1. Teaching and Learning Strategies Thursday 13 th November 2014 Helen Westwood Head of Law – George Salter Academy

2. Objectives To share some ideas about Post 16 teaching and learning To demonstrate one teaching and learning technique through the delivery of this session

3. Mrs Westwood’s Dinner Parties Started three years ago Developed over time into major ‘events’ – latest was a ‘murder’ mystery dinner party, to study the discussion points for the law on murder, complete with invitations, ‘dead body’ and party bags (See separate PowerPoint for additional information) Format – Starter, Main, Desserts, Coffee This session has been planned to be delivered in the style of one of these dinner parties to demonstrate how creative teaching can be used in the classroom

4. Starters 7 Principles of Learning

5. Starters – Principles of Learning In the envelop are 7 principle of learning which we need to try to encourage in our students. Put the 7 in order of: 1.Most important to least important 2.Academy Post 16 strengths to areas for development

6. The Seven Principles of Learning Students learn best when they use their initiative, have a go and clarify later; it ’ s their ideas that matter. Students learn best when they take a risk and be creative. Students learn best when they talk about what they are learning and what they know. Students learn best when they work together to explore how they would solve a problem. Students learn best when they reflect on their needs and how they learn best in terms of interests, abilities and styles of learning. Make changes if necessary. Students learn best when they respond positively to feedback from their teachers and their peers. Students learn best when they take responsibility for their own learning.

7. Main Course Flipped Classroom

8. Flipped Classroom Notes We are going to have a look at some information about the flipped classroom Whilst we are going through this information you could jot down some notes ON YOUR PLATE. Notes could be divided into sections: What is it about? Benefits Issues

9. Flipped Classroom - Extract

10. Flipped Classroom

11. Flipped Classroom - Ideas Start small scale – really small! Easier to start with your one class or one topic, build up gradually over time Don’t try and create your own video to start – use what’s out there…youtube, vimeo, E.g. Lawbank on youtube, Collegelaw on youtube, etc… Does it need to be a video? Could be advance reading, note making before the lesson, etc… Use of VLE as a learning platform with students. Plan into programmes of study, plan specific times when this could be used Study Skills site (ready-made for 6 th formers) ‘Sixth Form Study Room’ https://sites.google.com/site/sixthformstudyroom/https://sites.google.com/site/sixthformstudyroom/ It will save time in the long run – videos there for future years, revision etc… Very useful as part of preparing for linear A-levels

12. Dessert Trio of Teaching Ideas

13. Trio of Desserts DR. ICE R I C E D

14. Trio of Teaching Ideas At George Salter Academy we use a concept for teaching and learning based around the following: D R I C E It is used to plan all lessons This activity is based upon the game of taboo You will need to describe one or two parts of this teaching concept to the rest of the people in your group You will not be able to mention certain key words when you are describing your part of the concept At the end of the activity everyone should be clear about: What each initial stands for What it means

15. Taboo - Teaching Ideas Please arrange yourselves into groups of three On the table you will find three envelopes labelled dessert 1; dessert 2; dessert 3 In your threes: One of you should look at the information inside envelope 1 (Least difficult) One of you should look at the information inside envelope 2 (Most difficult) One of you should look at the information inside envelope 3 (Medium difficulty) In the envelope is a list of prohibited words Each person should take it in turns to explain the teaching idea in their envelop to the rest of the group without mentioning the prohibited words

16. Dessert 1 = D You need to explain to the other people in your group what D stands for and what it means without mentioning the following words: Developing Thinking Questioning D stands for: Developing Thinking Developing thinking means asking: Do you deepen the student’s thinking in lessons? Questioning techniques are a key tool

17. Dessert 2 = R You need to explain to the other people in your group what R stands for and what it means without mentioning the following words: Role Modelling Examples R stands for: Role Modelling Role Modelling means asking: Do you allow students to role model their learning to other students? Do you provide examples of expectations – learning, assessments etc…?

18. Dessert 2 = I You need to explain to the other people in your group what I stands for and what it means without mentioning the following words: Impact Assessment Progress I stands for: Impact Impact means asking: How do you know that students are making progress within your lesson? How do you know that students are making progress over time?

19. Dessert 3 = C You need to explain to the other people in your group what C stands for and what it means without mentioning the following words: Challenge Differentiation Target grades C stands for: Challenge Challenge means asking: Are you challenging all of the students? Are your lessons differentiated so that all students suitably challenged in relation to target grades?

20. Dessert 3 = E You need to explain to the other people in your group what E stands for and what it means without mentioning the following words: Engagement Interesting Exciting E stands for: Engagement Engagement means asking: Do activities in lessons make students want to be there? Are activities interesting, innovative and exciting?

21. Coffee (and sweets – if there are any left!)

22. Developing a Growth Mindset

23. FIXED MINDSET LIVE A WORLD WHERE: Personality is fixed – sociable or not Intelligence is fixed – smart or not Leadership ability is fixed – talented or not Sporting ability is fixed – got the physical skills/physique or not Because these are not in your control – spend a lot of time seeking feedback that you have the ‘fixed gifts’ e.g. popular, high grades, winning races Avoid risk at all cost - situations where you might get feedback that you don’t have the ‘fixed gift’ anymore. Obsessed with avoiding making mistakes and failing. Why?

24. GROWTH MINDSET LIVE A WORLD WHERE: Personality develops – become more or less sociable Intelligence grows – harder you work, more able you become Leadership ability develops with experience – training can be key Sporting ability develops – even Olympians admit they persevered more than most – were not the best at the beginning Because these traits are in your control – spend a lot of time getting advice about how to develop Risk helps expose weakness - situations where you might learn more Making mistakes and failing are a vital part of the learning process. Why?

25. Effort? A growth mindset puts in effort…pays off Fixed mindset avoids effort…prefers effortless success. ‘Proves’ the fixed talent is there. Beckham rejected socialising with friends and parties and spent hours practising free kicks

26. Growth Mindset Do we provide opportunities for students to develop Growth Mindsets? Do we provide opportunities for students to Learn from Failure?

27. 7 principles of Learning

28. How do we encourage these principles in students? Students learn best when they use their initiative, have a go and clarify later; it ’ s their ideas that matter. - Through Flipped Classroom opportunities Students learn best when they take a risk and be creative. - Students delivering lessons, Role Model in lessons, show students how to be creative –notes on paper plates… Students learn best when they talk about what they are learning and what they know. - Student run support groups, twilights run by students, group work, think/pair/share… Students learn best when they work together to explore how they would solve a problem. - Student run support groups, twilights run by students, group work, think/pair/share… Students learn best when they reflect on their needs and how they learn best in terms of interests, abilities and styles of learning. Make changes if necessary. - – provide students with a range of learning techniques, test students not just for knowledge – were the learning techniques used successful Students learn best when they respond positively to feedback from their teachers and their peers. - ensure that students make corrections following feedback, monitor improvements made Students learn best when they take responsibility for their own learning. - – through Flipped Classroom opportunities – students have to do the work/watch the video before attending the lesson.

29. Coffee Please indicate if you would like to receive additional information at future events regarding teaching and learning in Post 16:  Growth vs Fixed Mindset  Flipped Classroom  DR.ICE  Creative Learning  Active Learning  Other (please specify)

30. Thank you for listening and participating