Presentation is loading. Please wait.

Presentation is loading. Please wait.

The Person The Future Professional Learning Culture Relationships For Learning Achievement For All Assessment For Learning Literacy And Numeracy Growth.

Similar presentations


Presentation on theme: "The Person The Future Professional Learning Culture Relationships For Learning Achievement For All Assessment For Learning Literacy And Numeracy Growth."— Presentation transcript:

1

2 The Person The Future Professional Learning Culture Relationships For Learning Achievement For All Assessment For Learning Literacy And Numeracy Growth Mindset Student Leadership The Community Independent Learning The Cherwell School A Centre of Opportunity

3 The Person The Future Professional Learning Culture Relationships For Learning Achievement For All Assessment For Learning Literacy And Numeracy Growth Mindset Student Leadership The Community Independent Learning The Cherwell School A Centre of Opportunity

4 Key Questions What are some of the key characteristics of ‘the KS4 experience’? How might parents / carers best support the students at this time?

5 Some Key Principles for Learning Students learn best when: They know what they are learning and why They understand how the activities are helping them to learn They are clear on how their learning is going to be assessed – Assessment Objectives / Success Criteria “Do you know what you are learning?” “Do you know what to do to improve?”

6 The formative assessment process Learning Intentions Success Criteria Feedback

7 Learning Intentions Success Criteria Feedback The formative assessment process

8 Learning Intentions Success Criteria Feedback The formative assessment process

9 Learning Intentions Success Criteria Feedback The formative assessment process

10

11 Language of Learning – good questions to ask What are you learning (rather than ‘doing’ )? How do you do that well? How are you trying to improve / do better than you can do already? What are your targets?

12 No hands up Peer / self-assessment modelling Other formative techniques Target-setting Group / pair work

13 Social and Emotional Aspects of Learning Attitude and emotional response to learning is key in determining success Learning and assessment can be stressful and contribute to anxiety / feeling vulnerable / disengagement Being sensitive to this can help support young people

14

15 We Love Talent... Effortless brilliance... She’s a natural... Incredibly gifted... An amazing talent... The most talented of his generation... A genius...

16 We Love Talent... Effortless brilliance... he’s a natural... Incredibly gifted... An amazing talent... The most talented of his generation... A genius...

17 Why are some people so successful ? Fixed Mindset Ability is largely natural – people are just born that way Growth Mindset Ability is something that is grown and developed – they’ve learnt to be good

18

19 Why are some people so successful ? 1. The quantity of the practice they do 2. The quality of the practice they do

20 Shizuka Arakawa Practice makes perfect? Evidence Olympic champion in 2006 First Japanese skater to win an Olympic Gold medal Thousands of hours of practice

21 Shizuka Arakawa Practice makes perfect? Evidence Estimated that she fell over more than 20,000 times during practice “Landing on your butt 20,000 times is where great performance comes from”

22 Growth vs Fixed Mindset Fixed Mindset If I find something difficult, I’m not clever! Why put the effort in, when other people are just naturally better? Growth Mindset If I find something difficult, it’s because I’ve not (yet) learnt how to do it! If I’m working hard but still not getting it right I shouldn’t despair

23 I’m working hard but still finding things difficult? Accept that you won’t always get it right first time Don’t mistake “doing lots” for genuine practice Recognise what you’re finding hard...and work at that level Get help – training, teaching, advice

24 Examples of Fixed Mindset thinking I’m just no good at... Art / maths / music / writing / History / exams / getting on with others etc etc etc etc Why spend time and energy seeking to improve if success is only available to people who are born with the right talents / abilities? I’m good at English... (and if one day I find something in English challenging, that’s a serious blow to my self-esteem, I’m not as good as everyone thinks)

25 A Fixed Mindset thinker might... Feel anxiety / frustration / disengagement Avoid challenge Believe that effort is pointless Be reluctant to accept feedback / advice A Growth Mindset thinker might... Enjoy learning Enjoy challenge Recognise the importance of effort / resilience Seek out feedback and act on it Growth vs Fixed Mindset

26 Fixed Mindset Praise Well done – you’re brilliant at that! You are amazing! Growth Mindset Praise Well done – you’ve learnt that brilliantly! You’ve worked really hard on this – well done! The role of praise

27 Implications at home? Model a ‘growth mindset’ Value effort and progress over ability Avoid excessive anxiety and manage stress Be sensitive to the emotional implications of learning

28 Practicalities and approaches

29 How is assessment organised? Linear courses – Examinations at the endControlled AssessmentsPortfolio

30 When do assessments take place? Assessment of learning will take place, in various ways, regularly through Years 10 and 11 Substantial percentages of Controlled Assessment is completed in Year 10 with further pieces in year 11 (See handbook for details) Year 10 practice exams – June 2013 Year 11 mock exams – November/December 2013 Year 11 final GCSE exams – May/June 2014

31 Case study: English in Year 10 Creative Writing Controlled Assessment – 2 hours 7.5% of English Language Extended Text Study Controlled Assessment – 4 hours 15% of English Language Shakespeare / Literary Heritage Controlled Assessment – 2 hours 25% of English Literature Spoken Language Study Controlled Assessment – 2 hours 10% of English Language Creative Writing 2 Controlled Assessment – 2 hours 7.5% of English Language

32 Creative Writing Controlled Assessment 1 Your local newspaper is inviting young people to submit pieces of writing which could be published in the newspaper. They would like young people to write about: What you would get rid of to improve life in the C21st? This will be completed in two hours and will be about 1200 words

33 Creative Writing Controlled Assessment 1 Take a poem that you have enjoyed and turn it into a short story. This will be completed in two hours and will be about 1200 words

34 Preparing for Your CA Planning is essential Follow your targets / learn from mistakes Know how you’ll be assessed Use elearning if appropriate

35

36 So what does make good writing? Great ideas and content Words Sentences Paragraphs / Structure

37 Supporting Students from home Importance of Routine Resources / Enrichment opportunities Rewards / encouragement Revision More detail on this in Year 10 Information booklet

38 Monitoring Student Progress Reports – every term, 6 per year (first one = 19 th October) PCE – 7 th Feb 2013 Written Tutor Report at the end of the year Get in touch via tutor or subject teacher using contact info in Year 10 Information Guide

39 Reports Computer- generated estimate Teacher Assessment of Attainment EffortAreas for development An indication of what prior performance suggests student might achieve What does the teacher consider to be the most likely GCSE grade at the end of the course? Excellent Good Needs development Concerns Serious concerns Behaviour Engagement Homework Punctuality Equipment

40 What support is available in school? Subject Teachers Revision sessions LRIC – (Library Resource and Information centre) IT rooms E learning


Download ppt "The Person The Future Professional Learning Culture Relationships For Learning Achievement For All Assessment For Learning Literacy And Numeracy Growth."

Similar presentations


Ads by Google