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Challenge the Gap Workshop 5 Leaders 10.00 – 16.00 Hillcrest School 110/01/2013 8:43 PM.

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Presentation on theme: "Challenge the Gap Workshop 5 Leaders 10.00 – 16.00 Hillcrest School 110/01/2013 8:43 PM."— Presentation transcript:

1 Challenge the Gap Workshop 5 Leaders 10.00 – 16.00 Hillcrest School 110/01/2013 8:43 PM

2 Workshop Programme Workshop 1 The Starting Line, the bigger picture Introduction to the programme – moral purpose National data v school data; trio working; audit & evaluate current practice; target groups and summer activities Workshop 2 Focus on success - deep dive into data on target pupils What does the data tell us about target pupils?; what does the research say; identifying what needs to be done; programme tools Workshop 3 (Secondary) Academic Literacy - change & improvement 1 Building academic literacy in the classroom; interventions and engaging parents; comparing PPOs; trio to trio carousels. Skills development for P/Ps (1) Workshop 4 The Pro-active learner - change & Improvement 2 Metacognition and improving outcomes; working together - joint practice development ; carousels. Skills development P/Ps (2) Workshop 5 (Secondary) Resilience - Change & Improvement 3 Understanding pupil progress and overcoming barriers; building resilience in pupils; leading & managing change; carousels Workshop 6 So what & what next?...... Learning from Y1; preparing to extend reach in school in Y2; preparing to lead new trios 2

3 Resilience Challenge the Gap …the capacity to recover from adverse events……

4 Resilience Objectives Establish a common understanding of what resilience is and why it is important Share current practice Identify further strategies to improve pupil ( and staff?) resilience 4

5 Your experience Think of a situation in your life when you faced setbacks but went onto overcome them What was it that kept you going? Share with person next to you 5

6 Characteristics of Resilience develop confidence that they will succeed feel that they have a sense of agency or influence over their learning and progress feel supported in tackling a challenging task

7 Building and Developing Resilience


9 What does it look like when we have a student that does not show resilience in the learning environment? Write down a few key words on the A3 paper on your table

10 Is ‘resilience-building’ more crucial for FSM students than non- disadvantaged students? Our story so far What we have learnt – ARE LEARNING along the way

11 The language of resilience – I HAVE, I AM and I CAN (International Resilience Project: Grotberg 1995) 1.I HAVE – external resources and supports 2.I AM – inner, personal strengths e.g. autonomy, self belief and pride 3.I CAN – child’s social and interpersonal skills e.g. managing feelings.

12 Why have we focused on developing resilience and building independence?

13 Students have little resilience. Unable to cope with the challenges that daily learning poses Students increasingly more resilient. Presenting as determined learners Students thirsty for challenge. Able to bounce back Students refuse to be beaten! Determined. Have stickabilty. Seek to learn from failure Where is your school on the continuum? Where are your FSM students? Where are your staff? Students passive – would rather not try than try and fail

14 2011 – We were finally where we needed to be – 3yr trend/ ‘Good’ from Ofsted (2010). But our learners were not ready for next stage of the journey

15 Our young people need to function now and tomorrow as hard working, independent, self reliant and emotionally resilient young adults (Dr. T Bryon). In other words they need to get on with it (without our support all the time) or they need to know what to do when they don’t know what to do (G. Claxton).

16 Our young people were functioning (often) half heartedly as lazy, wanting to be spoon fed, co- dependent, unable to self start and totally emotionally unresilient young adults (Ms. M. Wilson). In other words they could not get on with it without our support all the time) or they knew what to do when they didn’t know what to do (passive/ defeatist/ disengaged/ disruptive).

17 How do we help and support them to function like this? Do FSM students lack these attributes/ skills more? Is this a more pressing priority for FSM students?

18 Started slowly in Autumn of 2011 hooking into our ethos and values with whole staff Inset Encouraging staff to think about what resilience meant. Chopstick activity. We went basic


20 Used resilience building language more and more in the classroom and in assemblies I am stuck – the phone a friend scenario Ran small development group for Inset Trio – we looked at what the issues were and pooled ideas. ‘How to get unstuck when you are stuck’ poster Looked at learning values with KS3

21 2012 - went deeper. Staff were receptive. Inset at start of the year was very focused & rooted in academic literature. Went beyond what individuals could do in their classroom: Were classrooms sufficiently ‘potentiating’? Challenge Thirst for learning Enquiry and Inquiry Praise – specific and justifiable Questioning Practise, practise………AND….. Learning how to fail properly

22 Linked in with independent learning strand – beauty of what we are trying to achieve is this marriage of the 2 Sharing our developmental work across our LA – refining it 15 teachers part of Inset Trio session this year. Specific focus on failure – how we better equip our students to deal with failure and accept learning from failure is as important as learning from success

23 Assemblies – provide meaningful opportunities for looking at resilience Student Pledge – building in opportunities for ‘risk taking’

24 What have we learnt along the way? It takes time to embed The levels of resilience students have to acquire changes – ‘shifting sands’ effect Staff don’t always understand what resilience means Soul searching – How resilient am I? Can we do it now without bringing in discrete learning skills sessions?

25 Resilience categories

26 FELTHAM COMMUNITY COLLEGE A SPECIALIST SPORTS COLLEGE 1.Develop and foster a spirit for adventure 2.Educate them to have a thirst for challenge - and harder, tougher challenges 3.Instil the courage to embrace the unknown and new/different opportunities 4.Teach them to accept the important lessons that come with failure

27 Planning for resilience Working in two Trios: What are your schools currently doing to foster resilience? What could the Trio do between now and the end of the year to develop the resilience of pupils? (ref back to your matrix)

28 Resilience - readings Boris Cyrulnik, Resilience (2009) Day, C; Edwards, A; et al (2011), Beyond Survival: teachers & resilience (University of Nottingham) h/crsc/teacherresilience/beyondsurvival- teachersandresilience.pdf h/crsc/teacherresilience/beyondsurvival- teachersandresilience.pdf Carol Dweck, Mindsets (2006) CJ Simister, The Bright Stuff (2009) 28

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