9BACK TO STRATEGY BASICS KS3 IMPACT!BACK TO STRATEGY BASICS
10KS3 IMPACT!An inclusive education system within a culture of high expectationsThe centrality of literacy and numeracy across the curriculumThe infusion of learning skills across the curriculumThe promotion of assessment for learningExpanding the teacher’s range of teaching strategies and techniquesno child left behindreinforcing the basicsenriching the learning experiencemaking every child specialmaking learning an enjoyable experience
11 KS3 IMPACT! Focus and structure the teaching Actively engage the pupils in the learning processUse assessment for learningHave high expectationsStrive for well-paced teachingCreate a settled and purposeful atmosphere
13 KS3 IMPACT! gains in the Year 9 test results were modest; catch-up arrangements have been dogged by the logistical problems of finding timetable space and staff;dissemination in departments has been slow in schools without consultancy support;the greatest impact has been in Year 7, with less impact in Years 8 and 9;reinforces fragmentation.
14KS3 IMPACT!Why do we need it?Nearly 40% of pupils make a loss and no progress in the year following transfer, related to a decline in motivation“Year 7 adds so little value that actually missing the year would not disadvantage some children” (Prof John West-Burnham)Pupils characterise work in Years 7 and 8 as ‘repetitive, unchallenging and lacking in purpose’
15KS3 IMPACT! Change of emphasis … From To Departmental strategies Whole-school strategy Departmental development School improvementNational launch Local consolidation / embeddingDirected training Selected training and support
171 KS3 IMPACT! Key players Strategy manager Working party Headteacher GovernorsTeaching assistantsSubject leadersStudents!
181 KS3 IMPACT! NOW! Key players Strategy manager Coordinating, auditing, planning and monitoring processes (depts and whole school)It is possible that as the Strategy develops into a whole-school strategy, including the behaviour and attendance strand, schools will review the role and allocate responsibilities to other members of the senior leadership team.
191 KS3 IMPACT! FUTURE! Key players Customising to the school’s context Strategy managerCustomising to the school’s contextSchool improvement planFocus on evaluating impact
202 KS3 IMPACT! Customise it ruthlessly Half-term by half-term plan How will you judge IMPACT?Subject & whole-school prioritiesEnrol key playersDrip-feed good news
213 KS3 IMPACT! Emphasising whole school reponsibilities to contribute to whole-school initiatives;to strengthen lesson design and planning, especially for the middle part of the lesson;to establish within the subject the relevant elements of a whole-school intervention programme to support pupils who are working below expectations;to secure constructive behaviour in all lessons;to audit, monitor and plan to improve learning
224 KS3 IMPACT! KS3 IMPACT! Focus relentlessly on T&L ‘Standards are raised ONLY by changes which are put into direct effect by teachers and pupils in classrooms’Black and Wiliam,‘Inside the Black Box’“Schools are places where the pupils go to watch the teachers working” (John West-Burnham)“For many years, attendance at school has been required (for children and for teachers) while learning at school has been optional.” (Stoll, Fink & East)
235 KS3 IMPACT! Be realistic Go for critical mass Small successes But make them public to build a momentum
24Making an impact through School Improvement Planning & Evaluation KS3 IMPACT!Making an impact through School Improvement Planning & Evaluation
25KS3 IMPACT! SIP 1: Central, working document 2: Attach who, when, costs,success criteria, and make them smart3: Less is more - eg focus on 3 key areas for classroom impact (questions, explanation, starters)4: Keep it in the public domain; part of PM; website5: Have Dept-by-Dept targets6: Evaluate progress publicly each half-term
26Using feedback and questionnaires to drive school improvement “We should measure what we value, not value what we measure” John MacBeath
35KS3 IMPACT! Talking Point What evaluation have you done? What could you do next?
36G&T KS3 IMPACT! Identifying G&T students A whole-school approach Strategies that work
37KS3 IMPACT! Identifying / Diagnosing Gifted & Talented students Entitlement v Elitism
38? T: Art Music Sport G: Other subjects Grow your own definition DfES 5-10% of studentsteachersstudents
39Which of these should we use to define students who are gifted and talented? NC tests (eg KS2, KS3)Diagnostic tests (Midyis, CATs)Classroom observationTeacher recommendationChecklists of general ingredientsPeer / parental recommendation
40So how can we spot our gifted and talented students? What are the key signals?ConformistDiligentAdult-friendlySmart presentationSocially adeptLeadership qualitiesMustn’t grumbleEnjoys problem-solvingSense of humourNon-ConformistNon-completerAvoids extension tediumUncommunicative, surly, challenging, unnervingScruffy presentationdetached, even disruptiveLoner or rebelScornfulDark humour
41KS3 IMPACT! Ask the students How do you know what you are especially good at?Is everyone able to show their best and be proud of it?Do some people pretend they are not clever at something?What sort of things make you think hardest?Of all the ways the teacher gets you to learn about things which do you enjoy the most?Of all the ways the teacher gets you to learn about things, which do you enjoy least?Do you find it easy to get on with the tasks you’ve been set?Do you have targets which really challenge you?
42Of all the ways the teacher gets you to learn about things which do you enjoy the most? Activities – not writing, nothing intimidating. More discussion, needs to be variety (maths now = all from books)Biology = copy from board – don’t even read itVAKi in French to analyse own learningIf teachers drone on = some of us don’t have the attention spanUnfairness about time given to complete coursework ie some = meet deadlines. Others = 3 months late so have extra 3 months to work on itToo many tests in short space of timeWould help if different subject teachers could talk to each other so we do not get all coursework assignments at the same time.
43Of all the ways the teacher gets you to learn about things, which do you enjoy least? Vague questions that you don’t know what it meansI think we should be setted for English because it could be more challenging too long on one piece of work would be helpful, disruptive people were in difficult groupHumanities – go round and round in circles because don’t have specialist teachers. Spend time trying to manage behaviour
44So what should we be aiming to provide for G&T students So what should we be aiming to provide for G&T students? And what NOT provide?
45NOT BUT More of the same Extra handouts FOFO projects Experimentation MetacognitionModelled learningOpen questionsDetours and tangentsHumourWonderCreativityResilience‘Flow’ thinking
46Create the climate for things to happen So what could you do next?Create the climate for things to happenDo thingsHistoryA gifted or talented student may: Work with a high degree of independence Use a variety of sources to obtain information Question the validity of sources/ideas Utilise specialised vocabulary high level of empathy perceptive level of questioning transfer previous knowledge link topics with other subjects be able to group philosophical conceptsIn delivery the teacher may: allow students to select their own sources of information promote paired work role-play allow them to produce materials for other students’ use (e.g. a wordsearch, audio tape, video etc.) interview ‘experts’ (eg other members of the department) in order to gain information promote different methods of recording information promote higher order skills by asking open questions, e.g. Henry VIII – a good or bad influence on the religion of the country? Limit the time they have available for a task
471Hammer out your school’s definition of G&T, giving a broad view of ability, downplaying innateness, emphasising inclusiveness, emotional literacy, resilience. Involve staff in this process
482The G&T coordinator should coordinate, not DO everything. S/he should also be a key evaluater
493Keep it simple: 3 (or less) things that some people will try to do in their lessons. Build a critical mass. Roll the project out sequentially using allies
504Do whole-school stuff (masterclasses, conferences, thinking skills workshops, trips).But expect in-lesson impact too, and know how you will evaluate it
515Involve students and parents and experts. Give control. Do less!
52G&T KS3 IMPACT! Identifying G&T students A whole-school approach Strategies that work
53KS3 IMPACT! Talking Point What have been the successes in your own school?What do you need to do next?
54Making an impact through Whole-school literacy KS3 IMPACT!Making an impact through Whole-school literacy
60Churchdown parish magazine: LITERACY FOR LEARNINGChurchdown parish magazine:‘would the congregation please note that the bowl at the back of the church labelled ‘for the sick” is for monetary donations only’
61Why cross-curricular literacy? LITERACY FOR LEARNINGWhy cross-curricular literacy?
62LITERACY FOR LEARNINGThe literacy context ...A 1997 survey showed that of 12 European countries, only Poland and Ireland had lower levels of adult literacy1-in-16 adults cannot identify a concert venue on a poster that contains name of band, price, date, time and venue7 million UK adults cannot locate the page reference for plumbers in the Yellow Pages
63BBC NEWS ONLINE:More than half of British motorists cannot interpret road signs properly, according to a survey by the Royal Automobile Club.The survey of 500 motorists - conducted to mark the 70th anniversary of the publication of the Highway Code - highlighted just how many people are still grappling with it.
64According to the survey, three in five motorists thought a "be aware of cattle" warning sign indicated …an area infected with foot-and-mouth disease.
65Common mistakesNo motor vehicles - Beware of fast motorbikesWild fowl - Puddles in the roadRiding school close by - "Marlborough country" advert
66LITERACY FOR LEARNING“Every teacher in English is a teacher of English” (George Sampson, 1922)Build it into lesson observation sheets and performance managementIt’s a process, not expertise - eg writing and spelling
675 quick ways to maintain the momentum at your school … LITERACY FOR LEARNING5 quick ways to maintain the momentum at your school …
685: Think big; start small LITERACY FOR LEARNING5: Think big; start small1: Get literacy appearing everywhere4: Get it in the school improvement plan3: Build in evaluation2: Call it learning, rather than literacy
69KS3 IMPACT! Talking Point What have been the successes in your own school?What do you need to do next?
70KS3 IMPACT! ENERGISING THE STRATEGY: PROMOTING A WHOLE-SCHOOL IMPACT Geoff BartonApril 8, 2017
71KS3 IMPACT! Achieving whole-school impact LATE ADDITION:Achieving whole-school impactMotivating gifted & talented studentsRe-energising literacy & SPELLING!Assessment for Learning *Customising the behaviour strand* Mystery interlude
73Kick-start learning Do aim for coherence across starters Don’t aim for false links with main lesson content No Blue Peter badges Do aim for coherence across startersKick-start learning Emphasise collaboration & problem-solving Avoid writing Avoid the temptation to extend the activity
76Sound of Music Kylie Beethoven HomophonesSound of Music Kylie Beethoventheir there they’retoo two topray prey
77Hard Homophones Freeze Stand advice advise practice practise effect affectIt’s its
78ActivityI’ll say some sentences containing homophones. You tell me whether it’s list A or list B.Make up sentences – eg “The pilot of the aircraft was really rather plain”)A – stand up B – under tableplain Planeweak Weeksteal Steelmain Manerows Rowsfare Fairbreak Brakesew Sodue Jewwhether whether
79LITERACY IMPACT!So …What have you done?What are you going to do?
80ASSESSMENT FOR LEARNING KS3 IMPACT!ASSESSMENT FOR LEARNINGMaking a classroom impactEvaluating constantly
81What it’s about …integrates assessment with teaching and learning;involves sharing learning goals with pupils;helps pupils to be aware of the standards they are aiming for;involves pupils in peer- and self-assessment;requires constructive feedback to pupils to help them recognise their next steps and how to take them;involves both teachers and pupils in reviewing and reflecting on assessment information and data
82Some opening principles: There is a marking-across-the-curriculum issue …But there’s a deeper issue about assessment tooAnd the tyranny of questionsWe need to get better at assessing in different ways & stop seeing it as only our domain…which is what this presentation is about
83The limitation of questions Dylan Wiliam (King’s College):UK versus Japanese teachersMarks can have a negative impactDemotivation of UK students
84Research from Israel:33% of students given marks only – made no progress33% given mark and comment – no progress33% given comment only …… increased their performance by 30%
854 key ingredients in good assessment Quality of questioningQuality of feedbackSharing criteria with learnersUsing peer and self-assessment
90Mr Rees has been teaching about witchcraft in 17th century England Mr Rees has been teaching about witchcraft in 17th century England. How could he assess whether students have understood the topic?Mrs Miles has just finished teaching an ecology lesson. How could she assess whether students can synthesise the main points?Ms Hunting has just explained the coming term’s design project. How could she assess students’ ability to evaluate their own work?
91Plan questions in scheme of work 7 tips for effective questioning …Plan questions in scheme of workUse Bloom’s taxonomy to move to higher-level skillsShare key questions at the start of the lesson - point the way aheadBalance asking and tellingAsk open questionsMake questions collaborativeGive thinking time
92DEPENDENCE INDEPENDENCE Re-thinking Assessment Self-assessment by studentsRe-teaching a lessonGroup feedbackRe-thinking AssessmentRe-present in different format30-second 1:1TicklistsPresentations in small groupsINDEPENDENCELearning buddyFeedback from other groups
93NEXT STEPSGet feedback from students on their attitudes to marking - what helps them & what doesn’tDisplay marking criteria in all classroomsGet one team testing new homework-setting patternsGet clear in your own mind formative -v- summative assessmentUse sampling to evaluate marking
94ASSESSMENT FOR LEARNING KS3 IMPACT!ASSESSMENT FOR LEARNINGMaking a classroom impactEvaluating constantly
95KS3 IMPACT! Talking Point What have been the successes in your own school?What do you need to do next?
96Making an impact through Behaviour & Attendance Strand KS3 IMPACT!Making an impact throughBehaviour & Attendance Strand
97KS3 IMPACT!Why?Evidence suggests that where schools have successfully addressed issues of ethos and organisation, as well as strengths and weaknesses in teaching and learning, improved standards of behaviour and attendance are the inevitable consequence.
98KS3 IMPACT! Behaviour & Attendance 1: Dismiss cynicism (eg audit) 2: Avoid one-offs3: Develop a house-style and model it4: Use key players, who may not be SMT5: Train everyone in this, and keep returning to it6: Must be based on observation, not diktat7: Identify hot-spots and monitor them8: Tackle causes, not just symptomsResearch says …
99What we know from research into behaviour management … King Edward VI SchoolBury St EdmundsProactive schools have better behaviour – early intervention and preventative measures.There are higher rates of difficulty and exclusion in schools with lower confidence in their ability to handle the problem.Schools that form tight communities do better – spectrum of adult roles, engaging students personally and getting them involved. These schools have a more diffuse teacher role, with frequent contact between staff and students in contexts other than the classroom.The action teachers take in response to a ‘discipline problem’ has no consistent relationship with their managerial success in the classroom. However, what teachers do before misbehaviour occurs is shown to be crucial.In well-disciplined schools, teachers handle all or most of the routine discipline problems themselves. Indeed, the over-use of hierarchical referrals is a characteristic of high excluding schools.One of the most worrying assumptions is that if mild punishment does not prove effective, then we should try more severe punishment.In other words, one is led into a false escalation, rather like the postcard notice: “The beatings will continue until morale improves”.Reactive approaches to difficult behaviour can and do make matters worse.Schools make a difference: pupils’ behaviour does NOT simply mirror behaviour at home.Teachers engage in 1000 interactions or more a day. It is closest to being an air traffic controller. Teachers therefore react and make quick decisions. If they do not have a way of coping with the busyness they can experience tiredness and stress.Collaborative approaches lead to better behaviour – rather than individual teachers isolated.Schools that promote self-discipline and active involvement do better.Chris Watkins, Institute of Education
100KS3 IMPACT! Our ‘House’ Style … In general we aim to: 1. Set out our expectations clearly2. Model the behaviour and language we expect from studentsIn responding to challenging behaviour, we3. Give students choices, rather than box them into a corner4. Avoid public confrontation where necessary by being prepared to defer issues to the end of a lesson
101KS3 IMPACT! Talking Point What have been the successes in your own school?What do you need to do next?
102KS3 IMPACT! FINAL THOUGHTS: Go for small-scale gains: “Less is more” See it as driving whole-school improvement, not just KS3Plan, implement, evaluate … always focusing on IMPACTYou’re in controlCustomise the strategy to your own school’s context
103KS3 IMPACT! ENERGISING THE STRATEGY: PROMOTING A WHOLE-SCHOOL IMPACT