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No Limits Learning The function of quality first teaching in ensuring all children achieve their very best robcarpenter.org.uk.

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Presentation on theme: "No Limits Learning The function of quality first teaching in ensuring all children achieve their very best robcarpenter.org.uk."— Presentation transcript:

1 No Limits Learning The function of quality first teaching in ensuring all children achieve their very best robcarpenter.org.uk

2 Learning Intention: To define strategies for ensuring quality first teaching enables all pupils to make good progress in lessons Context: Mathematical understanding and problem solving and SOLO StS: Take notes and compare these with face/shoulder partner Engage positively in practical tasks / discussions Identify 3 key teaching strategies from the session to take away and use Decide on a timescale for implementation of key strategies Co-ordinate a leadership discussion within phase teams which will evaluate the success of the INSET and next steps for teams Create a check list of non-negotiables linked to INSET focus Explain clearly with teams the benefits of developing differentiated LIs and StS Organise self evaluation activities with dates and deadlines for monitoring the effectiveness of learning for all pupils using agreed robcarpenter.org.uk18/04/2015

3 “Excellent teachers create climates for learning which engender confidence and motivation among all learners. Critically, there is no fear of failure because teachers and pupils alike support one another’s triumphs and disasters” Roy Blatchford (The Restless robcarpenter.org.uk18/04/2015

4 No Limits Learning Features of High Quality Teaching DEMANDS HIGH EXPECTATIONS Challenges learners by setting learning goals which exceed expectations Models & builds growth mindset Accepts nothing less than excellent Provides rich, ambitious, context for learning DEMANDS HIGH EXPECTATIONS Challenges learners by setting learning goals which exceed expectations Models & builds growth mindset Accepts nothing less than excellent Provides rich, ambitious, context for learning Raising expectations closing gaps excellence for all ACCURATLY ASSESSESS Identifies pupils’ starting points in learning Precisely identifies & tackles misconceptions Never assumes or limits pupils prior knowledge / skills Trains pupils to evaluate learning & set new goals ACCURATLY ASSESSESS Identifies pupils’ starting points in learning Precisely identifies & tackles misconceptions Never assumes or limits pupils prior knowledge / skills Trains pupils to evaluate learning & set new goals DEFINES EXCELLENCE Planning charts destination to excellence Models of excellence are visible Learning journey connects skills with purpose Learning intentions provide clarity for all Pupils are motivated towards success DEFINES EXCELLENCE Planning charts destination to excellence Models of excellence are visible Learning journey connects skills with purpose Learning intentions provide clarity for all Pupils are motivated towards success CHALLENGES WITH EVIDENCE Learning is framed around real life, finding solutions & application of skills Questioning extends thinking & builds metacognition Pupils learn more from each other & can articulate each others’ success CHALLENGES WITH EVIDENCE Learning is framed around real life, finding solutions & application of skills Questioning extends thinking & builds metacognition Pupils learn more from each other & can articulate each others’ success FEEDS BACK TO FEED FORWARD Pupils deliver expert feedback Pupils take responsibility for own learning & use self assessment Feedback leads to actions that close gaps in misconception s Feedback extends thinking Learning reflection elicits new learning FEEDS BACK TO FEED FORWARD Pupils deliver expert feedback Pupils take responsibility for own learning & use self assessment Feedback leads to actions that close gaps in misconception s Feedback extends thinking Learning reflection elicits new learning robcarpenter.org.uk

5 Building Better Learning How do I respond to being stuck? OneTwoThreeFourFive Compose Identify the problem and verbalize it What can you do without asking for help? Compose Identify the problem and verbalize it What can you do without asking for help? Respond How can you tackle this another way? Can you apply prior learning to solve the problem? Respond How can you tackle this another way? Can you apply prior learning to solve the problem? Communicate Talk through ideas with a partner What can you learn from their learning? Communicate Talk through ideas with a partner What can you learn from their learning? Review Did I focus on adult / peer instruction? What do I do well / do differently? Review Did I focus on adult / peer instruction? What do I do well / do differently? Reflect Which other resources can help? Use the learning environment to guide & support Reflect Which other resources can help? Use the learning environment to guide & support CHECK! Did I try my best & help myself first? Can I give more to learn better? CHECK! Did I try my best & help myself first? Can I give more to learn better? CHECK! Which ideas can I borrow from my partner but make my own? CHECK! Which ideas can I borrow from my partner but make my own? CHECK! Go through books & re-read feedback / check strategies CHECK! Go through books & re-read feedback / check strategies CHECK! Refer to learning walls. modelling & prior learning in books CHECK! Refer to learning walls. modelling & prior learning in books CHECK! Don’t give up & remember learning is meant to be challenging! CHECK! Don’t give up & remember learning is meant to be challenging! helping myself – getting help – helping myself Resilience Resilience Effort Effort Collaboration Collaboration Excellence Responsibility Responsibility robcarpenter.org.uk

6 The Importance of School robcarpenter.org.uk18/04/2015

7 @carpenter_rob robcarpenter.org.uk18/04/2015

8 @carpenter_rob robcarpenter.org.uk

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10 Why We Need To Get Learning Intentions Right robcarpenter.org.uk

11 Learning Intentions Key Word DefinitionBenefits Learning Intention ‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson’ (Learning Unlimited, 2004) An outcome What the student should be able to do at the end Goal ‘What’ and ‘Why’ Children are more focussed Develops a learning culture Behaviour improves as their task focuses increases Children persevere for longer They have greater ownership Children show greater robcarpenter.org.uk18/04/2015

12 Product vs. Process LI: To create suspense within my build up Context: Dragon writing Outcome:Steps to Success: your writing will frighten the reader Use short or single word sentences Withhold detail from the reader Use powerful verbs and adjectives to robcarpenter.org.uk18/04/2015

13 Differentiated Learning Intentions robcarpenter.org.uk18/04/2015

14 Informing QFT: Pupils and Parents Overcoming robcarpenter.org.uk18/04/2015

15 Things I find hard? What’s important to me in the future? What do people like and admire about me? One Page Profile What’s important to me right now? How best to support me in robcarpenter.org.uk18/04/2015

16 What is QFT in our schools? 1.Targeted, tailored and informed 2.Dynamic and flexible 3.Challenges knowledge and mind-set 4. Deepens understanding 5. Promotes engagement with environment 6. Impacts on robcarpenter.org.uk18/04/2015

17 The Maker Learning Intention: To define SOLO taxonomy which identifies its benefits for deepening learning and extending thinking Context: The Maker Literacy Animation StS: Orally rehearse and memorize the different stages and names of SOLO Describe an example of the SOLO levels with face/shoulder partner using another context Sort questions from ‘The Maker’ into SOLO levels Create a strategy within phase teams about how SOLO will be taught to deepen learning Write a plan to evaluate the impact of SOLO in an agreed area linked to leadership robcarpenter.org.uk18/04/2015

18 SOLO robcarpenter.org.uk18/04/2015

19 @carpenter_rob robcarpenter.org.uk18/04/2015

20 @carpenter_rob robcarpenter.org.uk

21 The Maker https://www.youtube.com/watc robcarpenter.org.uk18/04/2015 Questions: 1.Who are the makers in the film? 2.How is the theme of relationships explored in the film? 3.Explain the relationship between the ‘makers’ in the film? 4.How did the film make you feel? 5.Which ‘maker’ will be more successful in life and why? 6.What is the relevance of the sand timer in the film? 7.What do you think life is like for the makers? Why? 8.What will happen next to the new female maker? Why?

22 robcarpenter.org.uk

23 Why We Do This… The Tail & Unemployment The path which awaits a young person who leaves school without the minimum attainment is at best confusing and at worst grim, with a significant minority immediately entering the ranks of the jobless and probably destined for long-term unemployment. We now have a good idea of what happens to the forty per cent who do not achieve five good GCSEs. If you are part of this group then there is a greater than one in four chance that two years later you will not be in any kind of employment, education or training (NEET). If you were one of those (nearly four per cent) who had gained no GCSEs at all, there was a greater than one in two chance that you would be NEET. The Tail & Crime Poor literacy and numeracy may also lead to crime. One in two of the prison population has literacy skills below that of an eleven year-old; sixty-five per cent cannot count to the standard expected of an eleven year-old. Of those who rioted in 2011 and had taken GCSEs, only one in ten had achieved five good robcarpenter.org.uk18/04/2015

24 Some Reading… The Tail: Paul Marshall The Talent Code: Daniel Coyle World Class Learners: Yong Zhao The Hidden Lives of Learners: Graham Nuthall Restless Schools: Roy Blatchford An Ethic of Excellence: Ron robcarpenter.org.uk18/04/2015


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