking
and listening classes and one grammar lesson as part of their integration programme. Pupils
are given a login for online programmes like Lexia and flash academy for reading, comprehension and phonics. This intervention continues until pupils’ requirements are met
and they are proficient in their second language.
Pupils in year 9-11 are not taken out of the lesson and are encouraged to continue with their
language development in the lesson. Pupils are also given EAL pack on arrival; this includes
dictionaries, literacy, reading and comprehension books.
There are online programmes and apps available to support teachers in my present school,
for example; Widget online, Bell foundation, Twinkel and simplified books. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmjjHXb0tX0tbKqC93_FmSddA9OtPRQNejbKjlfbanxhx8e1p_LHcSwItOsrn42GZliAaTDczNJlFkOrjYbOEgyUHhBy-hVj-9_HIBSQU0UTjQbRM1xDbU2ofmjc78wpxVd99JOizYIOYlcyq4HA402YlmC4M2oXIeVZZm57DISSaNI2OS8NTp4VCf/s860/388-3887610_integrate-png-free-integrate-transparent-images-open-positions.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="653" data-original-width="860" height="315" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmjjHXb0tX0tbKqC93_FmSddA9OtPRQNejbKjlfbanxhx8e1p_LHcSwItOsrn42GZliAaTDczNJlFkOrjYbOEgyUHhBy-hVj-9_HIBSQU0UTjQbRM1xDbU2ofmjc78wpxVd99JOizYIOYlcyq4HA402YlmC4M2oXIeVZZm57DISSaNI2OS8NTp4VCf/w415-h315/388-3887610_integrate-png-free-integrate-transparent-images-open-positions.png" width="415" /></a></div><p><b>Conclusion </b></p><p>EAL pupils face a number of challenges on arrival at their new school including second
language acquisition, new school environment, completely different curriculum and a new
culture. The majority of schools have procedures in place to combat the challenges and make
integration possible for EAL pupils. These procedures are well designed and thought out to
ensure EAL pupils’ progression and academic achievement, however, there are still
limitations, e.g., many schools only have a 2 years provision programme for EAL pupils due
to limited funding, then intervention classes cease. Schools using separate classes must
ensure that integration is done quickly and smoothly. Schools should know that as second
language acquisition progresses (CALP) in EAL pupils their cognitive abilities develop in
parallel. It is also important that schools adopt a structured and systematic approach
suggested by Collier, to progressive learning objectives and assessments; Bloom’s Taxonomy
provides for these aims and a means of challenging pupils. From my research and
experience, despite limited government funding, it is evident that schools strive to ensure
equality of opportunity and that EAL pupils are integrated and given the best start possible in
their education</p><p>Iram Fazal</p>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-76864690500138026702022-07-17T13:22:00.001-07:002022-07-17T13:22:33.635-07:00Recommended Reading - Cold Calling<p>Take a look at this <a href="https://blog.innerdrive.co.uk/cold-calling-shy-girls" target="_blank">blog</a> from Inner Drive <a href="https://blog.innerdrive.co.uk/cold-calling-shy-girls" target="_blank">'Does cold calling help shy girls learn?</a>' </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blog.innerdrive.co.uk/cold-calling-shy-girls" style="margin-left: 1em; margin-right: 1em;" target="_blank"><img alt="" data-original-height="460" data-original-width="799" height="184" src="https://blogger.googleusercontent.com/img/a/AVvXsEjUt-ZqA21GwUFSPzJNX1cQo0ewPbPpHjuwsl9ZS92J-WrL4fDa7MhHpP_7x2ntePOLRJLP8UgalH6hUY226aeFrj1_ObdkUOKJnkKj0O0-wyTxObLUyK9ifr6hv7UK8ReCfJeZGgSDExB2dm8J_8kJs_mEq6kdVTOP71_WBmoWlDONuDkC7dx4dQc1" width="320" /></a></div><br />The blog delves into some of the research into cold calling and the impact is has on learners as well as a fine summary of how to implement the stratedy without any lethal mutation!<p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjmcOxhe_Cm6B_lEwClb_2TJ5jYY-xBioN3mjqa-7q56zWCJFBtxK-pmZMj2zO4y2NzXh6ecs69N5cAREJ8cCwfRSckON-gcNrL5M-wHagI7UqlO6GEJ3EB6nt-VTeEOpqs8wJfcH9QJAy9Nryc-S_UUkWgwByCslWvCaJgK9cZTchJijRwtWchwU0G" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="331" data-original-width="1024" height="179" src="https://blogger.googleusercontent.com/img/a/AVvXsEjmcOxhe_Cm6B_lEwClb_2TJ5jYY-xBioN3mjqa-7q56zWCJFBtxK-pmZMj2zO4y2NzXh6ecs69N5cAREJ8cCwfRSckON-gcNrL5M-wHagI7UqlO6GEJ3EB6nt-VTeEOpqs8wJfcH9QJAy9Nryc-S_UUkWgwByCslWvCaJgK9cZTchJijRwtWchwU0G=w556-h179" width="556" /></a></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-47595583643684454852022-07-07T00:54:00.010-07:002022-07-08T08:00:20.398-07:00Austin's Butterfly - The power of feedback and practice - Ian Stonnell<p>Are you aware of the story of Austin's butterfly? If you are not you should spend 5 minutes taking a look at this video featuring Ron Berger and his feedback method to support student progress. </p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="383" src="https://www.youtube.com/embed/hqh1MRWZjms" width="462" youtube-src-id="hqh1MRWZjms"></iframe></div><p>Right, now you have watched it, have a think - what strategies helped Austin improve? I see two significant ones (I know there are more) - firstly the feedback that is given from peers and secondly, the opportunity to act upon it multiple times (practice). Through these two strategies Austin, it could be argued, is attaining mastery at this particularly skill - drawing a butterfly.</p><p>Now reflect, how often do we give students regular feedback and then give them the immediate opportunity to act upon it? I would argue, in the way that Austin has recieved it, not very. This video is daunting isn't it? The practicalities of every day secondary school teaching make it nigh on impossible to give every student in our classes the kind of intesive experiece that Austin has recieved. </p><p>Consider:</p><p></p><ul style="text-align: left;"><li>How often do we ask students to complete a complex task (e.g. draw a butterfly, write an essay, make a translation, verbally explain a challenging concept or idea, complete a complex mathematical problem).</li><li>When we ask students to perform these tasks, how quickly do students recieve feedback?</li><li>When students recieve feedback, how soon, if at all, do students get the opportunity to act upon the feedback, practice and improve?</li></ul><div>No doubt we may all feel that sometimes the frequency of feedback we give and the opportunity we give to students to practice may sometimes be limited. If this is the case how can we integrate a culture of feedback and student response to it in the classroom that mirrors the principles of Austin's butterfly? </div><div><br /></div><div><b><u>Marginal Gains Pedagogy</u></b></div><div>Well one way (amongst many) is to look at our marginal gains pedagogy of questioning and feedback that we have been focussing on as a school and realise how powerful it can be.</div><div><br /></div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEht4TQ0w9ZjuZ9edMSeSWTQNQ1u_XHFrk1_kNYezlIsOC0N6PmKLrK_LctCOeERNIbklWZ8iF3Wdk_Pf5zY4Fvluq60_Ajt-UW0hHkLPR5uvWU0GKbBDm-mtzRBENWbTt1MhhfheTNpzPezUa1OQeoPKT7yHXQBQsBNngBPi_sWb6sarI-iSnX0pwL6" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="374" data-original-width="378" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEht4TQ0w9ZjuZ9edMSeSWTQNQ1u_XHFrk1_kNYezlIsOC0N6PmKLrK_LctCOeERNIbklWZ8iF3Wdk_Pf5zY4Fvluq60_Ajt-UW0hHkLPR5uvWU0GKbBDm-mtzRBENWbTt1MhhfheTNpzPezUa1OQeoPKT7yHXQBQsBNngBPi_sWb6sarI-iSnX0pwL6" width="243" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">A simple way to apply the principles of Austin's butterfly.</td></tr></tbody></table>Consider, in a 'think, pair, share' activity students in the think stage, can recall and practice a skill or piece of knowledge; in the pair stage they can recieve feedback from a peer immediately based on their response (verbal or written). Finally, through the share stage, coupled with cold calling questioning (to ensure all students are held to account), a student's verbal answer can then be given immediate feedback from the teacher. Then by moving on to 'say it again better' the student can have the chance to practice and improve (as could the whole class). Is this not Austin's buterfly in action? I would argue it is.</div><div><br /></div><div><b><u>Further reading:</u></b></div><div><ul style="text-align: left;"><li><a href="https://adventuresininstruction.wordpress.com/about/" target="_blank">Adam Porter - Did Austin actually learn anything?</a> An interesting take on the use of feedback.</li><li><a href="https://learningspy.co.uk/learning/the-feedback-continuum/" target="_blank">David Didau - The feedback Continuum: Why reducing feedback helps student learn.</a> - A good blog cosidering how much feedback we should give and when.</li></ul></div><p></p>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-74555986292585659702022-06-20T06:56:00.004-07:002022-06-21T12:33:40.466-07:00The use of interleaving to enhance pupils progress in science - Iram Fazal<p><span style="font-family: times;"><span style="text-align: justify;">The
use of effective learning techniques is required in classrooms to improve the educational
outcome of pupils. There are various techniques already deployed to enhance
pupils learning. Interleaving is one technique that has been shown to
considerably enhance long-term memory, the retention of information, leading to
improved academic outcome for students. </span><span style="mso-bidi-font-weight: bold; text-align: justify;">As
the name suggests, it involves that mixing of different topics or practice to
aid learning. It is believed that interleaving works by leveraging several
cognitive mechanisms used by the brain in forming long-term memory.</span></span></p>
<p class="MsoNormal" style="margin-top: 12pt; text-align: justify;"><span style="font-family: times; line-height: 115%;">According
to Abbott, “college pupils who did ‘practice tests’ acquired higher grades in
their exams” (Abbott, 1909). The correct <span style="mso-no-proof: yes;">retrieval</span>
of an answer from memory can have a direct effect on the memory, i.e. “Enhances
retention by triggering elaborate retrieval processes” (Carpenter 2009:
768)<span style="mso-spacerun: yes;"> </span>Moreover, a failure to answer
correctly <span style="mso-no-proof: yes;">indicates</span> that a pupil needs to
practice the answers (Dunlosky, 2013: 3).<span style="mso-spacerun: yes;">
</span><span style="mso-no-proof: yes;">Roedger</span> and Butler state that “The
<span style="mso-no-proof: yes;">retrieval</span> of information from memory
through practice <span style="mso-no-proof: yes;">tests</span> produces better
retention than restudying the same information for an equivalent amount of time
and has been termed the ‘testing effect’” (Roediger and Butler, 2011: 20).
Walters & <span style="mso-no-proof: yes;">Kandel</span> showed that <span style="mso-no-proof: yes;">long-term</span> memories are formed through the repeated
stimulus of an existing pathway in the brain causing additional connections
between brain cells by newly formed proteins (<span style="background: white; color: #222222;">Walters & </span><span style="mso-no-proof: yes;">Kandel,
1982). <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-top: 12pt; text-align: justify;"><b><u><span style="font-family: times; line-height: 18.4px;"></span></u></b></p><div class="separator" style="clear: both; text-align: center;"><b><u><span style="font-family: times; line-height: 18.4px;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgcVOgB21X3xe5rWljZKHa5VzcwoieTvY2hiyikddDu51TmyyBkIWLAPMh2R6cUcF3IVaCT8uViKgAVYNe9CrpaP5XB_JEyc7HgQiaVIwZUY95BlBdRbE4h8URM8_3AHKPgAjx5if1xxZ-RKCWKhXBgH-ccwJJmDN5BCpljphr6kRSZcIGtMHjjXTPP" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="768" data-original-width="1536" height="266" src="https://blogger.googleusercontent.com/img/a/AVvXsEgcVOgB21X3xe5rWljZKHa5VzcwoieTvY2hiyikddDu51TmyyBkIWLAPMh2R6cUcF3IVaCT8uViKgAVYNe9CrpaP5XB_JEyc7HgQiaVIwZUY95BlBdRbE4h8URM8_3AHKPgAjx5if1xxZ-RKCWKhXBgH-ccwJJmDN5BCpljphr6kRSZcIGtMHjjXTPP=w531-h266" width="531" /></a></span></u></b></div><p></p><p class="MsoNormal" style="line-height: normal; margin-top: 12pt; mso-pagination: none; text-align: justify;"><span style="font-family: times;"><span face="Calibri, sans-serif">In contrast to the current practice of “blocking” adopted by schools, where a single topic or skill is practised at a time before moving on to the next</span><span face="Calibri, sans-serif"> </span><span face="Calibri, sans-serif" style="background: white; color: #222222;">(Dunlosky et al 2013: 40, Tylor & Rohrer, 2010). </span><span face="Calibri, sans-serif">In my research, the interleaving technique was used, which is based on Eric Kandel’s discoveries from experiments on the neurons of Sea Slugs, and has yielded impressive results. The technique involves mixing or “interleaving” practice sessions covering a number of topics or skills.</span><span face="Calibri, sans-serif"> </span><span face="Calibri, sans-serif"> </span><span face="Calibri, sans-serif">“Interleaving ensures that practise of any particular skill is distributed or spaced and is not consecutive” (Taylor and Rohrer, 2010).</span><span face="Calibri, sans-serif"> </span><span face="Calibri, sans-serif"> </span><span face="Calibri, sans-serif">Instead of practice topics following the format “</span><span face="Calibri, sans-serif">aabbccdd</span><span face="Calibri, sans-serif">”, a mixed practice format such as “</span><span face="Calibri, sans-serif">abcdcadbdcba</span><span face="Calibri, sans-serif">” is followed, e.g., mixed up homework questions on “Food and nutrition”, “Combustion” and “Metals and their uses”. The way long-term memory forms and the success of interleaving have important implications for</span><span face="Calibri, sans-serif"> </span><span face="Calibri, sans-serif">teaching;</span><span face="Calibri, sans-serif"> </span><span face="Calibri, sans-serif">research suggests pupils will retain more of what they learn in their</span><span face="Calibri, sans-serif"> </span><span face="Calibri, sans-serif">long-term</span><span face="Calibri, sans-serif"> </span><span face="Calibri, sans-serif">memory, improving their success in examinations.</span></span></p><p class="MsoNormal" style="line-height: normal; margin-top: 12pt; mso-pagination: none; text-align: justify;"><span style="font-family: times;"></span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgEqT_ni0gWOIoIG7fOElpxrZhhvJRhV4LZNrcbs23fczBuiLJexQL-oG-HWM-dXyb9rRJfy8h6fQ9D_ii-UfFZbSs1idQh47yJW2T0JWtfGGxpmVX_xnXwdspSiSAJ9PtIotcqx5opK79nfDxZ3GrI4DwLq7sS16w5qVzgdXbNGqNxyuwrPAVSY3ti" style="margin-left: auto; margin-right: auto;"><span style="font-family: times;"><img alt="" data-original-height="230" data-original-width="280" height="349" src="https://blogger.googleusercontent.com/img/a/AVvXsEgEqT_ni0gWOIoIG7fOElpxrZhhvJRhV4LZNrcbs23fczBuiLJexQL-oG-HWM-dXyb9rRJfy8h6fQ9D_ii-UfFZbSs1idQh47yJW2T0JWtfGGxpmVX_xnXwdspSiSAJ9PtIotcqx5opK79nfDxZ3GrI4DwLq7sS16w5qVzgdXbNGqNxyuwrPAVSY3ti=w424-h349" width="424" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: times;">Who knew research into sea slugs would translate into classroom practice!?</span></td></tr></tbody></table><p></p><p class="MsoNormal" style="line-height: normal; margin-top: 12pt; mso-pagination: none; text-align: justify;"><span style="font-family: times;"><span face="Calibri, sans-serif" style="text-indent: -18pt;">In my study, I introduced interleaved practice </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">quizzes and 6 mark questions </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">with a high ability </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">year 8 group</span><span face="Calibri, sans-serif" style="text-indent: -18pt;">.</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">The study was carried out in the spring term
over 6 weeks, one lesson per week for quizzes from the previous topics.</span></span></p><p class="MsoNormal" style="line-height: normal; margin-top: 12pt; mso-pagination: none; text-align: justify;"><span style="font-family: times;"><span face="Calibri, sans-serif" style="text-indent: -18pt;">Another study was completed in the summer
term over 6 weeks, one lesson per week for 6-mark questions from the previous
topics.</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">While pupils are of high ability
with good knowledge of the topics being taught, they tend to score low marks in
6-mark questions at the end of unit tests and exams.</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> </span></span></p><p class="MsoNormal" style="line-height: normal; margin-top: 12pt; mso-pagination: none; text-align: justify;"><span style="font-family: times;"><span face="Calibri, sans-serif" style="text-indent: -18pt;">At the end of both trials, the data was
collected; a survey was carried out to evaluate the study and techniques used
in this experiment.</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> </span></span></p>
<p class="MsoNormal" style="margin-top: 12pt; text-align: justify;"></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhKSvQOjuFu3yLqrK5gQ0ZWBfA1IaIK1rEDIxs_lpFczRJuDicMX2D_csci9KTI1Hl37iJUzKqV1hix_Q3ShD_BW4UBJZ3C0Yp_bfSywfInvevVL5iYXpI4hpbc9xPyEz97cz2t934YItmv_ojNo5YENNGoAn9akMNQk8ApkFTpVh26aUn801U37Sr4" style="margin-left: auto; margin-right: auto;"><span style="font-family: times;"><img alt="" data-original-height="391" data-original-width="474" height="353" src="https://blogger.googleusercontent.com/img/a/AVvXsEhKSvQOjuFu3yLqrK5gQ0ZWBfA1IaIK1rEDIxs_lpFczRJuDicMX2D_csci9KTI1Hl37iJUzKqV1hix_Q3ShD_BW4UBJZ3C0Yp_bfSywfInvevVL5iYXpI4hpbc9xPyEz97cz2t934YItmv_ojNo5YENNGoAn9akMNQk8ApkFTpVh26aUn801U37Sr4=w427-h353" width="427" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: times;">6 mark question sample</span></td></tr></tbody></table>
<p class="MsoNormal" style="margin-top: 12pt; mso-pagination: none; text-align: justify;"><span style="font-family: times;"><span face=""Calibri",sans-serif" style="line-height: 115%; mso-no-proof: yes;">The results showed that interleaving practice had a positive
effect on pupils’ learning (as prevous research has suggestd). Student scores showed an improvement in recall and the survey and interviews with puplis showed that 97%
of pupils thought the interleaving technique was effective and allowed them to
revise topics and remember more information by the time they sat their end of year
exams. 77% of the pupils supported using
interleaving as an effective technique for revision in the classroom.</span><span face="Calibri, sans-serif"> </span></span></p><p class="MsoNormal" style="margin-top: 12pt; mso-pagination: none; text-align: justify;"><span style="font-family: times;"><b><u>Further Research</u></b></span></p>
<ul><li><span style="font-family: times;"><span face="Calibri, sans-serif" style="text-indent: -18pt;">The
scope of this study was a limiting factor in the evaluation of the results. The
time </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">constraint</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> of 12 weeks was short for
a study of long-term memory and the sample group was small in size.</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> </span></span></li><li><span style="font-family: times;"><span face="Calibri, sans-serif" style="text-indent: -18pt;">A
further difficulty was pupils’ unwillingness to do practice tests within the
required </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">time frame</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> which </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">was</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">integral to</span><span face="Calibri, sans-serif" style="text-indent: -18pt;">
the study.</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> </span><span face="Calibri, sans-serif" style="text-indent: -18pt;">Limited time also meant the
resource could only be tried on one group of high ability.</span><span face="Calibri, sans-serif" style="text-indent: -18pt;"> </span></span></li></ul><p></p>
<p class="MsoNormal" style="margin-top: 12pt; mso-pagination: none; text-align: justify;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: times; line-height: 115%;">Recommendations</span></u></b></p><p class="MsoNormal" style="margin-top: 12pt; mso-pagination: none; text-align: justify;"><span style="font-family: times; text-indent: -18pt;">It is clear that interleaving can have an impact on the longer term memory and recall of students. Interleaving, coupled with retrieval practice, should inform the sequencing of curriculum and schems of learning.</span></p>
<p class="MsoNormal" style="margin-top: 12pt; mso-pagination: none; text-align: justify;"><b style="mso-bidi-font-weight: normal;"><u><span style="font-family: times; line-height: 115%;">Further Reading</span></u></b></p><p class="MsoNormal" style="margin-top: 12pt; mso-pagination: none; text-align: justify;"></p><ul><li><a href="https://blog.innerdrive.co.uk/interleaving-your-teaching"><span style="font-family: times;">Interleave your teaching - InnerDrive</span></a></li><li><a href="https://effectiviology.com/interleaving/"><span style="font-family: times;">Interleaving: How Mixed Practice Can Boost Learning</span></a></li><li><a href="https://www.ssatuk.co.uk/blog/embedding-of-interleaving-and-retrieval-practice-within-key-stage-3/"><span style="font-family: times;">Embedding of interleaving and retrieval practice within a new Key Stage 3 history curriculum - SSAT</span></a></li></ul><p></p><p></p>
Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-31436942333912689572022-03-07T01:58:00.003-08:002022-03-07T11:05:47.114-08:0012 tips for successful behaviour management - Andrew Smith<p><span style="white-space: pre-wrap;"><span style="font-family: arial;"></span></span></p><p><span style="white-space: pre-wrap;"><span style="font-family: arial;"></span></span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhDZ4bHZSAAoEef13mVdE-YUtZ3aq4wyu5FDMNUI9yKvZ4t3leFfU-Pjvu0OWs--08auWEmMpL_yTV4mmrcXSetSEj3iFLja1FS_CLfo6iVHtM6RpUKn-LEFvOXzqY9YzoTAXJgrdFjXl9NXjlBIU9EiTBxMQnUq9YLW65P_00y2LvpgBuirddlRmqd" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="502" data-original-width="1024" height="278" src="https://blogger.googleusercontent.com/img/a/AVvXsEhDZ4bHZSAAoEef13mVdE-YUtZ3aq4wyu5FDMNUI9yKvZ4t3leFfU-Pjvu0OWs--08auWEmMpL_yTV4mmrcXSetSEj3iFLja1FS_CLfo6iVHtM6RpUKn-LEFvOXzqY9YzoTAXJgrdFjXl9NXjlBIU9EiTBxMQnUq9YLW65P_00y2LvpgBuirddlRmqd=w567-h278" width="567" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "Times New Roman";">We've all had one - the class or the pupils we would rather avoid. It's normal. However, we can minimise the impact disruptive behaviour can have on our classrooms with sound pedagogy.</span></td></tr></tbody></table><span style="white-space: pre-wrap;"><span style="font-family: arial;"><br /></span></span><span style="font-family: arial; white-space: pre-wrap;">When developing a culture of positive behaviour in your classroom it is important to focus on the key aspects that achieve the right climate for learning. </span><p></p><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">The fundamental skills required to develop successful behaviour management within your lessons should focus on the following points:</span></span></p><ol style="text-align: left;"><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; white-space: pre-wrap;">Relentless routines</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; white-space: pre-wrap;">Remaining calm and always being respectful</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; white-space: pre-wrap;">Having clear boundaries and a mutual respect</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; white-space: pre-wrap;">Building positive relationships</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; white-space: pre-wrap;">Creating the right classroom environment</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; white-space: pre-wrap;">High expectations… accept nothing less</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; white-space: pre-wrap;">Scaffolding learning to help support all abilities to achieve</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; white-space: pre-wrap;">Making sure every student in your lesson is appropriately challenged</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; white-space: pre-wrap;">Appropriately challenge poor behaviour</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; text-align: justify; white-space: pre-wrap;">Acknowledging and recognising excellent learning</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; text-align: justify; white-space: pre-wrap;">Always follow up with concerns</span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="font-family: arial; text-align: justify; white-space: pre-wrap;">Never be afraid to ask for support or help</span></span></li></ol><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">1. Relentless routines</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">By developing relentless routines within your lessons as a teacher it allows you to reinforce your expectations, raise standards and highlight to the pupils the importance of making a quick prompt start to your lesson. Some key points that should be focused on when developing relentless routines:</span></span></p><span style="font-family: arial;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Establish a clear routine and run through it with your pupils to raise awareness.</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Ask questions to check their understanding of the routine</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Show them where the routine can be found and its purpose</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Catch learners doing the right thing and acknowledge this</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="background-color: white; line-height: 1.38; margin-bottom: 33pt; margin-top: 0pt;"><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Celebrate the success of your class in following the routine</span></span></p></li></ul><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 168px; overflow: hidden; width: 299px;"><span style="font-family: arial;"><img src="https://lh3.googleusercontent.com/qw91JYh84YwRI9oGFs1fBuoH4RXzbuvtVE7mPOv1GmIUgBzVlAYxJxLZUoQUjEKadFq4rH_-hrErN03pxvmAlh3jiAtUzCBFjeHORiwbJUKBQDkwNOIrp0XJ_J-PeoNpD7-7JPWR=s16000" style="margin-left: 0px; margin-top: 0px;" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: arial;">2. Calm and respectful manner</span></b></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">As professionals working with pupils it's really important to create a safe and calm teaching environment where mutual respect is given by both the teacher and pupils in the classroom. Teaching environments which are calm allow for pupils to develop confidence and also work independently when set challenging activities. As a teacher it is always important to reflect on your body language, facial expressions and also your tone and use of voice. </span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">When in front of a class pupils are always observing the way teachers engage and interact with the pupils. As professionals it is critical that we model the calm approach needed for the relevant environment which we want the pupils to learn in. If the climate for learning becomes hostile, hectic and unorganised then the focus on learning is impacted and the calm situation soon turns into a classroom of drama.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 168px; overflow: hidden; width: 299px;"><span style="font-family: arial;"><img height="168" src="https://lh4.googleusercontent.com/Y6qbimgX8avLe9NiwfKDD-rnAuDYrack7lsfgEumE3Q3n9NppES-StUx6uiU5twUtkwg7HZIjiahDi6eo8SM0JIcfNwuob6ikrhZ3j8MoUvSBOMMHWoQ23oO1FB-1XpDFsf34rMv" style="margin-left: 0px; margin-top: 0px;" width="299" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">3. Clear boundaries and mutual respect</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">As a successful teacher it is important to develop clear boundaries within your classroom. If clear boundaries are shared with pupils and regularly reinforced within the lesson then it allows the lesson to flow creating a healthy environment for learning. When teachers don’t set clear boundaries and high expectations pupils take advantage of the situation and can disrupt the lesson and learning of others. A simple boundary which can be created for pupils is to set a cold calling rule for questioning - students will know calling out is unnacceptable and also be aware that at any point they may be asked a question so need to remain engaged. </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 162px; overflow: hidden; width: 310px;"><span style="font-family: arial;"><img height="162" src="https://lh5.googleusercontent.com/oPM5WOkXMIzLEkHQPX3EdN4xgMC1qUJXAxSW-0sIqalHzrukVdyU_qfx2WdcVPXuIzu3y2iXZ_uk54hf5Ia6YxiIWtYhVAQRU4N7aFE4QEkPtvvbn8ONugGpfKXV62Rqr3avO57n" style="margin-left: 0px; margin-top: 0px;" width="310" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">4. Building positive relationships</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">From my own personal experience, building positive relationships with pupils is one of the most important skills to develop as a teacher. When relationships are positive with pupils they respond better to challenging situations. One way to build positive relationships with pupils is to engage with them during break and lunchtimes. Another way to build positive relationships with pupils is to ask what they might do outside of school during their own time. By showing an interest beyond your classroom and subject area shows the pupils that you are human and do care. As a teacher we come into contact with pupils everyday and to develop a positive relationship with all pupils they need to see and know that you are more than just their teacher who they see twice a week. Pupils need to feel a sense of trust and loyalty towards staff before positive relationships can be built.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 140px; overflow: hidden; width: 360px;"><span style="font-family: arial;"><img height="140" src="https://lh6.googleusercontent.com/62c3d9DBCo6fqahByyXmVVVW2-4m_4AX1EvkmowcqWzaqkNbhAw56ZfdsXI52780tKgv-HlDbNATXsRUka8ZQ9SNJkaw0XHai6ysKXLxA16beM3arQdFdMu3c-e_7mLoWLe2y1ah" style="margin-left: 0px; margin-top: 0px;" width="360" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">5. Creating the right classroom environment</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Creating the right classroom environment for learning is key to engaging and motivating pupils. Positive classroom environments can be created through visual displays, room layouts, seating plans and also the energy a teacher gives off when the pupils first arrive at the start of the lesson. When meeting and greeting pupils at the start of the lessons it's important that you acknowledge their arrival, welcome them into the classroom and set the tone, expectation and pace for the lesson. As a teacher we stand at the front of the classroom looking to inspire, engage and motivate pupils through the subject topics and learning that we teach. One easy way to create a positive classroom environment is at the start of the lesson to smile and actively engage with the pupils as they enter.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 183px; overflow: hidden; width: 275px;"><span style="font-family: arial;"><img height="183" src="https://lh4.googleusercontent.com/V8yuFLYW8aLcvG66A60lwSiEYsQhXZ2GZXbZKdDXTARYfP58UN6GEJOJ_IuT_st2fhgrHKgx2AUz8oe5Uj21xxv6QqozReYihMNe3mmLW57_7q1SSOwv6CePJOxVUz_T72h7a0_E" style="margin-left: 0px; margin-top: 0px;" width="275" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">6. High expectations…..accept nothing less</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Teachers who reinforce high expectations will develop a stronger culture and climate for learning.. High expectations can be reinforced effectively with all pupils no matter what starting ability they are at. High expectations need to be communicated clearly to the pupils so they are aware of the common focus and goal that as a class you are trying to create and achieve. There will be times during your lessons when you will need to take a few minutes to reinforce your classroom expectations. The key to this process is not to focus on all the expectations but identify the key principles that you recognise might be missing from your lesson at that time. In some cases these expectations might only need to be reinforced to one or two pupils and this could take place individually with the pupil or pupils outside the lesson. There might be a time during the lesson when you might need to reinforce the expectations to pupils outside the room. Either way its important to recognise that one's behaviour should not play or have a detrimental impact on the learning of everyone in your lesson.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 197px; overflow: hidden; width: 255px;"><span style="font-family: arial;"><img height="197" src="https://lh4.googleusercontent.com/e2kAsHRF-J7HIxoeyeJBnJx8WdjS_Fnjim2Gj0dKXpRdRYZWgBsjY3ihlSCK5bUYO34c_zXRlHxKva4qIrEVq7rrEO_x5Ea-17dmHzZCvm4jTqyCTGorMTyANF5G6mQJeXMDTeoZ" style="margin-left: 0px; margin-top: 0px;" width="255" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">7. Scaffolding learning to help support all abilities to achieve</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">As teachers it's important that we pitch our lessons to pupils making sure that we are catering for all pupils and their abilities. Successful teachers will have a variety of adaptations that they can change, implement and reinforce if pupils are struggling in a lesson. If a pupil has missed a fundamental key aspect of knowledge or has a misconception then it’s important to rectify the issue so that learning can take place. As teachers we need to be aware of the pupils that we are teaching and during the lesson look to build on their confidence through a variety of different pedagogical approaches that best suits the pupils need and abilities </span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 191px; overflow: hidden; width: 264px;"><span style="font-family: arial;"><img height="191" src="https://lh6.googleusercontent.com/dVsBCjZQVy7t-UKr8n5wwOnPom5wdbAuJZXr7eEQ9xViIgwF8OX3XJGVQEPA3fZoEpG676sAYN4_KVsJDlg-lbw2YBoA3q_GaTmrlRiLx__GkW4jWMTsNWb-fqdYCynHSKPIxnaC" style="margin-left: 0px; margin-top: 0px;" width="264" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">8. Making sure every student in your lesson is appropriately challenged</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">As teachers we are employed to provide pupils with appropriate challenges. It's important when planning lessons that we take in account the content of the learning that we are delivering to the pupils; making sure that it is challenging, engaging and also is made up of a variety of learning tasks that explores pupils creativity, resilience and focuses on independent learning.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Some common disruptive factors that can impact pupils learning in your classroom might relate to the following points:</span></span></p><span style="font-family: arial;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Seating Plan (Wrong pupils sitting next to each other)</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Not being able to see the board</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Previous learning missed due to absence</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Not understanding the task</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Task too challenging</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Task too easy</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Outside influences on learning that you are not aware of</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Other negative influences within the lesson.</span></span></p></li></ul><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 175px; overflow: hidden; width: 288px;"><span style="font-family: arial;"><img height="175" src="https://lh4.googleusercontent.com/K4cvl9M4VjkT8zVUVONjX-XkZEwQdbuWkaU-5DJu9z1CgMuq1EYJe5ysaVVSavRCrFnJt9FMo9Np_v8tnKpTFhhbPGHLDNB-A3PcicXLpdipNqDwcKN-rBEYnRkxkaqhtH2t8VzC" style="margin-left: 0px; margin-top: 0px;" width="288" /></span></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">When focusing on a pupil's learning in a lesson it is very important to identify the barrier that is impacting their learning. The only way to do this is watch the pupil and have a conversation with the pupil to see what barrier is affecting their learning. When the barrier is identified it is then important to act appropriately to support the pupil to get back on task.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">9. Appropriately challenging poor behaviour</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">In situations where teachers need to address poor behaviour, it's important that you remain calm, don’t give the pupil public status and also take away from the situation the feeling that it’s the pupil versus you in front of the whole of the class. </span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">One way to do this is to speak to the pupils separately when an independent activity is underway. Another way to do this is to ask the pupil to step aside the classroom for a few minutes to calm down. When speaking with a pupil it's important that you continue to reinforce the expectations and classroom boundaries. It is also important to reinforce to the pupil something positive that the pupil has done in your lesson or during previous lessons. </span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">When allowing the pupil to re enter the classroom you have a few options at your disposal:</span></span></p><span style="font-family: arial;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Changing the seating plan</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Giving the pupil a warning (not in front of peers)</span></span></p></li><li aria-level="1" dir="ltr" style="font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Offering the pupil a chance to stay behind at the end of the lesson if it continues</span></span></p></li></ul><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">It’s really important before the pupil returns back into the lesson that they acknowledge the behaviour they are showing and that it needs to stop. The pupils need to be made aware of the next steps if their behaviour continues to disrupt learning. Reinforce to the pupil that if the behaviour doesn't improve then you will have to escalate the situation via steps to success, detention, contacting home or referring the incident to the Head of Department or their Head of Year.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 168px; overflow: hidden; width: 300px;"><span style="font-family: arial;"><img height="168" src="https://lh3.googleusercontent.com/NYeRbqD3UwlFiTwIuqhFopu0oNKG9fnbpA0-nt3ZIJbIVNGqEqBARtuNTqus7dOtvO6DFLXYq1vwpcqrnyZNhHD9rEzqLESwvdojkKXWDu7QfLU5uR8EBcpIKc2jBEVe5-pZN5Nl" style="margin-left: 0px; margin-top: 0px;" width="300" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">10. Acknowledging and recognising excellent learning</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">As teachers we are always very quick to recognise problems or concerns within our lessons, however one of the most powerful tools in our armour is to acknowledge and reward pupils who are working hard and doing well. By shifting the focus from a negative to a positive creates a positive ethos and climate for learning within your lesson. It's important to recognise and acknowledge those pupils within your lesson who are consistently engaged, showing high levels of motivation and who are working independently. By celebrating success in your lessons it reinforces expectations and raises the standard of work within your classroom.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 168px; overflow: hidden; width: 300px;"><span style="font-family: arial;"><img height="168" src="https://lh6.googleusercontent.com/DubI0CcmksqOYXV0e47ODmV9kwhD61Bv1UH3-WiW9ylIOMplnJT3tTH8W5UihXErO0dJkgKuPkJsAzwbodoczxTQ7AicY5vh0XPNy7DarVcp46oSpm5yrgKPWhwi1iVJKbQ6HtgW" style="margin-left: 0px; margin-top: 0px;" width="300" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">11. Always follow up with concerns</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-family: arial;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">As a teacher it is always important to practice what we preach. If a pupil within your lesson has misbehaved then its important to action the sanction that you have given or explained to the pupil. If you show a lack of inconsistency with your approach and don’t do what you have stated to the pupil or even follow through with the sanction or contact with the parent then next time you teach the pupil you might struggle and have similar concerns with them. It is always important to make sure that a followup conversation with the pupil is had before the start of the next lesson so the pupil knows that the incident is in the past and the next lesson is a fresh start. If the above process is not implemented then you may experience hostility and a negative atmosphere from the pupil at the start of the next lesson and as professionals and the adult it is important that you address the situation in the appropriate manner<b><i>.</i></b></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 238px; overflow: hidden; width: 212px;"><span style="font-family: arial;"><img height="238" src="https://lh4.googleusercontent.com/vMFCA8kwikpZFsAudfkaKinELcAlbTLRfELYKVuOZ-DOgOkT3x06q8I_GJorhW5t4RvWhvjE2bL7Bfxm6cj_-1kAPeOM4MqA2fwnpP7IlqVlabzLJ4ZFMx2vhWN82HKhP96pkFim" style="margin-left: 0px; margin-top: 0px;" width="212" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">12. Never be afraid to ask for support or help</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">As teachers working very closely with all pupils it is important to take time to reflect on your lessons and day to day practice. Every teacher in education can have an off day and by taking the time to reflect, share information with colleagues and also talking through your own teaching experiences and day to day practice can help improve your pedagogical approach.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">As qualified professionals in teaching, every member of staff needs to be reflective on their own teaching. Not one teaching style suits all and it's important to recognise that teachers and pupils are very different. Taking time to reflect, sharing good practice and liaising effectively with colleagues might be all is needed to make a slight tweak to improve the quality of your lessons.</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Don’t be afraid to ask for help!</span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="border: none; display: inline-block; height: 168px; overflow: hidden; width: 300px;"><span style="font-family: arial;"><img height="168" src="https://lh4.googleusercontent.com/C5Jy_qSvYvJ0GmLL7V0Bw_GNVX045Q9ix-mVXHgvW_zmvpE0GEpntOKmP4BKk4VC5eOLydkNoASCccw3VBwgttX8WluPAx3GTdSk_s_goKxS6-Za4pc_udfxgyUsU47UJevRdplK" style="margin-left: 0px; margin-top: 0px;" width="300" /></span></span></span></p><span style="font-family: arial;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: arial;">Further Reading:</span></span></p><ul style="text-align: left;"><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="background-color: white; white-space: pre-wrap;"><span style="font-family: arial;"><a href="https://www.amazon.co.uk/When-Adults-Change-Everything-Changes/dp/1781352739">When the Adults Change, Everything Changes: Seismic shifts in school behaviour 29 Jun. 2017</a></span></span></span></li><li><span id="docs-internal-guid-e55a05b1-7fff-3e01-ab21-33e3e7707c26"><span style="white-space: pre-wrap;"><span style="font-family: arial;"><a href="https://www.amazon.co.uk/After-Adults-Change-Achievable-behaviour/dp/1781353778">After The Adults Change: Achievable behaviour nirvana Paperback – 31 Mar. 2021.</a></span></span></span></li><li><a href="https://engage-education.com/aus/blog/behaviour-management-strategies-for-teachers-how-to-handle-difficult-students/#!"><span style="font-family: arial;">Behaviour management strategies for teachers: how to handle difficult students</span></a></li></ul><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Andrew Smith - Assistant Headteacher</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">You can follow Andrew on Twitter <a href="https://twitter.com/Mr_SmithDenbigh">@Mr_SmithDenbigh</a></span></p></span>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-499755394949188012022-02-07T03:15:00.008-08:002022-02-07T07:12:42.307-08:00The Curriculum - Razna Choudhury<div style="text-align: left;"><span style="font-family: arial; white-space: pre-wrap;">A good curriculum in a secondary school is an inclusive learning journey on which the student acquires knowledge and skills that prepare them for a successful life after school. It also involves developing or enhancing key attributes to ensure students lead a successful, happy, healthy life and they are actively engaged with the world around them. It sounds simple, yet to achieve this is a complex task... so how should we plan our curriculum? In this blog I'll attempt to provide you with some ideas. </span></div><div style="text-align: left;"><span style="font-family: arial; white-space: pre-wrap;"><br /></span></div><span id="docs-internal-guid-2df9b241-7fff-a8fd-53c1-f790ebc9c20f" style="font-family: arial;"><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><u>Curriculum Coherency</u></b></span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">In Mary Myatt’s book, ‘Huh’ she argues for coherence within curriculum planning through proper identification and teaching of concepts. She points out that these are the golden threads that run through subject's ‘baskets’ which hold meaning and signpost underlying structures. Myatt goes on to say that a well-planned, coherent curriculum, where concepts are revisited in different contexts, helps students to make sense of learning. This also enables them to build on prior learning and understand how it is related to the new knowledge they are acquiring.</span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"></span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgORALlvZ78ewUiTGobnn_OzWdKhioh_vvWfiL1trLmqYqw5Lm2SXNiP3L28Hu8h0nClvZv-pNtoLI5A8lVG8_zg8DU7-7CaAZM23VUOeJJuQo5Al--ow_QIXDqQZtHiF-f4s0PbZS5Xkhq3aWGpFspjmEaU7XGgNMDbjwxNDyxi-DbOnZlIbiy8UCi=s1000" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="667" data-original-width="1000" height="353" src="https://blogger.googleusercontent.com/img/a/AVvXsEgORALlvZ78ewUiTGobnn_OzWdKhioh_vvWfiL1trLmqYqw5Lm2SXNiP3L28Hu8h0nClvZv-pNtoLI5A8lVG8_zg8DU7-7CaAZM23VUOeJJuQo5Al--ow_QIXDqQZtHiF-f4s0PbZS5Xkhq3aWGpFspjmEaU7XGgNMDbjwxNDyxi-DbOnZlIbiy8UCi=w529-h353" width="529" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><div><span style="font-family: times;">Marry Myatt argues that curriculum coherency is crucial to help students develop deep understanding.</span></div></td></tr></tbody></table><p></p><p></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Mary Myatt also talks about the <a href="https://www.marymyatt.com/blog/the-curse-of-content-coverage" target="_blank">'curse of content coverage'</a> - there is a temptation to think that covering more must mean that students learn more. But I believe that we cannot teach the next lesson or part of the scheme if students have not grasped what we are currently teaching.The idea that we should move on because that is what the schemes of learning says sends the message that the curriculum plan is more important than the students. </span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><br /></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><u>Identifying the key concepts</u></b></span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Identifying the key concepts within the curriculum is crucial for learning. The concepts are important because they contain the big ideas and when students grasp these big ideas, learning becomes more efficient. We need to be mindful that if too much curriculum planning is focused on task completion, which is a bad proxy for learning, this may not lead to deep understanding. When students grasp the concepts, their learning is more secure than if they have just completed a few worksheets or exercises from a textbook. Covering a lot of content may give the impression that students have learned a great deal when, in fact, all that may have happened is that students have completed some exercises, the learning is then superficial and will not stay in the long term memory. Students need to be able to say in their own words what they have learnt and how it relates to the bigger picture. If we ensure that the curriculum plans support conceptual development, we make planning easier and learning deeper.</span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"></span></p><div class="separator" style="clear: both; text-align: center;"></div><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">When students understand concepts, this makes new knowledge secure. If students have access to, understand and are able to use the conceptual, technical vocabulary expertly and confidently, they are entering the territory of long term memory. So when we are planning, we have to identify the key concepts we want students to learn. When we identify these and do work around their original meanings, we take students into a deeper understanding of the subject.</span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhbmo98HHyYlUIuevuDKjmlwqJqk5B8XCabbOPRe-_fV2CaUtbrvl3hSyfM3xQMFZiHEq8BRAXrtfQCDt_TcN22pHEEZfvtycIfuqvkoGh7iDHTXnvZj8XtxyWU3_M0uxUDZlf2a-8BGEUZ72sl0Q5BtfxlU4idsgFzrfjcqiVHfRIN1R7AXRYM8n64=s600" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="600" data-original-width="600" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEhbmo98HHyYlUIuevuDKjmlwqJqk5B8XCabbOPRe-_fV2CaUtbrvl3hSyfM3xQMFZiHEq8BRAXrtfQCDt_TcN22pHEEZfvtycIfuqvkoGh7iDHTXnvZj8XtxyWU3_M0uxUDZlf2a-8BGEUZ72sl0Q5BtfxlU4idsgFzrfjcqiVHfRIN1R7AXRYM8n64=s320" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: times;">Covering content does not guranteed understanding. It is crucial curriculum design provides the flexibility to promote deeper understanding of core concepts.</span></td></tr></tbody></table><p></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><u>Thoughtful Sequencing</u></b></span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">When the curriculum lacks coherence, it is harder to teach and harder for students to learn. It is tempting to think that because students have been taught something, they have got it. Careful consideration must be paid to the organisation and sequencing of the material to be taught. Topics must be rethought in order to avoid confusion. This needs to be held in mind when long and medium term plans are constructed and also during the daily delivery of lessons. We need to remind ourselves and our students of how what we are learning today fits into a bigger picture. </span></p><div><br /></div><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><u>Knowledge Transfer</u></b></span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">I believe that it is important to show students that the learning process is not as isolated as it seems during the school day rather, in reality, it consists of many interconnected pieces. Learning does not end after one timetabled lesson but there are strong links within topics in a subject and across the wider curriculum. Learning is a continuous process not an event.</span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">One way to show students the relevance and interconnectedness of learning is through cross-curricular teaching. Heidi Hayes Jacobs defines cross-curricular teaching as “a conscious effort to apply knowledge, principles, and/or values to more than one academic discipline simultaneously.” The goal of cross-curricular teaching is to bring together seemingly isolated subject areas by incorporating the knowledge and skills of one area into the work done in the others.</span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">One of the benefits of cross-curricular teaching is that the more connections the mind makes, the better it is able to learn and retain information. Cross-curricular teaching helps students make more connections and gives more meaning and relevance to the subjects and skills they are learning. You can at least begin to show students that the things they are learning do have practical applications beyond an isolated classroom.</span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjQNjEI6I4xsOlMoW-Jv8VhoNPSxTlo1lWuLDiTqecKTXeYBV2TagUHhZ16rK2Cw8eqvgbAj8xQL4oJwp8DwGG6k75ylv0-OzO1_ovWGbLFat6YQh2XLlLRaAQnnImPPRUbFir-EUW2auamEE_bPqbQPEDE0K4hSbDbnEXmAtR4p_W6HZu2NT9xcHSx=s600" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="250" data-original-width="600" height="220" src="https://blogger.googleusercontent.com/img/a/AVvXsEjQNjEI6I4xsOlMoW-Jv8VhoNPSxTlo1lWuLDiTqecKTXeYBV2TagUHhZ16rK2Cw8eqvgbAj8xQL4oJwp8DwGG6k75ylv0-OzO1_ovWGbLFat6YQh2XLlLRaAQnnImPPRUbFir-EUW2auamEE_bPqbQPEDE0K4hSbDbnEXmAtR4p_W6HZu2NT9xcHSx=w531-h220" width="531" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: times;">The more connections students can make between different subjects they learn the more developed there schemas become -this helps to promote deeper understanding and longer term memory and recall.</span></td></tr></tbody></table><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="white-space: pre-wrap;">If we want our students to see and understand the connections between various subject areas, then teachers themselves need to look at each other subject's schemes of learning and identify common topics leading to a discussion on knowledge, skills, pedagogy, similarities and differences and making this explicitly clear to students. Sharing and using the same resources in different subjects allows students to see key concepts in different contexts and having discussions about the different meanings of keywords will lead to less confusion. Doing prior knowledge checks before starting a new unit of work or brainstorming curriculum connections to a new topic with students could lead to an opportunity for teachers from different disciplines to work collaboratively. Leaders need to ensure lesson planning time is used effectively and encourage working collaboratively across the curriculum which will reduce workload in time and forge better working relationships with teachers from different departments.</span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></p><p dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><u>Further reading:</u></b></span></p><ul style="text-align: left;"><li><span id="docs-internal-guid-2df9b241-7fff-a8fd-53c1-f790ebc9c20f"><a href="https://www.marymyatt.com/blog" style="white-space: pre-wrap;">Mary Myatt - Blogs on the Curriculum</a></span></li><li><span id="docs-internal-guid-2df9b241-7fff-a8fd-53c1-f790ebc9c20f"><a href="https://teacherhead.com/tag/curriculum/" style="white-space: pre;">Tom Sherrington - Blogs on the Curriculum</a></span></li><li><span id="docs-internal-guid-2df9b241-7fff-a8fd-53c1-f790ebc9c20f"><span style="white-space: pre-wrap;">Jacobs, H. (1989) Interdisciplinary Curriculum: Design and Implementation. ASCD</span></span></li><li><span id="docs-internal-guid-2df9b241-7fff-a8fd-53c1-f790ebc9c20f"><span style="white-space: pre-wrap;">Myatt, M. (2021) Huh. John Catt Educational LTD</span></span></li><li><span id="docs-internal-guid-2df9b241-7fff-a8fd-53c1-f790ebc9c20f"><span style="white-space: pre-wrap;">Turner, S. (2016) Secondary Curriculum and Assessment Design. Bloomsbury.</span></span></li></ul><div><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Razna Choudhury - Assistant Headteacher</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">You can follow Razna on Twitter <a href="https://twitter.com/RC_Denbigh" target="_blank">@RC_Denbigh</a></span></p></div></span>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com3tag:blogger.com,1999:blog-6897198828801297952.post-37314134126407974012022-01-03T05:30:00.007-08:002022-01-04T02:51:49.947-08:00What do we mean by Intervention? - Sandrine Florand<p>Interventions
in education will help to address any gaps in a student’s learning, improve
their progress and attainment, and help them overcome any barriers to leaning.</p>
<p class="MsoNormal"><span lang="EN-US" style="mso-ansi-language: EN-US;">There are
three waves of intervention:<o:p></o:p></span></p>
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<p class=MsoNormal style='background:#0070C0'><span style='color:white;
mso-themecolor:background1'>Wave 3: Highly personalised interventions<o:p></o:p></span></p>
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<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;"><u>Wave 1: Inclusive quality teaching first</u><o:p></o:p></span></b></p>
<p class="MsoNormal"><span lang="EN-US" style="mso-ansi-language: EN-US;">The
available evidence indicates that quality teaching is the most important thing
to improve students’ attainment, particularly the most disadvantaged students.
Quality teaching will develop knowledge and skills, will lay firm foundations
for later learning, and ensure long-term retention of knowledge and fluency in
key skills.<o:p></o:p></span></p>
<p class="MsoNormal"><span lang="EN-US" style="mso-ansi-language: EN-US;"></span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzgDn-AgQ22wC8u7TNYu49KuDQANsNFidiujihsgiAoZcBe1Xt9P3P9tpZOT_rmjl4lxiblGG3qihqFqn0bzswidXSMr_COX_kQwlEv82emsgS8PP4tmGIkOla8dz_6xnPRblQzoyfa60/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="576" data-original-width="1024" height="283" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzgDn-AgQ22wC8u7TNYu49KuDQANsNFidiujihsgiAoZcBe1Xt9P3P9tpZOT_rmjl4lxiblGG3qihqFqn0bzswidXSMr_COX_kQwlEv82emsgS8PP4tmGIkOla8dz_6xnPRblQzoyfa60/w503-h283/image.png" width="503" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">The best intervention is great teaching in the classroom.</td></tr></tbody></table><span lang="EN-US" style="mso-ansi-language: EN-US;">According
to the Sutton Trust and Educational Endowment Fund, the most effective
strategies are:</span><p></p><p class="MsoNormal"></p><ol style="text-align: left;"><li><span style="text-indent: -18pt;">Cognitive
strategies (Developing the thinking skills that will make students strategic,
flexible learners. e.g. memorisation techniques, methods to solve problems).</span></li><li><span style="text-indent: -18pt;">Metacognition and self-regulation strategies </span><span style="mso-spacerun: yes; text-indent: -18pt;"> </span><span style="text-indent: -18pt;">(empower students to think about their own thinking,
‘learning to learn'.</span></li><li><span style="text-indent: -18pt;">Feedback</span></li><li>Outside the
classroom: Homework.</li></ol><p></p>
<p class="MsoNormal"><span lang="EN-US" style="mso-ansi-language: EN-US;">The impact
of homework on learning is consistently positive especially in secondary
schools (leading to on average five months’ additional progress). Homework is
most effective when used as a short and focused intervention and when it is an
integral part of learning, rather than an add-on.</span><span lang="EN-US"> <span style="mso-spacerun: yes;"> </span></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;"><u>Wave 2: Additional interventions to enable
students to work at age related expectations</u></span><span lang="EN-US"> </span><o:p></o:p></b></p>
<p class="MsoNormal"><span lang="EN-US" style="mso-ansi-language: EN-US;">Some pupils
may require additional support alongside high-quality teaching in order to make
good progress that will take place outside the normal classroom. The
interventions will help close the knowledge and skills gaps, so pupils are expected
to “catch-up” with their peers and as a result and are able to work effectively at
their Key Stage level.<o:p></o:p></span></p><p class="MsoNormal"><span lang="EN-US" style="mso-ansi-language: EN-US;"></span></p><div class="separator" style="clear: both; text-align: center;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhun8dXLmHKRH848-CaqwrUjAsKOyMT7AqDWC41tPmAToDF1dt1qoVEgzeyuaohUgIj2ScuwkVOPjhm364y0oXSpu5wdRylK5NZG1LM7MVvRapTsl5aOkxorbUUfXE4jMxKhDx-IaEKAms/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="600" data-original-width="1200" height="252" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhun8dXLmHKRH848-CaqwrUjAsKOyMT7AqDWC41tPmAToDF1dt1qoVEgzeyuaohUgIj2ScuwkVOPjhm364y0oXSpu5wdRylK5NZG1LM7MVvRapTsl5aOkxorbUUfXE4jMxKhDx-IaEKAms/w505-h252/image.png" width="505" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">In the second wave interventions are designed to help students fill gaps in learning enabling them to make rapid progress. These interventions usually have an academic focus.</td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;"><span lang="EN-US" style="mso-ansi-language: EN-US;"></span></div></div><span lang="EN-US" style="mso-ansi-language: EN-US;">The school
should provide bespoke interventions appropriate to the specific skills gaps
and needs of individual learners. These interventions take many forms, guided
by the needs of the pupils. They can include:</span><p></p>
<p class="MsoNormal" style="margin-bottom: 0cm;"></p><ul style="text-align: left;"><li><span lang="EN-US" style="mso-ansi-language: EN-US;">Small group support</span></li><li><span lang="EN-US" style="mso-ansi-language: EN-US;">Focused numeracy and literacy
sessions</span></li><li><span lang="EN-US" style="mso-ansi-language: EN-US;">Mentoring</span></li><li><span lang="EN-US" style="mso-ansi-language: EN-US;">Peer mentoring</span></li><li><span lang="EN-US" style="mso-ansi-language: EN-US;">EAL
Support</span></li><li><span lang="EN-US" style="mso-ansi-language: EN-US;">Parental engagement</span></li></ul>With wave 2 inverventions it is important to identify barriers, plan the
interventions accordingly and evaluate the impact. They work
best when they are short-term, intensive, focused, and tailored.<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"></p><ul style="text-align: left;"><li><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Short-term</span></b><span lang="EN-US" style="mso-ansi-language: EN-US;">: ideally less than a term<o:p></o:p></span></li><li><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Intensive</span></b><span lang="EN-US" style="mso-ansi-language: EN-US;">: with three or more sessions a week rather
than one and </span>short in length<span lang="EN-US" style="mso-ansi-language: EN-US;"> 20 to 50 minutes </span></li><li><span lang="EN-US" style="mso-ansi-language: EN-US;"><b style="mso-bidi-font-weight: normal;">Focused</b>: on
specific aspects of learning rather than generic topics.<o:p></o:p></span></li><li><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Tailored:</span></b><span lang="EN-US" style="mso-ansi-language: EN-US;"> Assessment should informed of the gaps and
interventions need to be tailored to the needs of the pupils to address these
gaps</span></li></ul><p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Clear outcome:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-bottom: 0cm;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Wave 2 interventions should be precisely
targeted with </span>measurable outcome<span lang="EN-US" style="mso-ansi-language: EN-US;">, and be clear about what success will look like for example r</span>aising attainment, expediting progress in a particular aspect of subject knowledge or skill,
improving attendance, improving behaviour, reducing exclusions, improving parental
engagement and so on.</p>
<p class="MsoNormal" style="margin-bottom: 0cm;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Evaluating impact:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="margin-bottom: 0cm;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Then the impact of wave 2 interventions
should be clearly monitored, and changes should be made when interventions are
proven to be ineffective.</span></p>
<p class="MsoNormal" style="margin-bottom: 0cm;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;"><u>Wave 3: Highly personalised interventions</u></span></b> </p>
<p class="MsoNormal" style="margin-bottom: 0cm;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Additional intervention and
provision are needed to enhance the progress of identified children where
stages 1 and 2 are not, on their own, having the desired effect.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0cm;"><span lang="EN-US" style="mso-ansi-language: EN-US;">These can include:</span></p><span lang="EN-US" style="mso-ansi-language: EN-US; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri; mso-hansi-font-family: Calibri;"><ul style="text-align: left;"><li>personalised
workshops</li><li>alternative
provision</li><li>reduced
timetable</li><li>external support</li></ul></span><p></p>
<p class="MsoNormal" style="margin-bottom: 0cm;"><span lang="EN-US" style="mso-ansi-language: EN-US;"></span></p><div class="separator" style="clear: both; text-align: center;"><span lang="EN-US" style="mso-ansi-language: EN-US;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO71VmFSBw7ag3nJTD_axB8BNY-tYm8S8zhghOgdhCmEcNiWBpZf0i_Mri7zTXQ-u25zIqXOSvY8Hfm4nAXzfitdWzPX8jPAqbkTSDfzFQEOwse0rzcwUjFgynzDPxxn2nFEoOAsGmSuk/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="689" data-original-width="1200" height="304" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhO71VmFSBw7ag3nJTD_axB8BNY-tYm8S8zhghOgdhCmEcNiWBpZf0i_Mri7zTXQ-u25zIqXOSvY8Hfm4nAXzfitdWzPX8jPAqbkTSDfzFQEOwse0rzcwUjFgynzDPxxn2nFEoOAsGmSuk/w529-h304/image.png" width="529" /></a></span></div><p></p><p class="MsoNormal" style="margin-bottom: 0cm;"><span lang="EN-US" style="mso-ansi-language: EN-US;">With wave 3 interventions schools evaluate their strategies
and determine which practices and interventions are effective in their own
contexts.<o:p></o:p></span></p><p class="MsoNormal" style="margin-bottom: 0cm;"><span lang="EN-US" style="mso-ansi-language: EN-US;"><b><u>Further Reading:</u></b></span></p><p class="MsoNormal" style="margin-bottom: 0cm;"></p><ul style="text-align: left;"><li><span lang="EN-US" style="mso-ansi-language: EN-US;"><a href="https://teacherhead.com/2018/09/17/to-address-underachieving-groups-teach-everyone-better/ ">To address underachieving groups, teach everyone better - Tom Sherrington</a> </span></li><li><span lang="EN-US" style="mso-ansi-language: EN-US;"><a href="https://www.provisionmap.co.uk/5-steps-to-effective-interventions/" target="_blank">5 steps to effective interventions - Provision Map</a></span></li><li><a href="https://www.highspeedtraining.co.uk/hub/effective-interventions-in-education/" target="_blank">Effective Interventions in Education: Types and Examples</a></li><li><a href="https://www.sec-ed.co.uk/best-practice/pupil-premium-general-and-targeted-interventions/" target="_blank">General and targeted interventions - SecED</a></li></ul><p></p><p class="MsoNormal" style="margin-bottom: 0cm;">Sandrine Florand - Assistant Headteacher</p><p class="MsoNormal" style="margin-bottom: 0cm;">You can follow Sandrine on twitter <a href="https://twitter.com/sandrineflorand" target="_blank">@sandrinflorand</a></p>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-18494544684329747592021-11-22T01:40:00.009-08:002021-11-22T01:48:12.185-08:00Thinking about Staff Wellbeing - Hannah Harwood<div class="separator"><span style="margin-left: 1em; margin-right: 1em;">What is good wellbeing?</span></div><div class="separator"><span id="docs-internal-guid-03d9974a-7fff-6c14-80a1-856ffa0938c2" style="margin-left: 1em; margin-right: 1em;"><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="background-color: white; font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">“..a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community”</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-family: Arial; font-size: 11pt; text-align: right; white-space: pre-wrap;">World Health Organisation</span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoKI6erbwv2RlhNqswaDi2YvSUtMg67aSWx0kw0fUUEHaj3mcUiybP6IHeAUoddR_XTWSmV1aJKIvFcg2o9p6XXoxuZiibfjw0uL7AGRdjYremT5-8LBeU-5JYuC-tsTQhH4o3OLb_BAA/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="804" data-original-width="2504" height="103" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjoKI6erbwv2RlhNqswaDi2YvSUtMg67aSWx0kw0fUUEHaj3mcUiybP6IHeAUoddR_XTWSmV1aJKIvFcg2o9p6XXoxuZiibfjw0uL7AGRdjYremT5-8LBeU-5JYuC-tsTQhH4o3OLb_BAA/" width="320" /></a></div><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">As teachers we strive to create a culture which promotes good student wellbeing. We do this by enabling students to feel able to speak out if they are struggling and worry less about the stigma around mental health so they can talk about their worries with as much ease, or more, as they would with their own physical health. When this is achieved we know it will help learning in our classrooms and equip pupils to become more successful as they progress through life and become adults. This has been confirmed through research from the EIF foundation: </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">“Longitudinal research in the UK has shown that good social and </span><span style="font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">emotional skills—including self-regulation, self-awareness, and </span><span style="font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">social skills—developed by the age of ten, </span><span style="font-family: Arial; font-size: 11pt; font-style: italic; white-space: pre-wrap;">are predictors of a range of adult outcomes (age 42), such </span><span style="font-family: Arial; font-size: 11pt; font-style: italic; white-space: pre-wrap;">as life satisfaction and wellbeing, labour market success, </span><span style="font-family: Arial; font-size: 11pt; font-style: italic; white-space: pre-wrap;">and good overall health.”</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-family: Arial; font-size: 11pt; text-align: right; white-space: pre-wrap;">Early Intervention Foundation (2019)</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="font-family: Arial; font-size: 11pt; text-align: right; white-space: pre-wrap;"><br /></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1wnamOPZQRN2gDhTBTDFHjHFXf5bUlqSEWdtnplifBvCz2TeCTyvSU_wgXeWkwxj1jrTNfIgPx2cmjtAfSfkfYyxpsG_JvLChj0AO3DuCCl0x0cmps3J6-gvgKREPQrWRJMd8ojMiPRw/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="310" data-original-width="790" height="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1wnamOPZQRN2gDhTBTDFHjHFXf5bUlqSEWdtnplifBvCz2TeCTyvSU_wgXeWkwxj1jrTNfIgPx2cmjtAfSfkfYyxpsG_JvLChj0AO3DuCCl0x0cmps3J6-gvgKREPQrWRJMd8ojMiPRw/w439-h173/image.png" width="439" /></a></div><div class="separator"><br /></div><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b style="font-size: 14.6667px;"><u>Staff wellbeing</u></b></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">However, before we are able to achieve this for our students we must first and foremost look at our own wellbeing and be comfortable reflecting and talking about our own mental health. Staff wellbeing is integral to promoting a whole school approach to mental health and wellbeing amongst pupils. </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">What is important to remember is that our mental health is linked to our well being like physical health, mental health is something we all have. It can fluctuate on a daily basis and change over time.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="background-color: white; font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">“So mental health is not a binary state – you are not either mentally healthy or ill. Our mental health falls on a continuum, ranging from excellent mental health to severe symptoms such as panic attacks or major depressive episodes”</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="background-color: white; font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-0fccc479-7fff-6bce-06d3-1339041696f0"><span style="background-color: transparent; font-size: 11pt; font-style: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;">Delphis.org.uk</span></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="background-color: white; font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span><span style="background-color: transparent; font-size: 11pt; font-style: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;"><br /></span></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;"><span style="background-color: white; font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><img height="314" src="https://lh6.googleusercontent.com/2imdvNDHr1kMQayua8nVPsvPK0fpx5XbJ74Qq6bTWJnEFx9Uirb65uaU_6wd3J95iULX1sucjhBZDHkLS-b61pLPJWNiU5z5qbKyIncph155QYFO9yOebbrc-IlC_A_IK2ZaZ0hK=w473-h314" style="font-family: "Times New Roman"; font-size: medium; font-style: normal; margin-left: 0px; margin-top: 0px; white-space: normal;" width="473" /></span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Feeling a degree of stress at points within a term is normal and part of the profession, we all have pinch points through an academic year that can be pressured and stressful. We do need to remember that this is normal, as long as it remains manageable. However, we must be able to recognise if we begin to feel overwhelmed, overly stressed or anxious, which can then prevent us effectively fulfilling our role and responsibilities towards our families and students. This is where we begin transitioning from the thriving to the struggling zones on the continuum. Some of the characteristics of these zones are being distracted, withdrawn, losing our appetite, feeling nervous and sad, and having trouble sleeping. </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2cDngR9TBbgF-vfX9bq9OfKodGniK0Z0eFh8zccmw897bm16-2GRwa8-XyN-1DeEK_c8QlsTU-m2T6Iy6_jLHAoSxXZJkv5nzGn2pIacFRB2nhuX1bGOWjAgQGpMo0B_Jy_rb9YLDAQ0/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="323" data-original-width="485" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2cDngR9TBbgF-vfX9bq9OfKodGniK0Z0eFh8zccmw897bm16-2GRwa8-XyN-1DeEK_c8QlsTU-m2T6Iy6_jLHAoSxXZJkv5nzGn2pIacFRB2nhuX1bGOWjAgQGpMo0B_Jy_rb9YLDAQ0/" width="320" /></a></span></div><p></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">So what can we do if we feel we're descending to these zones? Well we must remember to prioritise our own self care, be honest with ourselves about things that</span><span style="font-family: Arial; font-size: 11pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">aren’t absolutely necessary, and move them lower on our list to make room for some self-care to restore our wellbeing. What this self-care looks like for each of us is different - but finding time outside of work to do something you enjoy throughout the week is a great starting point, this could be exercise, reading a book or any other activity that can help us escape from built up anxieties. </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Talking to each other is another crucial self-care strategy. Talk about your issues and problems with your colleagues and those around you. Try using the ask twice approach - when we ask someone if they are OK the response is usually “yes- fine”... ask again! Asking twice allows that person to know you really do care and you do want to know the answer and are prepared to listen. </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFBBOTv5Q1KgiIAdllzvOSamOHShv7zRp8h6rJEFhaZokA1DBLZ4diAW4a59_hxkOZSW9Y2ttUqtNXwTpvu_20ezH71q0yhb6fUR6vasVa8rUJsjN8r22TsoXAisstoOchPGfzHbD2TIA/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="168" data-original-width="300" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFBBOTv5Q1KgiIAdllzvOSamOHShv7zRp8h6rJEFhaZokA1DBLZ4diAW4a59_hxkOZSW9Y2ttUqtNXwTpvu_20ezH71q0yhb6fUR6vasVa8rUJsjN8r22TsoXAisstoOchPGfzHbD2TIA/" width="320" /></a></span></div><p></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">If things are getting really tough ask for help - asking for help shouldn't be something to feel ashamed of, we all move up and down the mental health spectrum throughout our lives, there is absolutely no shame in reaching out and asking for help. </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">For further information and reading try follwoing some of the links below:</span></p><ul style="text-align: left;"><li><a href="https://www.nhs.uk/mental-health/self-help/guides-tools-and-activities/five-steps-to-mental-wellbeing/" target="_blank">Five steps to mental health wellbeing - NHS</a></li><li><span style="color: #1155cc; font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><u><a href="https://www.mind.org.uk/information-support/tips-for-everyday-living/wellbeing/wellbeing/" target="_blank">How to improve you mental wellbeing - MIND</a></u></span></span></li><li><span style="color: #1155cc; font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;"><u><a href="https://benevolenthealth.co.uk/why-mental-health-matters/" target="_blank">Why mental health matters - Benevolent Health</a></u></span></span></li></ul></span></div><p>Hannah Harwood - Assistant Headteacher</p><p>You can follow Hannah <a href="https://twitter.com/hannahharwood4?s=11" target="_blank">@hannahharwood4</a></p>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-55043498352049472692021-11-10T03:43:00.001-08:002021-11-10T03:48:25.073-08:00Getting better quicker as an ECT - Charles Peprah<p>It is always a proud moment to have finally been told you have completed your Initial Teacher Training and to be awarded Qualified Teacher Status. However, this achievement can be accompanied by a thoughtful and sober reflection of the difficulties, challenges, and opportunities that presented themselves during the training year and thus reflect anxieties of the future. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgxpdLQuFmUEUPuIEWRKC8HdZV9pPpTMpu9BYv09IMflwXBTw5odD5khmYWEX6uhkUETcx-LYWijhYEkBHhAFjkF7pXf51xNFXLAlCW7z7oN6msPdCjwbta2uF863nrPR_GHf6_oD2kH5I2Z3sioSFQxWtXXbvXUe_ODD39ZfR80essG1eD32U5v2bf=s900" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="900" height="407" src="https://blogger.googleusercontent.com/img/a/AVvXsEgxpdLQuFmUEUPuIEWRKC8HdZV9pPpTMpu9BYv09IMflwXBTw5odD5khmYWEX6uhkUETcx-LYWijhYEkBHhAFjkF7pXf51xNFXLAlCW7z7oN6msPdCjwbta2uF863nrPR_GHf6_oD2kH5I2Z3sioSFQxWtXXbvXUe_ODD39ZfR80essG1eD32U5v2bf=w407-h407" width="407" /></a></div><p></p><p>These anxieties can include: </p><p></p><ul style="text-align: left;"><li>What is behaviour going to be like?</li><li>How is my planning going to change?</li><li>Will I be able to keep up with the work?</li><li>Is my subject knowledge up to standard?</li><li>Is my mentor going to be there for me?</li><li>Is the school going to support me?</li></ul><p></p><p>In view of this, it is right that Early Career Teachers (ECTs) receive the right support and guidance to support their career development. Recently the DfE have introduced the <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/978358/Early-Career_Framework_April_2021.pdf">Early Career Framework</a> and ECT support programmes as a way of easing new teachers into the profession and helping them to get better quicker.</p><p>So how do you get better quicker?</p><p>It is the desire of every employee to get better at their work within the shortest possible time after they have been employed. Teaching is no different considering you are meeting the needs of over 100 young pupils a day and about 250 a week. You will meet pupils who are very resilient, independent, charismatic, enthusiastic, and those who hardly care to put pen to paper. There are no magic bullets as to how specific instructions and actions will make an ECTs better in the classroom in the shortest period of time, however I always encourage ECTs to consider the ideas below to get them started.</p><p></p><div class="separator" style="clear: both; text-align: center;"></div><p></p><p><span style="font-weight: bold; text-decoration-line: underline;">1. Make sure you understand the systems and processes of your school</span></p><p></p><p>Systems and processes vary from one school to another, so make sure during your induction and early days you read the policies of the school and understand how the school system works. For example, behaviour management and standards in and out of the classroom, marking and feedback, safeguarding and child protection and so on. The systems and processes are there to help members of staff to go about their duties in a consistent and accepted way. Remember, in teaching, consistency is one of the keys to unlocking your potential. You do not want a child or a parent to challenge you about what the school policy says about an action you have taken without having the right response to it!</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEitFa01Cj-CcM9Gp7eg0AyuvCUUHbfmzJugAfmoNT0pUidWfURn3VTdKksCRWVYGUMVFH8D5yvwQYms__chmDAG0UNXrSR4nmidNKiEvmYpVaS9vBXWsyO4wdxa8U9Qv_PKUgOGIfs2oJnPinMwqcERxV-4_iGVww3JwD7D4fD3WuDEoZkJBqRjl4xO=s650" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="482" data-original-width="650" height="237" src="https://blogger.googleusercontent.com/img/a/AVvXsEitFa01Cj-CcM9Gp7eg0AyuvCUUHbfmzJugAfmoNT0pUidWfURn3VTdKksCRWVYGUMVFH8D5yvwQYms__chmDAG0UNXrSR4nmidNKiEvmYpVaS9vBXWsyO4wdxa8U9Qv_PKUgOGIfs2oJnPinMwqcERxV-4_iGVww3JwD7D4fD3WuDEoZkJBqRjl4xO=s320" width="320" /></a></div><p></p><p></p><p><b><u>2. Ask for and seek support</u></b></p><p>Experience is key in teaching. Most experienced teachers know what works and what does not work in their schools. Ensure that you make good use of your additional PPA time to seek advice from experienced teachers within and outside your department. Make time to observe good practice in areas that you struggle with, and do not shy away from asking questions that may seem ‘silly’ but will help improve on your pedagogy in the classroom. For example, how do you position yourself in the classroom to ensure that you have a 360 degree view of your classroom?</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgG3NbsFy87J8jBiC8kbt6UJCfeSc65M3zmx3W6dTDB9YvC7n-WJs8gomwohy_7IfrPFn_ailW019QBb5yhp337cW62cufM3ccMCMqoenw0DjknrvkxDLtxI39qGpI-KEQLRKNLqO9XF91_KFsy7OLES0sbEsFTb7rIBfJb6SX6U44zCivU1lXeLoan=s300" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="168" data-original-width="300" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEgG3NbsFy87J8jBiC8kbt6UJCfeSc65M3zmx3W6dTDB9YvC7n-WJs8gomwohy_7IfrPFn_ailW019QBb5yhp337cW62cufM3ccMCMqoenw0DjknrvkxDLtxI39qGpI-KEQLRKNLqO9XF91_KFsy7OLES0sbEsFTb7rIBfJb6SX6U44zCivU1lXeLoan=w429-h240" width="429" /></a></div><p></p><p><b><u>3. Use your ECT time effectively to develop your subject knowledge</u></b></p><p>It is always said that the teachers who are passionate, motivational, and can make pupils curious about their subjects, are those with deep subject knowledge. Yet, it is not always possible to remember everything about the subject that you are teaching, especially if you left university 10 years ago or are teaching a subject in your non-specialist area. However, making sure you have access to all the necessary textbooks and that you are engaging with them and understand them is a neccesity. Furthermore, registering with professional bodies and subject associations, who provide high quality CPD programmes is a great idea. they often are free or heavily discounted for ECTs.</p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgRRvbOSZH1UeqRmZZf_pJUaekA-vcOgyEtw7bfmy1CHJSMD9yFt9tRzUgoH5EbVrBg_gIzP4-Rydf8kc8JX810xWTBkaRdxgkqrx64z10NU4PLDDjon_gGnQrfd6wCV1HdmxcXX5fGbIpg_K4-wdm1TZSSzyGnAI8PAJE7kaha8tnmpjtA8oL8ovLZ=s306" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="164" data-original-width="306" height="222" src="https://blogger.googleusercontent.com/img/a/AVvXsEgRRvbOSZH1UeqRmZZf_pJUaekA-vcOgyEtw7bfmy1CHJSMD9yFt9tRzUgoH5EbVrBg_gIzP4-Rydf8kc8JX810xWTBkaRdxgkqrx64z10NU4PLDDjon_gGnQrfd6wCV1HdmxcXX5fGbIpg_K4-wdm1TZSSzyGnAI8PAJE7kaha8tnmpjtA8oL8ovLZ=w416-h222" width="416" /></a></div></div><p><b><u>4. Protect time to relax and switch off</u></b></p><p>There is an adage that says “ all work and no play makes jack a dull boy”. Teaching is a high energy intensive job and will always require much from you, but you need to be able to organise your time in such a way that you have time to partake in other hobbies and activities that you enjoy. Most often the skills from those hobbies could be used to improve your teaching. Do not leave the school gate at the end of the day feeling dejected due to an incident that had happened, speak to a leader about it before you leave or stay positive and seek support to solve it the next working day.</p><p style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiuiHRjjrJUlUTehf4k9bi-dsF9-9TWdnigQQkAGBAflfAkgqKF0Z7lsoTmGO9OvzNjrFhNVlHU3iBNn8OfmEeZkbBnQe00mITJvsv5xYo729s5glijkA-_aGlDZgnPeLXnYp4c28Wf1U6tHaICrW3j7J4eQnpHV3ewmQwiBjMMsNR21p9idLx5EiL3=s960" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="440" data-original-width="960" height="204" src="https://blogger.googleusercontent.com/img/a/AVvXsEiuiHRjjrJUlUTehf4k9bi-dsF9-9TWdnigQQkAGBAflfAkgqKF0Z7lsoTmGO9OvzNjrFhNVlHU3iBNn8OfmEeZkbBnQe00mITJvsv5xYo729s5glijkA-_aGlDZgnPeLXnYp4c28Wf1U6tHaICrW3j7J4eQnpHV3ewmQwiBjMMsNR21p9idLx5EiL3=w444-h204" width="444" /></a></p><p><b></b><b><u></u></b></p><p><b><u><b><u>5. The Three Pillars</u></b></u></b></p><p></p><p>Finally, as always do not forget the basic three ‘pillars’ that you learnt during your training year.</p><p></p><ul style="text-align: left;"><li>Plan: Make sure you have time to plan lessons with our associate friend 'The teachers’ standards' in mind.</li><li>Action: Make sure you deliver your lessons with a proper structure.</li><li>Evaluate: Make sure you evaluate your teaching at the end of your lesson and use any lessons learned to improve the planning of your next lesson.</li></ul><p></p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgiurrQ0GLHakuMINS4HS_dv4r_ybzauh00FQzlwLP1xj33lexJ3f9W-PKAom2tfsL7oi2IsDzC3AUTFNtuOcFcJGUzHwHjH_u-ASgswtiyRckXKR3b2LQ_oY4ViGSuyE8OdId5hUNtqiJfMlmYQ0vpLSv2oP6CJ1tNifgWobddE9hmlRb0Mc6kRFGW=s865" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="470" data-original-width="865" height="241" src="https://blogger.googleusercontent.com/img/a/AVvXsEgiurrQ0GLHakuMINS4HS_dv4r_ybzauh00FQzlwLP1xj33lexJ3f9W-PKAom2tfsL7oi2IsDzC3AUTFNtuOcFcJGUzHwHjH_u-ASgswtiyRckXKR3b2LQ_oY4ViGSuyE8OdId5hUNtqiJfMlmYQ0vpLSv2oP6CJ1tNifgWobddE9hmlRb0Mc6kRFGW=w444-h241" width="444" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div>Remember, at Denbigh, there is always a member of staff who is ready to support you.<p></p><p>Charles Peprah - Assistant Headteacher and Professional Tutor.</p>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com1tag:blogger.com,1999:blog-6897198828801297952.post-43340739545391789822021-10-04T02:33:00.005-07:002021-10-04T02:34:35.454-07:00Assessment for Learning - Jess Pather<p style="text-align: center;"><span style="font-size: medium;"><i><b>“In the context of curriculum
freedoms and increasing autonomy for schools, it would make no sense to
prescribe any one model for assessment. Curriculum and assessment are
inextricably linked. Schools should be free to develop an approach to
assessment which aligns with their curriculum and works for their pupils and
staff” </b></i></span></p><p style="text-align: center;"><span style="font-size: large;">Commission on Assessment Without Levels, 2015.</span></p><p></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijHZozIpvRr2dd8YcHUAcYe85kd3MUabdFl1JejtN2KemY13CVV0aB7aMjB8uwlWiM49lcCh7EDY3iOvd73U2xKOcSVt-1sI_91m8M411x4-m-Of0jt5-PrbQC5nAahfFWumDTJO4S9bo/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="534" data-original-width="1024" height="278" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijHZozIpvRr2dd8YcHUAcYe85kd3MUabdFl1JejtN2KemY13CVV0aB7aMjB8uwlWiM49lcCh7EDY3iOvd73U2xKOcSVt-1sI_91m8M411x4-m-Of0jt5-PrbQC5nAahfFWumDTJO4S9bo/w534-h278/image.png" width="534" /></a></div></div><p class="MsoNormal"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;">…so to, teachers ‘</span>should be free to develop an approach to
assessment which aligns with their curriculum and works for their pupils’.<span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-GB;"> The expectation is
that assessment for learning is continuous; there is no defined or instructed
time-frame. </span>Assessment should form a dialogue between teacher and pupil
with the aim to improve pupils’ understanding, learning and raise achievement.
Assessment should be motivating and meaningful for both teacher and learner -
teachers will glean information about pupil performance and use this to inform
planning and progression for individuals and groups, whilst pupils will have an
acute awareness of what they need to do to improve but more importantly, how to
improve and understand the importance of that progression.<o:p></o:p></p>
<p class="MsoNormal"></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK1VvTRs30J2W-kEF5-zP5hYTOxh0b8_T_oGm6wpN2yUVXm19oeJaSmBnrsuoRfYdmNVRlBbJg75_2EMcD2tXirL87BT19y1YE5kuBNunTMPmJoGruRDBfKnfp-B_iX5oPmUcPUxPF7Yw/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="215" data-original-width="380" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjK1VvTRs30J2W-kEF5-zP5hYTOxh0b8_T_oGm6wpN2yUVXm19oeJaSmBnrsuoRfYdmNVRlBbJg75_2EMcD2tXirL87BT19y1YE5kuBNunTMPmJoGruRDBfKnfp-B_iX5oPmUcPUxPF7Yw/w530-h300/image.png" width="530" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Marking everything that moves does not gurantee progress - in fact it is detrimental. Honorous marking burns out teachers and takes away time from more impactful activities such as planning great lessons and delivering them with energy!</td></tr></tbody></table><p></p><p class="MsoNormal">Marking and feedback are key components of effective
assessment but the quantity of marking should not be confused with the quality.
Both the regularity and purpose of marking and feedback should be communicated
to pupils so that they have an informed expectation of assessment. To be
effective, feedback through marking should be about challenging tasks or goals
rather than easy ones. Give feedback about what has been done well and about
what can be done better and ensure that pupils have time to make improvements
and corrections to their work.<o:p></o:p></p>
<p class="MsoNormal">Focus on the 3Ms of marking: </p><p class="MsoNormal"></p><ul style="text-align: left;"><li><b><span style="color: red; font-size: x-large;">Meaningful </span></b></li><li><b><span style="color: red; font-size: x-large;">Manageable </span></b></li><li><b><span style="color: red; font-size: x-large;">Motivating</span></b></li></ul><p></p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Meaningful marking will vary by age group, subject and what
works best for the pupil and teacher in relation to learning and progress.
Manageable means that marking is proportionate and considers the frequency and
complexity of written feedback, as well as the cost and time effectiveness of
marking in relation to the overall workload of teachers. Motivating marking
should help to motivate pupils’ to progress. This does not mean always writing
in-depth comments, sometimes, short, challenging comments or verbal feedback
can be more effective.<o:p></o:p></p>
<p class="MsoNormal">If the teacher is doing more work than their pupils are,
this can become a disincentive for pupils to accept challenges and take
responsibility for improving their work.<o:p></o:p></p>
<p class="MsoNormal">Meaningful, manageable, motivating – make it matter.<o:p></o:p></p><p class="MsoNormal">Jess Pather</p><p class="MsoNormal">Follow Jess on twitter <a href="https://twitter.com/JPather74">@JPather74</a></p><p class="MsoNormal"><b><u>Further Reading</u></b></p><p class="MsoNormal"></p><ul style="text-align: left;"><li><a href="https://learningspy.co.uk/leadership/marking-act-folly/">David Didau - Why Marking is an act of folly</a></li><li><a href="https://teacherhead.com/2018/02/25/get-assessment-right-and-reduce-workload-at-the-same-time-htrtsummit/">Tom Sherrington - Get assessment right and reduce workload </a></li></ul><div><br /></div><p></p>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-36882932470569430092021-09-07T06:11:00.005-07:002021-09-08T00:23:52.213-07:00The Denbigh Teaching & Learning Philosophy - Ian StonnellWhat is the purpose of teaching? When you ask this question you often get a whole range of responses - "To improve the life chances of students"... "To give students a passion for my subject"... "To prepare students for the challenges of an ever changing world". These answers are all worthy and noble. However, they overcomplicate what the core purpose of teaching is - the purpose that ultimately will achieve those aims. The purpose of teaching is to transfer knowledge.<div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhr7bTb4kzS6xj6MxQCpnGI14KrrYfugyHJJljh-h58guwNhXWyynlokNgHAsrdceAHz6oWllZyqtKrpt2pugEQVv-ztV27a16efJYxbn-5AWlB50Ya1uBIFeSeIHplmIPvZgu_UlDHJE/s1602/know+more.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="470" data-original-width="1602" height="162" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhr7bTb4kzS6xj6MxQCpnGI14KrrYfugyHJJljh-h58guwNhXWyynlokNgHAsrdceAHz6oWllZyqtKrpt2pugEQVv-ztV27a16efJYxbn-5AWlB50Ya1uBIFeSeIHplmIPvZgu_UlDHJE/w556-h162/know+more.png" width="556" /></a></div><div><b><u><br /></u></b></div><div><b><u>To know more and remember more</u></b></div><div>At Denbigh we want students <b><i>to know more and remember more</i></b>. The transfer of knowledge to our students and their ability to recall and apply this knowledge is at the heart of our every aim at school. It sounds simple - in principle it is - however in practice we know it is complex.</div><div><br /></div><div>This focus on knowledge and recall makes memory an important concept for all teachers to grasp. At Denbigh, we use the multi-store model of memory as a starting point to explore the concept of memory and how it works. It may be familiar to you if you have ever studied psychology!</div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt542pSuCqVaPkaw7JhiXvYEkplEzs_1OFIT0yhCBU3IIg0cUI6Ts04BVBrzVvuv7sZPcQ8tx0hKfjPgBiDok-kQ1kidZgZB8GxESKCaU9Re5wZ6Tq-_iCuMkFsu6Gh5cphOXrTLhBL-4/s1011/Multi-store+model+of+memory.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="521" data-original-width="1011" height="291" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgt542pSuCqVaPkaw7JhiXvYEkplEzs_1OFIT0yhCBU3IIg0cUI6Ts04BVBrzVvuv7sZPcQ8tx0hKfjPgBiDok-kQ1kidZgZB8GxESKCaU9Re5wZ6Tq-_iCuMkFsu6Gh5cphOXrTLhBL-4/w564-h291/Multi-store+model+of+memory.png" width="564" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><b>The multi-store model of memory.</b> Read more about it <a href="https://www.simplypsychology.org/multi-store.html" target="_blank">here</a>.<br /></td></tr></tbody></table><div>The multi-store model of memory states a few important things for teachers to consider:</div></div><div><ol style="text-align: left;"><li>For knowledge to enter the short-term memory (working memory) students must pay attention to it - easier said than done.</li><li>We must be careful not to overload too much new knowledge at once as this can cause an overload of the short-term memory. On average our short-term memory can take 5-9 items of new information and keep it there for around 20 seconds. Too much new information will cause knowledge to be displaced and forgotten... forever.</li><li>For that knowledge to remain in the short-term memory it needs to be repeated and practised (maintenance rehearsal), hopefully some form of understanding may take place. If no maintenance rehearsal takes place, the knowledge will decay and be forgotten again... forever.</li><li>Maintenance rehearsal on its own does not guarantee that knowledge will transfer to the long-term memory. For knowledge to process from the short-term memory to the long-term memory, it needs to be repeated over time and linked to other knowledge that already exists in the long-term memory (this relates to the schema theory of memory that we will encounter at our next PDD day).</li><li>Even if we are successful in transferring knowledge to the long-term memory without retrieval practise, students can experience retrieval failure - the inability to recall. This is different to forgetting; however it is just as disasterous in an exam setting. Therefore students need to <i>practise</i> the skill of remembering - we call this retrieval practise.</li></ol><div><b><u>Our new Teaching and Learning Model - <span style="color: red;">PEPPA</span></u></b></div></div><div>Please believe me when I say that, when designing this model, I did not start out with PEPPA and then force a model into it. I assure you it was the opposite. The new model came into existence with the sole purpose of supporting our core aim - creating students who <b style="font-style: italic;">know more and remember more</b> with a grounding in the multi-store model of memory. The mnuenomic PEPPA was a happy little accident, as Bob Ross would say, that fell out of this thinking. So what does PEPPA stand for?</div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB6LkY57uHHpIbIRGQ_5ELSduX2vVfpDfcpX77jFDfy70Ck8KEhyphenhyphenWdHWctc0cukUnS-wcgRs_Qhn9q4EFcj34H5x_ctmvWuPo8YqaM7EFEqslne4Ig6UD_C8JcQTZXzLJVJ_QNjG8qm28/s619/PEPPA+Model.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="578" data-original-width="619" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhB6LkY57uHHpIbIRGQ_5ELSduX2vVfpDfcpX77jFDfy70Ck8KEhyphenhyphenWdHWctc0cukUnS-wcgRs_Qhn9q4EFcj34H5x_ctmvWuPo8YqaM7EFEqslne4Ig6UD_C8JcQTZXzLJVJ_QNjG8qm28/w260-h243/PEPPA+Model.png" width="260" /></a></div><b><span style="color: red;">P</span>lanning</b></div><div>A starting point for all teachers is the planning phase. At a macro level the important considerations are what knowledge we want to transfer and in what order we want to transfer it in (this is also known as the curriculum). At a micro level we are also talking about the planning of individual lessons - in what order do we sequence knowledge delivery, rehearsal and retrieval activities to maximise knowledge acquirement and recall. </div><div><br /></div><div><b><span style="color: red;">E</span>ngagement</b></div><div>Now if we have the planning secure we need to move on to the delivery and the most important part of delivery is engaging the students. If they are not engaged, they will not pay<b> attention</b> and we have already lost as there will be nothing in their short-term working memory. <a href="https://denbighteachingandlearning.blogspot.com/2020/05/celpo-engagement.html" target="_blank">How do we engage</a>? Well there are considerations we make in planning - well laid out resources, clear sequencing, clear explanations, setting the right level of <a href="https://denbighteachingandlearning.blogspot.com/2020/04/cpd-in-time-of-covid-19-what-is.html" target="_blank">challenge</a>. There are also simple human factors to consider; do we have positive relationships with our students? Do we know our students' names, understand their individual needs, include everyone, and smile at them? Together, it is these considerations that make lessons engaging (not necessarilly 'fun'). </div><div><br /></div><div><b><span style="color: red;">P</span>edagogy</b></div><div>If the conditions are set through good planning and high engagement, it is now all about the knowledge transfer, practise and retrieval - this is live classroom pedagogy. This can vary from subject to subject and teacher to teacher; no lesson should look the same. The list of pedagogical strategies to be used is endless, from: reading, teacher modelling and explanations, debates and discussions, quizzes, group work, essay writing and so on. The most important thing however, is their effectiveness in knowledge transfer, practise and retrieval. </div><div><br /></div><div><b><span style="color: red;">P</span>rogress</b></div><div>And the effectiveness can be measured through the <a href="https://denbighteachingandlearning.blogspot.com/2020/05/celpo-learning-progress-and-outcomes.html#:~:text=the%20next%20section...-,Progress,proof%20is%20in%20the%20pudding%20-%20what%20the%20students%20actually%20know.,-Outcome%20AKA%20Reflection" target="_blank">progress</a> students make - do they know it, do they remember it? As a class teacher, progress can be measured through assessment and feedback, formative and summative. Progress over time can also be seen by looking at books, Google classrooms and (the best way) by talking to students about their learning. </div><div><br /></div><div><b><span style="color: red;">A</span>chievement</b></div><div>Now achievement is the outcome. If we apply this model succesfully, our students will <b><i>know more and remember more</i></b> and this is what will help improve their life chances and prepare them for the challenges of an ever changing world or whatever other moral or social aim of teaching you would like to instill. </div><div><br /></div><div><b><u>The Big Picture</u></b></div><div>New models should never sit on their own and look pretty. They must have a purpose. This model has a clear purpose in drawing teachers' focus to helping our students <b><i>to know more and remember more</i></b> by considering how memory works and focussing our thinking on sound evidence informed pedagogy. In addition, this model is integral to the wider teaching and learning ecosystem informing our approach to learning, quality assurance, appraisal and continuing professional development.</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDXqCmas21gT2J6uCIHarSq7JymhHWkBNJNAfM6Euz11lDmCXJTnM9RSBbEeoBAsp5ebciPVCZk6RnvEF3PQuRTnLYmMXzAEx5qwmDpS86gvnBHE2ADHYP98EhGTjQHglUQw897uHVYqQ/s477/T%2526L+ecosystem.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="333" data-original-width="477" height="326" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDXqCmas21gT2J6uCIHarSq7JymhHWkBNJNAfM6Euz11lDmCXJTnM9RSBbEeoBAsp5ebciPVCZk6RnvEF3PQuRTnLYmMXzAEx5qwmDpS86gvnBHE2ADHYP98EhGTjQHglUQw897uHVYqQ/w468-h326/T%2526L+ecosystem.png" width="468" /></a></div><div>An example of a way this will be happening at Denbigh is through our instructional coaching programme. Using aspects of the Teaching Walkthrus handbook, teachers are able to access guides to refresh and reinvigorate their pedagogical practices as well as work with coaches over a sustained period of time to implement new strategies to drive improvement according to our new model.</div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXkaSmrBp6tuvGKZ2ravghe9pVQ_QPqDM25wCgQy9XM4inu-3OxQJDX91g0v6CNNy4sx7JUIUAiawFFUSAd-hdwqkIn90Too2mGxu3M2v-INo_Wmbw_vqFfzih4nDEXsOCHP3Bc4-vwmQ/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1427" data-original-width="2048" height="262" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXkaSmrBp6tuvGKZ2ravghe9pVQ_QPqDM25wCgQy9XM4inu-3OxQJDX91g0v6CNNy4sx7JUIUAiawFFUSAd-hdwqkIn90Too2mGxu3M2v-INo_Wmbw_vqFfzih4nDEXsOCHP3Bc4-vwmQ/w376-h262/image.png" width="376" /></a></div><br /></div><div>I hope you all have a great start to the new term. Feel free to get in touch if you have any questions and rememebr to follow this blog or my twitter for updates of further teaching and learning news at Denbigh. </div><div><br /></div>Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a><br /> </div></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-77934559464453296882021-03-03T06:48:00.006-08:002021-03-03T06:53:52.784-08:00Thoughts on our return to school - Ian Stonnell<p style="text-align: left;"></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGCe6fdYEwak61QpmbL3w9MLchVroR0GwqwIOcVkuvW4NMefOf1joDvsyYXo5ZL9WisnhUKyInhkxy-eGrGkTum83lgBlK2cx74NXPx_d9LbJQZ8fGhLxPbifcc1UXYSmHEZBL49kHHSo/s430/phoenix.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="336" data-original-width="430" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGCe6fdYEwak61QpmbL3w9MLchVroR0GwqwIOcVkuvW4NMefOf1joDvsyYXo5ZL9WisnhUKyInhkxy-eGrGkTum83lgBlK2cx74NXPx_d9LbJQZ8fGhLxPbifcc1UXYSmHEZBL49kHHSo/s320/phoenix.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Out of the ashes the phoenix rises.</td></tr></tbody></table>On Monday we meet our students in the classroom for the first time since December. That's quite a long time ago. Now, it will be easy for us to focus on the negatives when they return. We could conduct an audit of who completed their remote learning and who did not, we could give daunting lectures about the lost learning that has taken place and how we need to catch up as quickly as possible. We could dwell on the doom and gloom and have a wonderfully gloomy time doing it. <p></p><div style="text-align: left;"><b>This is not what we should do. </b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">Instead, we need to resist this understandable desire and remember that the times we are living through are extraordinary. No one can be blamed for the disruption that has taken place, particularly the students, and although some of them may have been lazy, the fact that they were given the opporuntiy to be so, by a global pandemic, is not really their fault - just think how you would have responded to a lockdown when you were thirteen! I know I would have struggled, and that would have been in a world with only 5 TV channels and dial up internet. We also cannot discount the reality that many of our students have had a terrible time during this lockdown and have genuine reasons for struggling to engage.</div><div style="text-align: left;"><br /></div><div style="text-align: left;"><b>We must show understanding and forgiveness. </b></div><div style="text-align: left;"><br /></div><div style="text-align: left;">On March 8th we are starting anew together, what has happened has happened and although it has been tough, we will recover and like a phoenix from the ashes, we will come back stronger.</div><div style="text-align: left;"><div style="text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDCa1sckqcpVEv_nTvd6dEzqa-tzqf47CFnbN50t_lQKZbanx2BHgOX1yWUw_E1rodbtlBBl2XRKFvnKMFdqgDd2e6QKC-6wKVxooCsZxHWc4WwLVu76k2lPf-pRHytBSG7wowlCaEFuk/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="379" data-original-width="710" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDCa1sckqcpVEv_nTvd6dEzqa-tzqf47CFnbN50t_lQKZbanx2BHgOX1yWUw_E1rodbtlBBl2XRKFvnKMFdqgDd2e6QKC-6wKVxooCsZxHWc4WwLVu76k2lPf-pRHytBSG7wowlCaEFuk/w465-h248/image.png" width="465" /></a></div></div></div><div style="text-align: left;"><b>Use the right language</b></div><div style="text-align: left;"><b><br /></b></div><div style="text-align: left;"><span style="text-align: center;">To start anew we have we have to use the right language. At the moment there is a lot of concerning phrases being bandied about by politicians and 'tsars' with regards to education and, as was so neatly summed up by our inspirational headteacher Donna Neely-Hayes, a lot of this waffle needs to be ignored and filtered out -<i> “o</i></span><i>ur students are not damaged”</i>. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">Instead we should see that our students have been through an experience that will define their childhood and scorch an indelible mark on their identity, where they can rightly be proud of their resilience, discipline and independence. I would argue that these students are not damaged, they have been tempered and made stronger whether they realise this yet or not. Let's reinforce that message by making sure we use the right language on their return and not perpetuate a story of loss that can only serve to damage their well-being, rather lets tell a story of growth.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">Below is a table of some of the not so useful language that has been floating around with an equivalent positive language replacement which you can use in your classrooms, note how it encourages growth -<span style="text-align: center;"> credit to </span><a href="https://twitter.com/MrAWGordon_/status/1366071288649891848" style="text-align: center;" target="_blank">@MrAWGordon</a></div><div style="text-align: left;"><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh9RqBFThscX0cmQKzLTdWPmyv3gNX-QQNEnIAgpP2XHn7iXrG6eqiWRa_o_c3J1Bp1p1mffzO0KAMyihbfYQf2w4gqRmLOKRR89lgthAGjEJKb_p9GsG_XWi0LQNRa2JLswSIMufVClY/s884/Covid+Language.png"><img border="0" data-original-height="411" data-original-width="884" height="274" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgh9RqBFThscX0cmQKzLTdWPmyv3gNX-QQNEnIAgpP2XHn7iXrG6eqiWRa_o_c3J1Bp1p1mffzO0KAMyihbfYQf2w4gqRmLOKRR89lgthAGjEJKb_p9GsG_XWi0LQNRa2JLswSIMufVClY/w590-h274/Covid+Language.png" width="590" /></a></div><b>Move forward with great teaching</b></div><div style="text-align: left;"><b><br /></b></div><div style="text-align: left;">Finally some thoughts on teaching, this is a teaching and learning blog after all. My key message - let's not panic, we have done this before. When we returned in September after the first lockdown, we managed just fine. In fact I seem to remember all of us getting so much better at using technology for learning - it was inspirational. I also know that each department has already spent a lot of time planning for the return particularly with a focus on the curriculum, so we are ready. </div><div style="text-align: left;"><br /></div><div style="text-align: left;">However, as a guide, for those first few lessons on our return the following basics can be adhered to:</div><div style="text-align: left;"><ol style="text-align: left;"><li>Retreive: Start of with a stimulus of what may have been covered over lockdown then assess with some <b>low stakes retrieval</b> and questioing to identify gaps in knowledge on small, key parts of the curriculum.</li><li>Re-teach: Once gaps are identified, using direct instruction re-teach topics with an emphasis on the gaps - providing models and scaffolding where necessary.</li></ol></div><div style="text-align: left;">Regardless of this, for now you should have faith in your ability to be what you already are - amazing teachers. No doubt in the near future we will be doing lots more to improve and get even better at supporting our students, that's just what we do. However, that is for the future, on Monday let's just get back to it.</div><div style="text-align: left;"><br /></div><div style="text-align: left;">Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-4522731155485183532021-02-24T02:37:00.004-08:002021-02-25T07:20:34.650-08:00Blended Learning - 3 Smart ways to use Google Rubrics - Ian Stonnell<p>A few months ago I wrote a post about the rubric function in Google Assignments and how you can create them. If you are still unfamiliar with what a rubric is you can read that post (and watch the some exemplar videos) <a href="https://denbighteachingandlearning.blogspot.com/2020/10/using-rubrics-to-improve-marking-and.html" target="_blank">here</a>. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx0Qd_S8btoqjB511jV75ArsotY-k8hFcNbF14q-sfCsFo6A96q0gOub1_xIjJzJD9_t25bhFYWoHnw9cSvyq9pD9L_jQR8SKBZcImYG5iu_daXWNhf_c6E9eETXOXsSE0D7lcG28pSqY/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="171" data-original-width="579" height="124" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx0Qd_S8btoqjB511jV75ArsotY-k8hFcNbF14q-sfCsFo6A96q0gOub1_xIjJzJD9_t25bhFYWoHnw9cSvyq9pD9L_jQR8SKBZcImYG5iu_daXWNhf_c6E9eETXOXsSE0D7lcG28pSqY/w416-h124/image.png" width="416" /></a></div>I am pleased to say that since that post was published staff at Denbigh have gone on to create many rubrics to help assess the progress of students and give feedback. These rubrics have had the added benefit of reducing workload in the marking process. <div><br /></div><div>In this blog we will look at three effective ways that rubrics have been used across the school. If you have any other unique ways you are using rubrics please get in touch to let me know.<p></p><p style="text-align: left;"><b><u>1) The rubric that 'soft marks'</u></b><br />I'll be honest, this is essentially the 'tick and flick' equivalent of marking on Google Classroom (yet slightly better as I'll explain). At it's heart it is a simple rubric that does the equivalent of <span style="color: red;">R</span><span style="color: #ffa400;">A</span><span style="color: #04ff00;">G</span>ing a piece of work and has been applied by many departments. Take a look at this example below that assesses 'quality of work' it is so generic it could be applied to almost any subject.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><span style="margin-left: auto; margin-right: auto;"><a href="https://docs.google.com/spreadsheets/d/1KxwY9UJ0Z8n93h2SXzNM4kOq0FxbT5ReT_FZeSwFbUA/edit#gid=1333842243" target="_blank"><img alt="" data-original-height="160" data-original-width="849" height="108" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLexEHfJHVTpThATC8wtQlE-6sbVBC0UtrLl2oXcQZsDxVrTkOMjsisNLHpnFP3JUhNjujapXIe2aJrFl-3W8aDj5uRKJCEzePS940upCbaL0WFzcZF7ZYm054kttdq24dtDR0LGYDa_A/w575-h108/image.png" width="575" /></a></span></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://docs.google.com/spreadsheets/d/1KxwY9UJ0Z8n93h2SXzNM4kOq0FxbT5ReT_FZeSwFbUA/edit#gid=1333842243" target="_blank">Click the image to see a Google Sheet of this rubric (CLT staff only)</a></td></tr></tbody></table><div>The advantage of a this rubric is that it is quick to set up and generates simple numeric data that is automatically stored in the markbook for every online lesson or homework task that a student completes. The rubric also helps teachers roughly assess, or 'soft mark', work that may not necessarily have a numeric value or be a key point of assessment that requires detailed marking. This type of marking also gives teachers a general understanding of student engagement and attitudes and can keep students motivated and on their toes. The disadvantage is that the feedback this rubric generates to students is not overly helpful in supporting progress, it just lets them know how happy you are with their work.</div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgta6QEDwDVAaKbreWHxIggf2ZfF9rEI-HFSP2Pp_AIvIyaWxK-gxcBclFcqycMqpZzLloJQmEe5XcDgPbO0A8DcisJAvRJarukGxXgYPsFGE3gkeWmBDhwT1x0MKCAZCCV7h7_KjjxUWU/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="667" data-original-width="1000" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgta6QEDwDVAaKbreWHxIggf2ZfF9rEI-HFSP2Pp_AIvIyaWxK-gxcBclFcqycMqpZzLloJQmEe5XcDgPbO0A8DcisJAvRJarukGxXgYPsFGE3gkeWmBDhwT1x0MKCAZCCV7h7_KjjxUWU/" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">On a side note <a href="https://learningspy.co.uk/featured/why-i-like-tick-n-flick/" target="_blank">here</a> is a great blog in defence of 'tick and flick' by David Didau.</td></tr></tbody></table><b><u>2) The rubric that mimics assessment criteria</u></b><br />These rubrics are far more complex as they attempt to reflect the assessment or marking criteria of a particular exam question or a set of KPIs for a particular subject. They may also only apply to a specific task/exam question in a subject area. Take a look at this example from English which provides a rubric for their 24 mark question in the GCSE language paper - it looks like a lot of work went into it!</div><div style="text-align: left;"><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://docs.google.com/spreadsheets/d/1JtjdR1PIvlWu90usoWvHqCsid0laSPG__fQGDOBoaQQ/edit?usp=sharing" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt="" data-original-height="479" data-original-width="984" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdX1Q2_m-UIJAKFNYxx249NnxEG694nZy0ZLMi6a4ngc44JsPzarES4qd69QNTI9OUFtFzCis6NRrVqLQ0FpLNQ8p6TjrN2isk853liSavFoOylubaHiVwSx-5lcpFPiWqpA0SFK6Ofu4/w575-h280/image.png" width="575" /></a></td></tr></tbody></table><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td class="tr-caption" style="text-align: center;"><a href="https://docs.google.com/spreadsheets/d/1JtjdR1PIvlWu90usoWvHqCsid0laSPG__fQGDOBoaQQ/edit?usp=sharing">Click the image to see a Google Sheet of this rubric (CLT staff only)</a></td></tr></tbody></table>However, despite the initial effort that is required to create a rubric like this the reward is great. First of all, the time it takes to mark an essay is reduced to a few clicks which automatically generates a score. Secondly, the rubric creates a highly valid bank of data that smartly identifies weaknesses which can in turn help formulate valid targets for a student and also help inform future teaching. The only drawback to this kind of rubric is the danger that a student may not be able to access the language of complex mark scheme or exam criteria if the rubric reflects it too closely. As such when they receive a mark and look at a rubric it may be difficult for students to decipher what it means and therefore not benefit from it. This highlights the importance of either thinking about the language we use when we create this kind of rubric or spending lesson time to help students understand the that criteria - something that is not always necessary or useful.<br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"></table><p style="text-align: left;"><b><u>3) The rubric that provides scaffolding and develops metacognition</u></b><br />The weakness of the previous rubric leads on to this final rubric possibility; a rubric that is designed to scaffold a task and develop metacognition. With this kind of rubric there may be a complete abandonment of any complex and convoluted language related to exam criteria and in its place a pupil friendly instructional language which guides students to succeed in a task process or skill. </p><p style="text-align: left;">In History and RE they have been developing rubrics just like this to help students answer longer essay questions and, rather than using the examination marking criteria, they have produced instructional rubrics that provide the scaffolds for different stages of the writing process. Take this example below where the rubric follows a paragraph by paragraph approach detailing what is expected from each stage which ultimately build towards a more complete answer.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://docs.google.com/spreadsheets/d/1Koul35PjlQZYabFlx-9PikLCUTj7rV-L4UYB4giQEmw/edit?usp=sharing" style="margin-left: auto; margin-right: auto;" target="_blank"><img alt="" data-original-height="671" data-original-width="651" height="591" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVLNCS0l19ynzBV_peBB4i7YrtrADvcd6fq87bBUr-EJl0pAx1D-8OUpqYaGiYOZ1BAYNA9gToripjex_1EQvoIwuT9wID6Gbd9bJ4d3-gulrReWD8UGPz-W0JkoRF7VVlGOlD0RFnTh0/w573-h591/image.png" width="573" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://docs.google.com/spreadsheets/d/1Koul35PjlQZYabFlx-9PikLCUTj7rV-L4UYB4giQEmw/edit?usp=sharing" target="_blank">Click the image to see a Google Sheet of this rubric (CLT staff only)</a></td></tr></tbody></table>The advantage of this rubric is that it helps students develop metacognition skills for a specific task (the process of writing this essay becomes ingrained the more they engage with the rubric) and although it may not neatly match up with an examination marking criteria, by students following the process they will develop consistency and competency in the task to the point that the rubric will barely be needed - as will happen in an exam. Of course personalized feedback can still be created to support progress further (as with any rubric) however, in this example it is the rubric that will underpin the skill.<p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVOXsC3fgU5829qUJvQ5wpSIwLxCRvbrG5kPUOOorvyhfMMQ4HmkKjsuj-8Frk5OlcCfFZBZHF6WjKKbwFrts_6mF4ZsVPmOHes95FPBPDbtnieguaFONhALQDqvi3LuqRAmtIEnk9hA8/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="475" data-original-width="852" height="223" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVOXsC3fgU5829qUJvQ5wpSIwLxCRvbrG5kPUOOorvyhfMMQ4HmkKjsuj-8Frk5OlcCfFZBZHF6WjKKbwFrts_6mF4ZsVPmOHes95FPBPDbtnieguaFONhALQDqvi3LuqRAmtIEnk9hA8/w401-h223/image.png" width="401" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">A well thought out rubric can support progress and build confidence.</td></tr></tbody></table>I hope you have found this blog useful. If you want further support developing rubrics please have a discussion with your team leader or let me know and I'll be happy to help. Thanks to all the teachers who have contributed to this blog and keep up the great work! <p></p><p>Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a></p></div></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-52948276604808439542021-02-02T06:40:00.001-08:002021-02-03T08:00:46.487-08:00Remote Learning - How to encourage peer interaction in Google Classroom - Ian Stonnell<p>At Denbigh we do not do 'live' lessons in the way they are portrayed in the media. Rather we take a synchronous approach were we post resources on Google Classroom, including pre-records, set tasks and then watch the work come in to give feedback on. During this time we are available to answer questions submitted via email or through the Classroom comments section. This approach has the advantage of allowing students to get the work done at their own pace and even go asynchronous if needed.</p><p></p><p>However, the issue with this approach can be the lack of peer interaction. This is quite a concern as the EEF found that during remote learning periods, peer interactions helped to improve motivation and led to better outcomes. This probably makes a lot of sense after all for many subjects peer interaction, though debate and discussion, is often the lifeblood of a lesson that characterizes deep learning and understanding. </p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_ASJcm7Ac6OO76VZMPAFfiSBbCCSyCjZjG1n2KZhcLxk-ZClANpz5CB5MVo1AQlqpqTBE_G9fIVq8stJH-hxcGVIce88Urw85oWkac9mZ12DAxUByx1aW897NOAh6OotX0LIPs5mEJtc/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="148" data-original-width="341" height="241" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_ASJcm7Ac6OO76VZMPAFfiSBbCCSyCjZjG1n2KZhcLxk-ZClANpz5CB5MVo1AQlqpqTBE_G9fIVq8stJH-hxcGVIce88Urw85oWkac9mZ12DAxUByx1aW897NOAh6OotX0LIPs5mEJtc/w556-h241/image.png" width="556" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">The loss of peer interaction is inherently de-motivating and can limit pupil progress.</td></tr></tbody></table><p></p><p>The question is how can we bring back some of this peer interaction into our current model of remote learning? In this blog we will look at a few ways that teachers have been attempting to do this using Google Classroom. If you have any other ideas please get in touch and let me know! </p><p style="text-align: left;"><b><u>1. Using the 'Announcement' feature to encourage discussion in History</u></b><br />In this example Sana Tariq encouraged peer interaction by using an announcement to pose an open question assessing prior knowledge about the Crusades. Students responded rapidly through the lesson hour. During this time Sana responded to comments, checked misconceptions, issued praise and asked further developmental questions which encouraged students to conduct their own research on the topic. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0jmHTYApfUp0uzwEbDd57kPzOSgDC3TlQhiImoDa6zBivy2HYQKQ4qATy4ODWqX2eYRWxXRLldGx0DFqVhLDUp0BDVhfqnZ22Awc5Q7XYfBEzedaP72Jm2dMMkETvlMPzOMAVmeJT7s4/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1444" data-original-width="1298" height="348" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0jmHTYApfUp0uzwEbDd57kPzOSgDC3TlQhiImoDa6zBivy2HYQKQ4qATy4ODWqX2eYRWxXRLldGx0DFqVhLDUp0BDVhfqnZ22Awc5Q7XYfBEzedaP72Jm2dMMkETvlMPzOMAVmeJT7s4/w313-h348/Screenshot+2021-02-01+at+13.13.00.png" width="313" /></a></div><div class="separator" style="clear: both; text-align: left;">In total 41 comments were made and students certainly got a good feel for other students being present in the classroom working toward the same learning goals.</div><p></p><p style="text-align: left;"><b><u>2. Using the 'Question' feature to encourage debate in RE</u></b><br />When setting assignments Google Classroom offers a 'question' feature. It is a wonderful way to encourage general discussion and debate in an online setting.</p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEge9C50Xrwgxd2SlV7a7GdnYRTAZMyczVLQks9crQhjhS5Fs8Ak8zxYD_-VhKXZmINYpz8bxPdjJsFD2H3vMZ8RxJsSGVApm3-BEJPmr0nWuZRFgL3WpJFV3aGSVWSg_Yp5B-tNa_2FZMY/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="1210" data-original-width="2598" height="245" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEge9C50Xrwgxd2SlV7a7GdnYRTAZMyczVLQks9crQhjhS5Fs8Ak8zxYD_-VhKXZmINYpz8bxPdjJsFD2H3vMZ8RxJsSGVApm3-BEJPmr0nWuZRFgL3WpJFV3aGSVWSg_Yp5B-tNa_2FZMY/w527-h245/Screenshot+2021-02-01+at+13.09.39.png" width="527" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">An example of how to set up a debate question on Google Classroom.</td></tr></tbody></table><p></p><p>When you set a question it creates what is essentially a message board, where students can answer the question and also reply to other student's answers. It also places the teacher as a moderator who can equally engage with discussion, adding comments, responding to comment and adding further questions and so on, as well as have the ability to delete comments and mute students if needed (this feature is available throughout the Google Classroom - just click on the 3 dots next to any comment). </p><p>Last week the whole RE department used this approach in a year 7 debate about the nature of evil and suffering. This generated some passionate arguments and top quality work, largely due to the genuine peer interaction that was offered. </p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiayQXFG4I7C4V0dkMeQ4hO9xvmrbjZZa5ddRTJJYPW0uscRMU6cq2b9egUiLLz8LkOvE34arEHEPGuGecP7yRzcNvJ3cJ4CQm2qEnuCVLabYXPcbcpXqKvpVWD5_WCPwWvSpidmvJ2ABY/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1373" data-original-width="1188" height="487" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiayQXFG4I7C4V0dkMeQ4hO9xvmrbjZZa5ddRTJJYPW0uscRMU6cq2b9egUiLLz8LkOvE34arEHEPGuGecP7yRzcNvJ3cJ4CQm2qEnuCVLabYXPcbcpXqKvpVWD5_WCPwWvSpidmvJ2ABY/w422-h487/image.png" width="422" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><b><u>3. Sharing documents to enable peer marking in English</u></b><span style="font-weight: bold;"> </span><b><br /></b>Finally, in English they have been using peer marking as a way of encouraging student interaction. Using the sharing settings on any document, a student can give access rights to one of their peers allowing them to make comments and suggestions which can be reviewed by the class teacher.<b><br /></b><p></p><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2LvnK2cd5yMR__t7ZoN9AfTaw5JY0l6G3i_g95g6GJXI-YjfJK5HEjK7fyr69evxPeMgYLEJA7XhR9AB_zMAK95b_CYWZIGRCxFwskrnHsG3vPDK6QeScCmGdiDpIYIWaj00iJ6IXLZM/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="648" data-original-width="1346" height="283" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2LvnK2cd5yMR__t7ZoN9AfTaw5JY0l6G3i_g95g6GJXI-YjfJK5HEjK7fyr69evxPeMgYLEJA7XhR9AB_zMAK95b_CYWZIGRCxFwskrnHsG3vPDK6QeScCmGdiDpIYIWaj00iJ6IXLZM/w587-h283/image.png" width="587" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">An example of peer marking in year 11 English.</td></tr></tbody></table><div><p>Considering the benefits of encouraging peer interaction I hope you give one of these strategies a go. You could possibly do it as a review activity for the learning students have engaged in so far, I know that's what I am going to. </p><p>Thanks to all the teachers who have contributed to this week's blog! </p><p>Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a></p><p></p></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-21844967623572874452021-01-28T02:18:00.000-08:002021-01-28T02:18:59.146-08:00Remote Learning - 6 Practices that make it succeed at Denbigh - Ian Stonnell<div>At Denbigh there are some amazing remote learning practices; Loom videos, Mote feedback, Rubrics in assignments and more. But each of these in isolation does not guarantee that our remote learning is delivering the best results. In this blog post we will look at 6 practices that are common in some of the best remote learning at Denbigh. I am sure it will help you recognise your own good habits and also enable you to reflect on how you can further develop your practice. </div><div><b><u><br /></u></b></div><div><b><u>1 - The quantity of learning is achievable</u></b></div><div>Too often one of the barriers to learning is knowledge overload. In a remote learning episode we have to be clear and specific on what we expect our students to learn by the end of it. This also has to be achievable and pose the right level of <a href="https://denbighteachingandlearning.blogspot.com/2020/04/cpd-in-time-of-covid-19-what-is.html" target="_blank">challenge</a>. Great practice would be to include a small number of key takeaways in our pre-records and keep our videos relatively short especially if what they are learning is new. In last weeks <a href="https://denbighteachingandlearning.blogspot.com/2021/01/remote-learning-in-practice-tom-davies.html" target="_blank">blog</a> the example from Tom Davies demonstrates this well.</div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix976Qhj4hCqWaUrUfFTaWm1LlGEqcky6vzQcntyBn8xmPL8v9xyWTy3QqWgCyBgE0LL3FbfAP0SrbfDHKtW3bHPIoVChCikzhzgw81ZYl2C3I-2RBZeOW7JHeqOaXFbq_8X81eQ1A5SI/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="1318" data-original-width="1080" height="355" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix976Qhj4hCqWaUrUfFTaWm1LlGEqcky6vzQcntyBn8xmPL8v9xyWTy3QqWgCyBgE0LL3FbfAP0SrbfDHKtW3bHPIoVChCikzhzgw81ZYl2C3I-2RBZeOW7JHeqOaXFbq_8X81eQ1A5SI/w292-h355/image.png" width="292" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Look! Here is a relevant visual metaphor.</td></tr></tbody></table><div><b><u>2 - The curriculum pace is kept slow</u></b></div><div>Many of us may be concerned about not covering the content in our curriculums or specifications, because of this we may feel the need to move through the curriculum as quickly as we would do when students are in the classroom. This could be a recipe for disaster. We have probably all noticed that student engagement is not at 100% and that many students are finding it more difficult to learn at home independently. As such, we need to give students more time to consolidate knowledge through regular review and rehearsal. We should build this into our remote learning curriculum. Furthermore, by slowing down the pace, students will feel less overwhelmed, feel secure in the knowledge they are acquiring and ultimately be more confident. Going slow also has the added bonus of giving students who have found it difficult to engage the chance and time to catch up. </div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWFF08NgolTDqqsyUiZXHAtd6AVcf9zTqc2FqMxMNepAFQi91XDvzAxCTGLbIAD7AmetmwCB3C0Nb4UUkQHjQnXzzasZrx1g30xAmsgsNSkW9cN5FFaS4cj2J-gFl17dDbJwiK1NbhUGQ/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="720" data-original-width="1024" height="318" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWFF08NgolTDqqsyUiZXHAtd6AVcf9zTqc2FqMxMNepAFQi91XDvzAxCTGLbIAD7AmetmwCB3C0Nb4UUkQHjQnXzzasZrx1g30xAmsgsNSkW9cN5FFaS4cj2J-gFl17dDbJwiK1NbhUGQ/w453-h318/image.png" width="453" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">"Slow and steady wins the race" said the tortoise to the hare.</td></tr></tbody></table></div><div>Obviously, slowing down the pace of a curriculum is a topic for discussion in subject areas. You could consider how year groups may need to be treated differently. For example a year 9 group starting a GCSE may benefit from going slow now, building a secure knowledge base, and then speeding up later when they come back into school. After all there is no point rushing through a curriculum now (during a lockdown) then in year 11 finding you have to teach it all again because they have forgotten it. In KS3 some subjects may even consider reducing the content in their curriculums to ensure what they do learn - they learn well.</div><div><br /></div><div>For example Maishah Khan has reduced her Year 9 Psychology curriculum considerably to only teach one key theory this term (only four pages of the GCSE textbook). The first three weeks of term students have engaged in small chunks of new knowledge where understanding was assessed using quizzes and short questions. Then, in the upcoming three weeks students are due to consolidate this knowledge into revision resources, exam style questions and a mini-assessment that finally culminates into an evaluation of the theory.</div><div><br /></div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBUVxB0D5SqPR4f5WPEwWicVwQRIH5jkGehbrtkw6D3YOt84gFh0sMTKXfVWzWc1ZDtwK65XONDdN4GVpujxwxrMFsKNenEqodzRmKAaLdF5fNQsETgXuu77H-esgpTPmlHRXFviERdVE/s1237/Screenshot+2021-01-27+at+11.20.43.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1237" data-original-width="964" height="375" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBUVxB0D5SqPR4f5WPEwWicVwQRIH5jkGehbrtkw6D3YOt84gFh0sMTKXfVWzWc1ZDtwK65XONDdN4GVpujxwxrMFsKNenEqodzRmKAaLdF5fNQsETgXuu77H-esgpTPmlHRXFviERdVE/w292-h375/Screenshot+2021-01-27+at+11.20.43.png" width="292" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">An overview of the remote learning curriculum in Year 9 Psychology.</td></tr></tbody></table></div><div><b><u>3 - Only tasks that effectively support and check learning are set</u></b></div><div>Many of the tasks that we set in the classroom do not translate effectively to the remote learning digital environment. Let's consider a word search or crossword activity. In the classroom it's a reasonable little starter that can settle students and get them to retrieve some keywords with some good questioning. However, set as a remote learning task it can be a nightmare... lots of emails and comments "how do you fill in the word search? How can I highlight the words? I can't do the word search sir! Help!" All of a sudden you may have a large number of students stuck on a task that at the end of the day is pretty meaningless when it comes to assessing the learning. The task can actually become a barrier to learning.</div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMw1ynpiivxyJdROzCmaWpXlpq5_y-afdWWZFg8j6OB6XG6sksI3b0FWUspyLapPEKEy17x0Evfl9P8p_EeoUamnSBoRNkQj3UIRER0P0ilrmB_hdFTzxP623cx7kQjKxIuhYcbGAu0PM/s780/Screenshot+2021-01-27+at+14.42.28.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="760" data-original-width="780" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMw1ynpiivxyJdROzCmaWpXlpq5_y-afdWWZFg8j6OB6XG6sksI3b0FWUspyLapPEKEy17x0Evfl9P8p_EeoUamnSBoRNkQj3UIRER0P0ilrmB_hdFTzxP623cx7kQjKxIuhYcbGAu0PM/s320/Screenshot+2021-01-27+at+14.42.28.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Do this word search digitally and hand it in to me. Then tell me what you learnt.</td></tr></tbody></table><div>We cannot recreate remote lessons as a facsimile of how we delivered them in the classroom, it does not work. The best remote learning ruthlessly cuts tasks that will create barriers to student learning and only sets tasks which will support learning and enable it to be assessed efficiently. </div><div><br /></div><div><b><u>4 - Tasks are modelled effectively</u></b></div><div>Sometimes the tasks we want students to complete are complex and necessary. If this is the case, we must model them. If a student cannot understand the process of a task, they will not engage and they will feel demotivated. How can you avoid this in a remote learning context? Model tasks to students explicitly through video tutorials - and it MUST be in videos. Students respond far better to practical demonstrations of tasks rather than written instructions (NEWSFLASH - they often don't even read them!). We know that when we are in the classroom live modelling is one of the most effective methods that a teacher employs to support students to engage in a task; we can't just replace this with written instruction and expect the same results. </div><div><br /></div><div>In MFL the team have been superb in sharing a video for every lesson explaining how to complete tasks along with written instructions. You can also look at this example from Eric Adjei's Year 11 History where he models an essay question in his own unique style that is the only task for completion that lesson.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="377" src="https://www.youtube.com/embed/a4gVCGCW0nc" width="454" youtube-src-id="a4gVCGCW0nc"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div><b><u>5 - Regular feedback is given</u></b></div><div>Doing work and getting no feedback is almost the same as doing no work at all. A lack of feedback and acknowledgement of the work completed is intrinsically de-motivating. As teachers, we need to avoid this by offering feedback as soon as we possibly can. This need not be onerous. With self-marking quizzes, rubrics and now the amazing <a href="https://www.youtube.com/watch?v=k2E1oFKtVp8" target="_blank">mote</a>, we have several time-saving ways to give feedback. The video below is an example of how you can use google forms to provide automatic feedback that has been developed in RE. You can also check this post <a href="https://denbighteachingandlearning.blogspot.com/2020/10/using-rubrics-to-improve-marking-and.html" target="_blank">here</a> about the use of rubrics.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="373" src="https://www.youtube.com/embed/a9vMz-FOGFM" width="449" youtube-src-id="a9vMz-FOGFM"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>Whole class feedback is also a great time saving way to keep students motivated. Take a look at this example from Taslima Hannan in English where she gives some group feedback on a poetry task her year 8's have completed.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="375" src="https://www.youtube.com/embed/FSKwUOhflR8" width="451" youtube-src-id="FSKwUOhflR8"></iframe></div><div><br /></div><div><b><u>6 - The human touch is not lost</u></b></div><div>The saddest part of the remote learning experience is that the relationship between teacher and students can often be lost. In this lockdown the formulaic, almost robotic like routine of plan lesson, post lesson, mark work and repeat, has removed the humanity from being a teacher. The jokes, the smiles, the equally enjoyable nagging and telling offs, the motivational speeches... all the things that make teaching and learning a fulfilling human experience have disappeared! </div><div><br /></div><div>Well there are ways to keep the human touch going. Why not send a motivational video of yourself to your classes? Do some positive name dropping and bigging up (the students that aren't mentioned might get the hint). Have a watch of my little pep talk to my year 11s this week and see what you think.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="360" src="https://www.youtube.com/embed/o836YmTE4Z0" width="433" youtube-src-id="o836YmTE4Z0"></iframe></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div>We need to remember that these are extraordinary times and that for many of us it is a difficult time too. We need to show understanding and encouragement. </div><div><br /></div><div>...</div><div><br /></div><div>Thanks to all the teachers who have contributed to this week's blog. There will be more examples of good practice coming next week. Leave a comment if you have found this useful or interesting - it'll make my day! 😊</div><div><br /></div><div>Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-81342592603310572182021-01-20T06:15:00.004-08:002021-01-20T06:44:37.091-08:00Remote Learning in Practice - Tom Davies - Production Studies<p>In this week's blog take a look at this superb pre-recorded video lesson from Tom Davies in year 8 production studies. Once you've had a watch have a read of some of the key takeaways and considerations and see if you agree. </p><p>Thanks to Tom for being a top level legend for sharing! 💪</p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="397" src="https://www.youtube.com/embed/Ky0GoMQSViM" width="477" youtube-src-id="Ky0GoMQSViM"></iframe></div><p><b><u>Key Takeaways:</u></b></p><p></p><ul style="text-align: left;"><li>In this example there are clear expectations of the desired learning outcomes including the process of how the students can meet them.</li><li>Students are encouraged to review previous learning before engaging in new learning.</li><li>Task modelling - the task is clearly modelled and scaffolded giving students the best chance of completing the final task well. </li><li>The use of <b>'PAUSE, REPEAT, REVISE'</b> - what a great practice that we could all add to our pre-recorded lessons!</li></ul><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVbhZ2jBzTK-92YhpsipM0gs0Pd9ma8ppkQiD1DGVTItXwHojT0SCLh2BAfYK6fiXuKcakSXPEkpCdJtZTIhZpBqAP7FEF4hHg2RK1F6cns1-yf1XtsVNJu7ohQ3cd0fNLGIhP4e8dukc/s609/PRR.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="212" data-original-width="609" height="189" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVbhZ2jBzTK-92YhpsipM0gs0Pd9ma8ppkQiD1DGVTItXwHojT0SCLh2BAfYK6fiXuKcakSXPEkpCdJtZTIhZpBqAP7FEF4hHg2RK1F6cns1-yf1XtsVNJu7ohQ3cd0fNLGIhP4e8dukc/w548-h189/PRR.png" width="548" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Feel free to copy and paste this image into your pre-recorded lessons.</td></tr></tbody></table><div class="separator" style="clear: both; text-align: center;"><br /></div><div><b><u>Further considerations for all based upon this example:</u></b></div><div><ul style="text-align: left;"><li><b>Avoid overload</b> - particularly the setting of extraneous tasks. The requirement for note taking in this example is an extraneous task as it does not add to the learning, it just adds a process. The only task that really matters is the final worksheet where valid assessment can take place - as such, in this remote learning environment it may be better to remove the note taking element. We should all consider what tasks we may be asking students to complete that are actually not really contributing to learning and consider removing them. </li><li><b>Streamline the quantity of new knowledge delivered</b>. In this example both celebrity endorsements and shocking images are discussed. It may be wise to consider focusing only on one area to avoid overload and maximise the chances of longer term memory and recall.</li></ul></div><p></p><p>Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a></p>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-26196565772934187742021-01-13T03:54:00.004-08:002021-01-14T07:44:10.308-08:00Effective Remote Learning - Ian Stonnell<p>Remote learning is the new norm. For staff at Denbigh and across the country, classrooms have gone online. The challenge is now how we can engage, enthuse and support all students to continue learning despite this virus' best efforts to disrupt us. We have to believe that this is possible. </p><p style="text-align: left;"><b><u>The challenge of delivering effective remote learning</u></b><br />Often teachers may feel that with remote learning we have to think about teaching and learning differently. Well that is not the case, the process of learning works in exactly the same way online as it does in the classroom - students need to have some form of instruction (linked to prior learning); create some evidence of learning; and then receive some feedback - this cycle is as effective online as it is in the classroom. However, we have to acknowledge that students are in a new learning environment - their homes - which can create significant barriers to their engagement. </p><p style="text-align: left;"></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXPpQy4DfpCukBMV7m2RJM_L4Xs3pdleMA4wOqArFdIfZnRJ92LgTNIpDTMZP8AFRYmYMfUsw_dZ_sTj5XQhODcq1Og5E11vgN7bO2qWlB55i-YU8u7SQ8C7iv11WlLWvc_XJWW1_YAI4/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="1536" data-original-width="2048" height="345" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXPpQy4DfpCukBMV7m2RJM_L4Xs3pdleMA4wOqArFdIfZnRJ92LgTNIpDTMZP8AFRYmYMfUsw_dZ_sTj5XQhODcq1Og5E11vgN7bO2qWlB55i-YU8u7SQ8C7iv11WlLWvc_XJWW1_YAI4/w460-h345/image.png" width="460" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">High impact teaching is the same inside the classroom as it is online. Credit <a href="https://twitter.com/ImpactWales">@ImpactWales</a></td></tr></tbody></table><p></p><div><b><u>Avoid overload, engage through feedback and monitor engagement</u></b></div><div>To overcome these barriers one of the first considerations is to make sure that the work we set is achievable by avoiding overloading students with either too much new learning or too many tasks. If there is sure way to discourage students, it is to swamp them, which will lead to cognitive overload and ultimately very little learning. To do this, we as teachers and subject leaders need to consider how we can break down our curriculums into smaller bitesize chunks of key learning and provide resources that students can review and repeat in good time. In addition to considering what work we set, we also need to consider our expectations on completion - students' lives at home are varied and unknown to teachers, this means when setting deadlines we have to have a degree of flexibility in our expectations. There is nothing worse than an email inbox full of demands for incomplete work to make anyone feel stressed overwhelmed.<div><div><br /></div><div>Another consideration is feedback. A key reason why students disengage is because they may feel that their own teachers are not engaging with them in their learning. A regular dialogue needs to exist. This could be as simple as ensuring work is acknowledged and marked where relevant, and that a teacher is also available to support. Regular feedback makes doing the work worth it and will encourage students to engage further.</div><div><br /></div><div>Finally we need to monitor engagement. At Denbigh we are introducing a whole school approach involving the taking of online registers as well as individual subject teachers monitoring engagement using a centralized system. This in turn can support a coordinated approach to promoting engagement by identifying disengaged students and supporting them to get into the learning routines they need to be successful. </div><div><br /></div><div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCMBitlYD84JnWoamW65oe5a-dd9V1ZjYnaX8JRxLJ6fVTnA1OqKrY3ZVPDUhwL8lKdGZvEWTCOZX3-i-tVozy_TJvY32dd81tyZmMwQP3GfFQ-wyCA0mGuugCKCHVzFlcN5Z675xSYv0/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="1536" data-original-width="2048" height="305" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCMBitlYD84JnWoamW65oe5a-dd9V1ZjYnaX8JRxLJ6fVTnA1OqKrY3ZVPDUhwL8lKdGZvEWTCOZX3-i-tVozy_TJvY32dd81tyZmMwQP3GfFQ-wyCA0mGuugCKCHVzFlcN5Z675xSYv0/w407-h305/image.png" width="407" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Some furthers considerations here come from the <a href="https://edtechhub.org/wp-content/uploads/2020/04/summary-research-best-practice-pedagogy-remote-teaching.pdf">Education Development Trust</a> via <a href="https://twitter.com/ImpactWales">@ImpactWales</a></td></tr></tbody></table><b><u><br /></u></b></div><div style="text-align: left;"><b><u>What should a typical remote learning experience look like?</u></b><br />At Denbigh students can typically expect the following:</div><div><p style="text-align: left;"></p><ol style="text-align: left;"><li><b>Teacher instruction:</b> A pre-recorded video summarising the desired learning outcome followed by the delivery of content. This could include other resources such as a GCSEPod or web based reading etc. (5-20 minutes)</li><li><b>A task to elicit evidence of learning:</b> This could be a Google assignment or quiz, or another online activity set through an approved VLE. During this time the teacher is 'live' on the Google Classroom to respond to questions. (10-30 minutes)</li><li><b>Feedback.</b> Students should have work acknowledged and marked accordingly. Feedback can be given individually or as a class. At Denbigh we are also able to give verbal feedback through Google Classroom using <a href="https://www.youtube.com/watch?v=k2E1oFKtVp8">mote</a>. </li></ol><div>To demonstrate this further have a look at my example of remote learning from year 9 Psychology where hopefully you may see some of these principles in action.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="351" src="https://www.youtube.com/embed/lAUXKB9hu9A" width="423" youtube-src-id="lAUXKB9hu9A"></iframe></div><br /><div><b><u>Conclusion</u></b></div><div>Although subjects may approach remote learning differently and not all remote learning will look exactly like this, we should all stick to the basic principles of teaching and learning. We must also see this current situation as a great opportunity as, if we get this right, when our students return they will be self sufficient, resilient, independent learners, who will prosper in the classroom. Let's get it right.</div><div><br /></div><div>Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a></div><div><br /></div><div>Further Reading:</div><div><ul style="text-align: left;"><li><a href="https://www.gov.uk/government/publications/whats-working-well-in-remote-education/whats-working-well-in-remote-education" target="_blank">What's working well in remote education - Department of Education</a></li><li><a href="https://teacherhead.com/2021/01/10/remote-learning-live-or-offline-cover-the-basic-elements/">Remote Learning: Live or offline, cover the basic elements - Tom Sherrington</a></li><li><a href="https://edtechhub.org/wp-content/uploads/2020/04/summary-research-best-practice-pedagogy-remote-teaching.pdf">Best practice in pedagogy for remote teaching - Ed Tech Hub</a></li></ul></div><p></p></div></div></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com1tag:blogger.com,1999:blog-6897198828801297952.post-15434466629778641842020-12-16T23:47:00.003-08:002020-12-16T23:55:12.668-08:00Teaching Walkthrus - Continuing professional development at Denbigh - Ian StonnellFinally the end of this term is in sight and the holidays are but a few days away! After a challenging yet successful term, a well deserved two weeks to rest and recuperate are upon us! Hooray!!!<div><br /><div><div class="separator" style="clear: both; text-align: center;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8o-5hMftofDqPkSs39OugqXwAPkZ__mr7roj_2DkarMhyphenhyphenyOI58mpUmt2cTI9ydol9aiKt1lzzz4VvfE5SmBaj5b9jnpOPoLCq_igk7cUdgFFP3A2q7MrRByXceQ8r3PDlMGCGZYsQkeE/" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="141" data-original-width="358" height="158" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8o-5hMftofDqPkSs39OugqXwAPkZ__mr7roj_2DkarMhyphenhyphenyOI58mpUmt2cTI9ydol9aiKt1lzzz4VvfE5SmBaj5b9jnpOPoLCq_igk7cUdgFFP3A2q7MrRByXceQ8r3PDlMGCGZYsQkeE/w400-h158/image.png" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><br /></td></tr></tbody></table></div></div><div>As a thank you for your hard work, all teaching and learning staff at Denbigh will be receiving a copy of Tom Sherrington's and Oliver Caviglioli's 'Teaching Walkthrus'. This book provides 50 evidence informed strategies that have been shown to support the improvement of teaching an learning.</div><div><br /><div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM5UTP97G7IBh2221I2xxyCMhDhHBZ0z7nGYw7xua_x5KjbhPfdWOlWPqpYNkk3WY_6BNOhqytBLNIc79DOjoOOnEPTuGnztZcHxZYVcnY4HGodYebt8yyAISfuftrnju7nr3rYaFaKxQ/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="1427" data-original-width="2048" height="279" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM5UTP97G7IBh2221I2xxyCMhDhHBZ0z7nGYw7xua_x5KjbhPfdWOlWPqpYNkk3WY_6BNOhqytBLNIc79DOjoOOnEPTuGnztZcHxZYVcnY4HGodYebt8yyAISfuftrnju7nr3rYaFaKxQ/w400-h279/image.png" width="400" /></a></div><div><br /></div>With everyone owning a copy, this book will provide a cornerstone for all staff to discuss new ways in which we can develop our teaching practice. At the year first TLRD meeting discussion of this book will be at the top of the agenda!</div><div><br /></div><div>Hope you enjoy! </div><div><br /></div><div>Have a great holiday and a happy new year!</div><div><br /></div><div>Ian <a href="https://twitter.com/DenbighCPD">@DenbighCPD</a></div></div></div></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com1tag:blogger.com,1999:blog-6897198828801297952.post-47462202133345188992020-11-17T05:31:00.011-08:002020-11-17T07:09:41.282-08:00Live Lessons - What are they and how do I run one at Denbigh? - Ian StonnellAt any point in these winter months we may be told to self-isolate. A positive test in our household, a notification from the NHS Covid-19 app or a call from test and trace could result in the instruction to self-isolate. If this happens to us, and we are otherwise healthy, the expectation for teachers is to continue to work from home and also deliver live lessons.<div><br /></div><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3EFS5-w9_HE5fMasHMKj7sKO6wBx6ArY4rVzlUeHuFiBl8vdiH0zVx8CeH6ZW6BBMGzC5S-eEpZoGYVI_qd72tqtgSg5JZJrJtzZEh_nEZ59dM5TyfdPnNpSN8gmWfB9C3ASS4ZQSIg0/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="706" data-original-width="1000" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3EFS5-w9_HE5fMasHMKj7sKO6wBx6ArY4rVzlUeHuFiBl8vdiH0zVx8CeH6ZW6BBMGzC5S-eEpZoGYVI_qd72tqtgSg5JZJrJtzZEh_nEZ59dM5TyfdPnNpSN8gmWfB9C3ASS4ZQSIg0/" width="320" /></a></div></div><br /><div><b><u>What is a live lesson?</u></b></div><div>A live lesson is delivered online by a teacher who is self-isolating to students who are in school. For a lesson period the teacher should be available to deliver parts of the lesson through Google Meet or a pre-recorded video and be available to communicate with a cover supervisor and students through Google Classroom. </div><div><br /></div><div><b><u>Setting up a live lesson</u></b></div><div>The day before you teach a live lesson you should be informed by the cover supervisors who will be taking your lesson (if this does not happen you should set cover as normal - see FAQ). Once you know who is going to cover your lesson it is your responsibility to invite them to a Google Meet. </div><div><br /></div><div>To do this you need to create a calendar event. Go to your <a href="https://calendar.google.com/" target="_blank">Google Calendar</a>, click create, then set the time and date of the meeting, invite the relevant cover supervisor and then make sure you click 'Add Google Meet video conferencing'. Save this and then you meeting is arranged.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgItH9kMbv1OXxQS5RgokkmKs7qRxcYM9a7OLKlvHeVjL5wA0TKaFcGfOvonFaOztMUiv3DArEx8PRM5beSty2luUpTAP9d1uWax6bakbbPPukp81YZZIFe_nD4v6aSjgoRVq3bDrfMq60/s1483/Setting+up+a+Google+Meet.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="897" data-original-width="1483" height="285" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgItH9kMbv1OXxQS5RgokkmKs7qRxcYM9a7OLKlvHeVjL5wA0TKaFcGfOvonFaOztMUiv3DArEx8PRM5beSty2luUpTAP9d1uWax6bakbbPPukp81YZZIFe_nD4v6aSjgoRVq3bDrfMq60/w470-h285/Setting+up+a+Google+Meet.png" width="470" /></a></div><div><br /></div><div>You should also ensure that you invite the cover supervisor into the relevant Google Classroom were you can set the instructions for cover as well as any work that you want your class to complete. <b>Please note you should still send in a cover lesson template to provide a back up.</b></div><div><br /></div><div><b><u>What should a live lesson look like?</u></b></div><div>A live lesson does not require the self-isolating teacher to be visible for the entire lesson. Below is a simple infographic on what a good live lesson can look like:</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRYlNSIFnojj9d3nNIU2_Rh4cClPAMLh56ARlvmjyTxQqnWHsqeKGGMIjccI5VO4JqqSX7XvThoZGptcnsSRRt8jpXNyiXFY9b_MBQAD0l1xuBL1YAJDI-iBVU3bh6IJw_Fd0PADnYqgw/s759/Picture1.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="573" data-original-width="759" height="281" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRYlNSIFnojj9d3nNIU2_Rh4cClPAMLh56ARlvmjyTxQqnWHsqeKGGMIjccI5VO4JqqSX7XvThoZGptcnsSRRt8jpXNyiXFY9b_MBQAD0l1xuBL1YAJDI-iBVU3bh6IJw_Fd0PADnYqgw/w371-h281/Picture1.png" width="371" /></a></div><br /><div>The first part of the lesson <b>does</b> require the self-isolating teacher to be visible. At this point the lesson objectives should be shared and direct instruction can take place. This could be reviewing previous learning followed by delivering new knowledge or modelling a skill. Please note that this can be done live or through a pre-recorded video. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivR4qO_Naq0Ktvq7_DYKAtM1lIeZrzZWEWu-37_FsiZQ1rEg40fN7dVxEhVJ6N7esE1mftF4i0bXKS8dwKCiZ3qeZaejH6s1XzPMWpJl_oVN7V_ZUZBDvYL7cjyHQOfESIz_ipFNBAOQs/s759/Picture2.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="573" data-original-width="759" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivR4qO_Naq0Ktvq7_DYKAtM1lIeZrzZWEWu-37_FsiZQ1rEg40fN7dVxEhVJ6N7esE1mftF4i0bXKS8dwKCiZ3qeZaejH6s1XzPMWpJl_oVN7V_ZUZBDvYL7cjyHQOfESIz_ipFNBAOQs/w364-h276/Picture2.png" width="364" /></a></div><br /><div>Once direct instruction has taken place students can then engage in an activity. Ideally this would be set up as an assignment in Google Classroom, however it could be a task set that students can complete in exercise books or using another online resource. During the activity the cover supervisor will monitor the behavior for learning and the self-isolating teacher need not be visible.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXve6ga0pgu0cTyJ8HMlkPNuuaRDxWjlDn56qpRwYrnvNGsGux-c53vYusLuPXPR4iVqigcoUOGM0N8oMazIi9d7OuKHpjsgkpywnxTrfz6jn6u1lasto09kpOcvSI1wDl7hU_Br616jY/s882/Picture2a.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="658" data-original-width="882" height="263" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXve6ga0pgu0cTyJ8HMlkPNuuaRDxWjlDn56qpRwYrnvNGsGux-c53vYusLuPXPR4iVqigcoUOGM0N8oMazIi9d7OuKHpjsgkpywnxTrfz6jn6u1lasto09kpOcvSI1wDl7hU_Br616jY/w352-h263/Picture2a.png" width="352" /></a></div><br /><div>If the task has been set on Google Classroom, the teacher can monitor the activity and if desired can provide live feedback and respond to student questions or enquiries from the cover supervisor.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJLW5AKZpe9VOFgwQUA4CdNDxVcJX3K5qQ6moyBjcuTYbohjXB08wJWGltXJHgTcm37IR_E7RuLwKDtwPV3k07dk1nOp_CkYlXlhduHMlDX_4URSQwQRF3AoHxQ34b55A12x4cu06OS3s/s759/Picture3.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="573" data-original-width="759" height="261" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJLW5AKZpe9VOFgwQUA4CdNDxVcJX3K5qQ6moyBjcuTYbohjXB08wJWGltXJHgTcm37IR_E7RuLwKDtwPV3k07dk1nOp_CkYlXlhduHMlDX_4URSQwQRF3AoHxQ34b55A12x4cu06OS3s/w346-h261/Picture3.png" width="346" /></a></div><div><br /></div><div>Once the task is completed the teacher can then provide feedback. This feedback could be based on work completed in the Google Classroom or through a pre-prepared exemplar. Either way, the feedback should summarize the desired learning outcome.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM6GTXmVqHCim2pzM7FArZNGhskIBpz8B7YgBbc7Pdeg3oAWdARE9b17Br_zMlv1LOnK7kZcyGp4_Hkessf7-9i28FJMbQE2GZQpZmpSxfwZzL13j71di3rI-XuhvU6X770yaSgRJsvUE/s761/Picture4.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="573" data-original-width="761" height="255" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM6GTXmVqHCim2pzM7FArZNGhskIBpz8B7YgBbc7Pdeg3oAWdARE9b17Br_zMlv1LOnK7kZcyGp4_Hkessf7-9i28FJMbQE2GZQpZmpSxfwZzL13j71di3rI-XuhvU6X770yaSgRJsvUE/w339-h255/Picture4.png" width="339" /></a></div><br /><div>Depending on the length of the task set you may want to set up a follow up activity following a similar method.</div><div><br /></div><div><b><u>Summary</u></b></div><div>Evidently there will be a great deal of variation between live lessons delivered in different subject areas, the key thing is to make it simple and achievable for both you as a teacher, the cover supervisor and the students. Following this guidance will help you deliver a successful live lesson if ever you are required to self-isolate. Below are some FAQs that may also support in your delivery of live lessons. If there are further questions please do not hesitate to email me. </div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXVoF43t37gwnWpPkTfrmX1BEUhN_3Hb038-vcahuxDDTQPEqGd67g__Ew-dS8D1dTsDTrwbj_sX_m81hEuK2X77fg4F35mGNZkS2ura-UFES_nvPLzOt5f1WubklzQsdd2A4kw6CjNiU/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="621" data-original-width="1200" height="166" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXVoF43t37gwnWpPkTfrmX1BEUhN_3Hb038-vcahuxDDTQPEqGd67g__Ew-dS8D1dTsDTrwbj_sX_m81hEuK2X77fg4F35mGNZkS2ura-UFES_nvPLzOt5f1WubklzQsdd2A4kw6CjNiU/" width="320" /></a></div><br /></div><div><b><u>FAQs</u></b></div><div><b>Why do I need to be seen in a live lesson? Can't I just set an Oak academy lesson? </b></div><div>Evidence suggest that students engage with their class teacher far more effectively than with people they are unfamiliar with. A live lesson with you at the helm will support students make progress and as such would be the ideal way to deliver lessons whilst self-isolating.</div><div><b><br /></b></div><div><b>Can I speak to students?</b></div><div>No. When you deliver a live lesson you will not be able to see or hear students. Behavior for learning will be in the hands of the cover supervisor. You can communicate with students through the Google Classroom and also instruct the cover supervisor to ask questions on your behalf through e-mail or the Google Classroom.</div><div><b><br /></b></div><div><b>What if I have childcare issues whilst self isolating which prevent me from delivering a live session?</b></div><div>If you are unable to deliver a session live you can pre-record any direct instruction in advance using software such as Screencastify or Loom and share this with the cover supervisor. You should still be contactable by the cover supervisor through Google Classroom or e-mail.</div><div><b><br /></b></div><div><b>What if I become ill when I am self-isolating?</b></div><div>If you become ill whilst self-isolating you should inform cover of your illness and set cover as normal. You are not expected to deliver a live lesson. </div><div><b><br /></b></div><div><div><b>What if I am self-isolating but have not been informed by cover who is covering my lesson?</b></div><div>This may happen for a variety of reasons that are beyond the control of the cover supervisor. In this case set cover as normal. As an ideal you can still share recordings of direct instruction and set and monitor work through Google Classroom. You should still be available during that lesson hour in case any communication comes your way from a cover supervisor. </div></div><div><b><br /></b></div><div><b>What about Chromebooks?</b></div><div>Ideally you would want to use Google Classroom to deliver a live lesson - In year 8, 9, 10 and soon to be 7, the majority of students have chromebooks. If you require additional chromebooks they should be booked in the normal way and the cover supervisor should be informed of this when you submit a cover template. In year 11 where students may not have chromebooks the work you set through the Google Classroom may have to reflect that limitation. </div><div><br /></div><div>Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-66070722031355258852020-10-21T04:58:00.006-07:002020-10-22T01:23:50.889-07:00VLOG#3 - Using Rubrics to improve marking and feedback - Ian Stonnell<p>Let's be honest, marking has always been a drag for teachers. Going through books, deciphering the handwriting, giving meaningful comments... it could all take an age. The impact of this incredible effort has also always been a debatable one. I know, from personal experience as an RE teacher, that once I've completed a piece of marking the impact it has on many students is negligible, especially considering the amount of time between them doing the work and then me getting it back to them.</p><p>Is there a better way? </p><p>Well yes. Marking using Google Classroom.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVULBLDFMSnOJiHyzTgVUb9FzPESiVvL8CHJcolW_sDGrbhe0UlJV2LMjLaXsYgRW1EwNl53WdYU8a1OftTOc2L26lN7ao8VPIj78Zr8J1saOuCYD9Mj6K-xW-tzW_AespiI59jOKXvts/" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="545" data-original-width="820" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVULBLDFMSnOJiHyzTgVUb9FzPESiVvL8CHJcolW_sDGrbhe0UlJV2LMjLaXsYgRW1EwNl53WdYU8a1OftTOc2L26lN7ao8VPIj78Zr8J1saOuCYD9Mj6K-xW-tzW_AespiI59jOKXvts/" width="320" /></a></div><p></p><p>In GCSE RE we have put a great deal of effort into the use of assignments on Google Classroom - we have used them both in the classroom and remotely. Now, with the introduction of the rubric tool, a revolution is taking place. It is now possible to mark work and give feedback so quickly and efficiently that our marking has becoming a powerful tool with meaningful impact. Have a watch of this video to see how we have designed and used a rubric to improve our marking and feedback.</p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/NA3EB5aj4w4" width="320" youtube-src-id="NA3EB5aj4w4"></iframe></div><p>What do you think of that? Is it something that could work in your context? Consider that using this system means marking can be done anywhere, anytime without the need to go near (or carry) a pile of exercise books, and that the feedback is quick, legible and easy to act upon. There's got to be a way you can use it!</p><p>Below is another video with a brief guide on how to make a rubric.</p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/r5LF8eAH2N4" width="320" youtube-src-id="r5LF8eAH2N4"></iframe></div><p></p><p>Obviously traditional marking will have it's place (for now). We still want students to complete written work and we will still need to mark this work - and in some subjects requirements are different. Nevertheless, the direction of travel, particularly in light of Covid-19, is that digital learning is the future, and that includes digital examinations. Get ahead of the game and start to experiment with rubrics.</p><p>Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a></p>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com1tag:blogger.com,1999:blog-6897198828801297952.post-31052457546745210752020-09-22T12:54:00.002-07:002020-09-22T13:11:48.175-07:00Blended Learning: How to get the most out of technology for learning at Denbigh - Ian Stonnell<p>With the likelihood that further Covid-19 restrictions will return in the autumn and winter months the probability that we will have to resort to some form of distance learning is also high (as I write already three year groups have been sent home to isolate). As such we should be keenly aware of developing our ability to provide the best quality teaching and learning for our students through distance learning. We can start this by developing our current technology for learning practices so that, when distant learning happens we will be ready for a seamless transition. </p><p>In this blog we will look at a few basic strategies that, if we develop and make them a part of our culture of practice in now, we can make the change to distance learning seemless for our students - <b>it is a blended learning approach</b>. </p><p>If you wish to see these techniques demonstrated and ask further questions DEnbigh staff can sign up for the additional CPD session on Wednesday 30th September, led by myself and Emma Darcy; sign up <a href="https://docs.google.com/spreadsheets/d/1PBt5wy8V_JAGYLbR2ejlA7qk8Ie49y0fIPzTP-K0MDI/edit#gid=0" target="_blank">here</a>.</p><p style="text-align: left;"><b><u>1. Using Google Classroom to share.</u></b></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8HRx6h37I084HdKe5SVnUJvkt4n-fD-PeHS-R4q5qw2Bx0WZ1JW15EdmUgMdpFD3tETCF3yJPbsN-YiuRyAXbml9v5DwXxvPGoKvayBf6G1TOr17iUJdQCPvd0rPioVrDx3BGZtqcDcU/s1362/sharing+resources+googleclass.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="1362" height="208" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8HRx6h37I084HdKe5SVnUJvkt4n-fD-PeHS-R4q5qw2Bx0WZ1JW15EdmUgMdpFD3tETCF3yJPbsN-YiuRyAXbml9v5DwXxvPGoKvayBf6G1TOr17iUJdQCPvd0rPioVrDx3BGZtqcDcU/w555-h208/sharing+resources+googleclass.png" width="555" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p style="text-align: left;">One of the simplest things to do with your lesson resources is to share them. Upload your lesson presentations, worksheets, video links and more just with a few clicks. By sharing resources we make sure that all students have access to them whether they are in school or out. You can also provide detailed instructions for what you want students to do with the resources when they are shared. </p><p style="text-align: left;"><b><u>2. Google Classroom to assess - Summative and Formative</u></b></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEIEIVBkxQhaKF63IVDFDpHNk1cmSRK7C923sTL3jEA6T7U9Pr_UJ8tRcF30kBFi2ZJ7NymZRTgFhX6fEcS-k9PYj7bKQ59cz_DJTPEIao5xe2QCGh-h9IDtMbtUtHYVBnawD4d9_m3lY/s1603/assessment+google+classroom.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="902" data-original-width="1603" height="324" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEIEIVBkxQhaKF63IVDFDpHNk1cmSRK7C923sTL3jEA6T7U9Pr_UJ8tRcF30kBFi2ZJ7NymZRTgFhX6fEcS-k9PYj7bKQ59cz_DJTPEIao5xe2QCGh-h9IDtMbtUtHYVBnawD4d9_m3lY/w576-h324/assessment+google+classroom.png" width="576" /></a></div><p style="text-align: left;">Assessment is now so easy using google classroom. For formal assessments and exam questions it is possible to set assignments which students can complete in school using Chromebooks or at home. Marking these assessments is easy - you can edit students' work to add literacy suggestions automatically, you can create comment banks to give students specific feedback, and for exam questions you can even create generic rubrics that can act as assessment criteria (which you can mark along to). This is time saving and can be done at a great distance or even in the classroom for live marking. If you want to assess speaking you can also have student upload recordings of themselves that you can give feedback too.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbKtJRbsnQm1lgkm8wnZnHlOlId5LsfMggWR3qdoaqroxJujcTk53VxSC2ZzbLGGOazhWGBzm8Oop0ul7c5SQGcT0jmmZPyQU3oCuhQBWtMQoACieiOXS2-aktByQSo4nt9XuyALQl6Fc/s899/afl+form+gclass.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="899" data-original-width="859" height="377" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbKtJRbsnQm1lgkm8wnZnHlOlId5LsfMggWR3qdoaqroxJujcTk53VxSC2ZzbLGGOazhWGBzm8Oop0ul7c5SQGcT0jmmZPyQU3oCuhQBWtMQoACieiOXS2-aktByQSo4nt9XuyALQl6Fc/w306-h377/afl+form+gclass.png" width="306" /></a></div><p style="text-align: left;">AFL can also be built into live lessons using google forms. You can easily set a google form that can contain short, low-stakes, multiple choice knowledge questions that can be marked automatically and give you instant feedback that can be shared with the class. This can also be done remotely.</p><p style="text-align: left;">It is important to note that in both of these examples Google Classroom will automatically create a mark sheet for you that can track student progress. In the context of distance learning this is useful information that can assess how much a student is engaging with work and also how well they are doing -providing evidence for you if you need to call home for concerns or praise!</p><p style="text-align: left;"><b><u>3. Using Chromebooks for literacy.</u></b></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDA9mtH0hpXdrXsPthbDocwmviUjvoKuFDEl_De6gC6wNvNeJ6WH77o3YQgUmXeyetM1sNmSDLuuAUZ3didZvoYEveL2J0bPgoe1O-vUx3VQlvgBJ2keF6ZbWKFodfnxb1-oDb9iNocUo/s1920/reading.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1080" data-original-width="1920" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDA9mtH0hpXdrXsPthbDocwmviUjvoKuFDEl_De6gC6wNvNeJ6WH77o3YQgUmXeyetM1sNmSDLuuAUZ3didZvoYEveL2J0bPgoe1O-vUx3VQlvgBJ2keF6ZbWKFodfnxb1-oDb9iNocUo/w417-h235/reading.jpg" width="417" /></a></div><p style="text-align: left;">Sharing resources is easy. Why not share reading resources? In a live lesson students reading along to an extract that a teacher is reading in front of them is a powerful way to improve the vocabulary of students. Engaging in reading, with a Chromebook at their fingertips, also provides them with the means to build their understanding using online dictionaries or further signposted resources that can illustrate the concepts they are reading about. </p><p></p><p style="text-align: left;">In distance learning scenarios you can still share reading as an activity. Then provide them with a google form quiz to assess understanding (multiple choices questions are good here) and then a longer written assignment that assesses comprehension and other desired skills.</p><p style="text-align: left;"><b><u>4. Using Chromebooks to open the world.</u></b></p><p style="text-align: left;"><b></b></p><div class="separator" style="clear: both; text-align: center;"><b><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc2eaxOmM5QgLplNfPa0zvlxlKAn_5tPDPaRW7EXEXKHmD2i6vjFp19pE34zw5Y484vAS26STnoNOYhks542CJ6oS4Z76RwrN5dly5GxHfr3pOy0Mquf9q5Uwgo-e8zYqovFkhsTDN8hY/s1597/Expeditions.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="806" data-original-width="1597" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgc2eaxOmM5QgLplNfPa0zvlxlKAn_5tPDPaRW7EXEXKHmD2i6vjFp19pE34zw5Y484vAS26STnoNOYhks542CJ6oS4Z76RwrN5dly5GxHfr3pOy0Mquf9q5Uwgo-e8zYqovFkhsTDN8hY/w544-h275/Expeditions.png" width="544" /></a></b></div>Why not send students on an trip during distance learning? You can! Here is a 360 degree tour of the <a href="https://poly.google.com/view/eo-UoKJZFyY" target="_blank">Holy Sites of Jerusalem</a> and another visit to <a href="https://poly.google.com/view/azyEdNbXadC" target="_blank">North Pole</a>. Just two among hundreds available!<div><br /></div><div>The internet is a gateway to the world. So long as we provide them direction, students can see the world in a way that builds their knowledge in your subject. Using resources such as Google Expeditions and <a href="https://poly.google.com/" target="_blank">Google Poly</a> we can open the world up to our students. For the latest list of expeditions available on Google Expeditions have a look <a href="https://docs.google.com/spreadsheets/d/1uwWvAzAiQDueKXkxvqF6rS84oae2AU7eD8bhxzJ9SdY/edit#gid=0">here</a>. I need not remind you that YouTube also has a wealth of educational videos and guided tours of world sites that are also worth a search - here is a 360 degree tour of St Paul's Cathedral in London that could be used in history and RE.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="347" src="https://www.youtube.com/embed/vxH0WyDtQBA" width="417" youtube-src-id="vxH0WyDtQBA"></iframe></div><div><br /></div><div><p></p><p style="text-align: left;"><b><u>5. Using Screencastify to explain and model.</u></b></p><p style="text-align: left;"></p><div class="separator" style="clear: both; font-weight: bold; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE57cIlXvMk9_uEl7zFsvotiFB0mRSitri_oWq5Tcd8PbqpPnM0j29f2dxtaPhvMal4ohitF4ZFlyGZtFGkallC6wn9Tb3HGGFbRAFC44YzqR3RiR0bc9UExfEcMKm75MPtWyIXMfg6GQ/s2836/screecas.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1109" data-original-width="2836" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE57cIlXvMk9_uEl7zFsvotiFB0mRSitri_oWq5Tcd8PbqpPnM0j29f2dxtaPhvMal4ohitF4ZFlyGZtFGkallC6wn9Tb3HGGFbRAFC44YzqR3RiR0bc9UExfEcMKm75MPtWyIXMfg6GQ/w548-h214/screecas.jpg" width="548" /></a></div><br />Screencastify is a recording tool which is an extension added to google chrome. The free version (which we have at Denbigh) enables you to record 5 minute videos of your computer screen (such as presentation slides) with you talking over. My <a href="https://drive.google.com/file/d/1xVedAfKn5sCBRMYjdIl_CO1DAYrco_bA/view?usp=sharing" target="_blank">covid video</a> was produced using screencastify and, after a few practice runs, I found it an easy to use. </div><div><br /></div><div>The impact that screencastify can have for distance learning is powerful. </div><div><br /></div><div>During lockdown, students reported that one of the biggest things they missed was teachers explaining concepts to them. Reading from presentations can be effective, but that guided pieces of teacher narrative can make the difference. Using screencastify we can record short and concise explanations of the more difficult concepts we deliver in our subjects. We can also model how to tackle exam questions or problems using meta-cognitive speech - a proven way to support student progress that is hard to replicate using the written word.</div><div><br /></div><div>Ian Stonnell <a href="https://twitter.com/DenbighCPD" target="_blank">@DenbighCPD</a></div><div><p></p><p style="text-align: left;"><b><u><br /></u></b></p></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0tag:blogger.com,1999:blog-6897198828801297952.post-69494126012879501372020-07-01T06:53:00.002-07:002020-07-01T07:11:14.054-07:00Applying cognitive load theory to Computer Science - Simon James<div>The focus for my research is around Cognitive Load Theory and how using Chromebooks and Google Applications can promote longer term memory and recall by considering the cognitive load on learners. </div><div><br /></div><div><b><u>Literature Review - Cognitive Load Theory</u></b></div><div>Cognitive Load Theory is based upon an understanding of how information is held in working memory and then processed into the long term memory. There are three types known as intrinsic load, which concerns the difficulty of the task; extraneous load, which is unnecessary thinking required by students, and germane load, which is load required by the teaching task to support the learning.</div><div><br /></div><div style="text-align: center;"><img alt="Why Bar-Model Works #2: Reducing Cognitive Load – Reading for Learning" height="250" src="https://readingforlearning.files.wordpress.com/2018/03/clt-bar-model-2.jpg?w=1140" width="400" /></div><div><br /></div><div><div><div>Research into cognitive load suggests a number of different strategies particularly with the use of teacher presentations. Tharby (2019) suggests that “labels are integrated into diagrams and ensure that information is presented in close physical proximity to related information”. He further mentions the importance of “images to support complex and conceptual idea”, which can help reduce germane load. Tharby (2019) explores a range of different strategies to support effective classroom pedagogy:</div><div><ul><li>Ensure that labels are integrated into diagrams and ensure that the information is presented in close physical proximity to related information.</li><li>Avoid reading out text that is already on the slide</li><li>Remove distractions or superfluous images</li><li>Use images to support complex and conceptual ideas</li><li>If you intend to explain an image, it is best not to include written text at the same time.</li><li>Never expect students to read something from the board while you are talking</li><li>Reveal processes stage by stage on the same slide.</li></ul><div><br /></div></div></div></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://www.youtube.com/watch?v=BhfFBpXQW04"><img alt="Diagrams — OliCav" height="283" src="https://images.squarespace-cdn.com/content/v1/58e151c946c3c418501c2f88/1551786512993-2IA8SPCQL58BT55ZIIJ9/ke17ZwdGBToddI8pDm48kAR4Rz1-SDQ2oP4S0KK9rpFZw-zPPgdn4jUwVcJE1ZvWQUxwkmyExglNqGp0IvTJZamWLI2zvYWH8K3-s_4yszcp2ryTI0HqTOaaUohrI8PIx0cBbLk6uRS5YJXkn4BQfDc9QOhDE9CCrLnOEjzDsr0/Dual-Coding-Theory-diagram.png?format=1500w" style="margin-left: auto; margin-right: auto;" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><font size="2">Oliver Caviglioli is a leading figure in applying cognitive load theory to diagrams and presentations (a link to a webinar is included below).</font></td></tr></tbody></table><div><br />In our Computer Science department we have identified that students struggle with the cognitive load placed upon them due to the quantity of new knowledge that they need to process to be successful at the new GCSE specification. This load often causes students to become stressed, demotivated or both. A solution to this that will form part of my practitioner study is to introduce some of the knowledge required in the GCSE specification at an earlier level to help scaffold the knowledge, reducing load at a later stage. In lessons we should also be able to apply some of the techniques advised by Andy Tharby to support learning. Finally through the use of Chromebooks and the G-suite of educational tools such as Google Classroom we should be able to further reduce the cognitive load on students by building knowledge through routine low stakes assessment and supporting homework tasks.</div><div><br /></div><div><u><b>Intervention</b></u></div><div>I aim to use my year 8 computer science class (82/Cs) they are a group of mostly high achieving pupils who have already had a number of difficult topics at GCSE computer science introduced in a way which reduces unnecessary difficulties and promotes long-term knowledge retention. Their long-term memory will be tested at regular intervals to check if cognitive load strategies help with completing these tasks.</div><div><br /></div><div>The intervention will involve using pre-prepared examples, with models, flowcharts and other relevant images to support text (following the guidance of Andy Tharby). There will also be permanent access to task instructions and success criteria available on Google Classroom for the pupils to access. The resources will cover a whole half-term of learning which will deliver new content pupils haven’t been exposed to before on algorithms. The learning will also be supported by Google Form assessments that will be completed using Chromebooks.</div><div><br /></div><div>Using the Cognitive Load and technology strategies suggested I am hoping to see an improvement in knowledge retention as the reduced cognitive load will ensure greater transfer of knowledge into the long term memory. This will be measured through the end of year exams and compared to other groups in year 8 who are not receiving the intervention.</div><div><br /></div><div><u><b>Implementation</b></u></div><div>The topic for the term was ‘algorithms’ so I wanted to focus on reducing the intrinsic load of the knowledge, by including useful labels and diagrams to support the learning. This strategy along with using the formatting of bold and underline to help reinforce key pieces of information with pupils. After modelling the knowledge the students would complete a range of interactive tasks including defining, creating and reading a variety of flowcharts applying the knowledge learnt from my explanations.</div><div><br /></div><div>After completing these activities, I explained to the pupils that their homework and classwork would be focussed around specific knowledge and skills this based upon the lesson content (rather than completing a project log for homework where they reflect on their learning journey). I explained that we would be focussing on exploring algorithms in great depth and how we would use Google Forms for assessment with the aim of promoting mastery. </div><div><br /></div><div style="text-align: center;"><img height="400" 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" width="400" /></div><div><br /></div><div><b><u>Impact</u></b></div><div>The pupils managed to show good improvement from the initial control group, which showed that they managed to grasp difficult topics which typically are taught in Year 9. They made strong progress during the 6 week half-term. They were taught an introduction to computational thinking; exploring the 4 main techniques of computational thinking (as seen above). The presentation and use of supporting images pictured above helped articulate each of the key words and then the exploration activities the pupils undertook in the worksheet allowed them to explore and build a strong cognitive understanding of the topic. Other groups learning about algorithms in the same term struggled possibly due to less attention on key subject terminology and more focus on practical task based tasked which overloaded them cognitively. </div><div><br /></div><div>The pupils typically are asked to complete a project log each week for homework, and after completing a questionnaire the results showed that 84% said they enjoyed completing the Google Forms assessments on their chromebooks and 63% said it helped them to remember the learning which happened in the lesson. In the following term I interviewed a small group of pupils to ask if they enjoyed the topic and the way the knowledge was presented this term. One pupil said “learning the algorithm theory then applying it to flowgorithm was great”. One pupil stated that “I now understand how processes work by using flowcharts”. I had a few suggestions and one pupil stated that “too much information in the first lesson - I couldn’t remember some of the points”. So I need to restructure the learning in this lesson to ensure that it isn’t overwhelming and presented appropriately.</div><div><br /></div><div><u><b>Further research</b></u></div><div>It’s important to consider the ability of the learners in the control group and considering they are a high ability group the same strategies may not work with lower ability pupils. There are very few research articles around effective cognitive load strategies using technology so it’s always important to consider how technology is helping learning and avoid distraction from learning as much as possible.</div><div><br /></div><div>The strategies used with this control group could be used as a wider study with other year groups assessing their understanding of algorithms and with older year groups checking understanding of that topic. How information is presented is essential and whilst textbooks are largely no longer used in education it’s important that pupils see the bigger picture of all concepts learnt in computer science for long-term memory retention.</div><div><br /></div><div><b><u>Recommendations</u></b></div><div><ul style="text-align: left;"><li>Focus on key knowledge when introducing new learning, and don’t overcomplicate. The information shouldn’t be overwhelming and the use of images and diagrams will help to structure the information in a way that is accessible for all pupils to make strong progress.</li><li>Try to avoid distracting images on teacher presentations which will hinder learning for the pupil - and ensure that you assess understanding of new knowledge through effective assessment.</li><li>Allow enough lesson time for pupils to practically explore new knowledge and encourage effective discussions in the classroom around the new learning.</li></ul></div><div><b><u>Further Reading</u></b></div><div><ul style="text-align: left;"><li><a href="https://impact.chartered.college/issue/special-issue-january-2019-education-technology/ ">Chartered College of Teaching (2019). Special Issue January 2019: Education Technology Archives</a></li><li><a href="https://impact.chartered.college/article/shibli-cognitive-load-theory-classroom/">Schibli and West: Cognitive Load Theory and its application in the Classroom</a></li><li><a href="https://impact.chartered.college/article/using-cognitive-load-theory-improve-slideshow-presentations/">Tharby: Using Cognitive Load Theory to improve slideshow presentations</a></li><li><a href="https://www.olicav.com/">Caviglioli - Dual Coding Blog</a> and <a href="https://www.youtube.com/watch?v=BhfFBpXQW04">Webinar</a></li></ul><div>You can follow Simon James on Twitter <a href="https://twitter.com/Mr_S_James">@Mr_S_James</a></div></div>Ian Stonnellhttp://www.blogger.com/profile/04529930157724381740noreply@blogger.com0