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OPENING UP LEARNING Self-evaluation Learning Together Resource

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1 OPENING UP LEARNING Self-evaluation Learning Together Resource
Learning together resources use carefully selected videos of excellent practice and information from The Journey to Excellence website. Whilst you watch examples of practitioners and learners, and listen to the perspective of researchers, you will be encouraged to carry out activities and put your learning into your practice.

2 OPENING UP LEARNING Self-evaluation Learning Together Resource
This resource links with the Learning Together : Opening Up Learning (2009) publication Learning Together : Opening up Learning publication (2009)

3 Learning Together Resource
OPENING UP LEARNING Self-evaluation Learning Together Resource The resource is presented using a slideshow format. Slides can be accessed in succession, using arrow keys, through hypertext links or navigation buttons Hypertext links are live in slideshow format only. Navigation buttons – the home icon will return you to the menu slide for the ‘when we assess area’. Hypertext links – These work when the slides are being viewed in a slideshow. They do not work when in normal view.

4 Learning Together Resource
OPENING UP LEARNING Self-evaluation Learning Together Resource Who is this for? The pack is relevant to teachers, parents and other professionals working in all sectors and contexts who contribute to the implementation of Curriculum for Excellence. It explores how teachers, by working together and with learners, parents and members of their communities, can ‘open up learning’. That is, gather evidence on learning and its outcomes, engage in professional development with colleagues, and plan improvements in response. An asterix* highlights there is additional information in the notes pages of a particular slide.

5 Learning Together Resource
OPENING UP LEARNING Self-evaluation Learning Together Resource The resource is organised in 4 sections. Each can be accessed individually or in succession. Additional resources can be found after the activities section.

6 Introduction www.journeytoexcellence.org.uk
“Self-evaluation is forward looking. It is about change and improvement, whether gradual or transformational, and is based on professional reflection, challenge and support.” (HGIOS 3, p.6) This pack draws together themes, features and characteristics of effective improvement through self-evaluation. For self-evaluation to give an accurate, rounded view, it must triangulate evidence from people’s views, direct observation of learning and teaching, and quantitative data. The activities and videos in this pack will help you to explore each of the three sides of the triangle. Introduction

7 Videos www.journeytoexcellence.org.uk
The following two slides link to a sample of clips showing effective practice in opening up learning. These can be viewed online or downloaded. They can be accessed by clicking the school name on the slide. Alternatively, enter the school name into the video search engine on The Journey to Excellence online resource. The clips are also available at iTunes U . Opening up learning: introductory video Dunbar Grammar Observe, reflect and develop learning. Fairview school Reviews that revolutionise. Cumnock Academy Learning together through self- evaluation. Dundonald Primary Personal planning in literacy, numeracy, health and wellbeing. Cross Arthurlie Primary School Opening up learning through self-evaluation. Videos

8 Videos www.journeytoexcellence.org.uk
St Luke’s High School Reflective and effective learning. Minishant Primary School Involving learners in creating their own success criteria. Brucehill Nursery Encouraging learning for A younger age. Garshake Nursery Building good foundations for learning. St Kenneth’s Primary School Improving learning by listening to children and young people. Videos

9 Improvement Guides – What is excellence in learning?
The following improvement guides provide information on opening up learning. They are part of a series available at the Journey to Excellence online resource. They illustrate the difference between good practice and excellent practice in assessment. They can be applied in any learning context. Promotion of active learning Learning as personal development Meeting children's learning needs Planning the outcomes of learning Continuous professional development Being data rich Developing parents’ support to improve their children’s learning Improvement guides

10 Activities Activity 1 This activity explores improving learning
through gathering learners’ views. This activity explores improving learning through gathering parents’ views. Activity 2 This activity explores ways to Improve learning through gathering staff views. Activity 3 This activity explores ways to improve learning through gathering views from the community. Activity 4

11 Activities Activity 5 This activity explores improving learning
through direct observation. There is a focus on active, challenging and enjoyable learning. Activity 6 This activity explores improving learning through direct observation. It helps you to apply discussion prompts for practitioners in different contexts. Activity 7 This activity helps you to evaluate your own approaches in gathering data. It provides clear illustrations of excellent practice in being data rich to improve learning.

12 Opening up learning through exploring and using people's views
Learners, parents, staff and members of the community all have important perspectives on learning. Individually each is valuable. Taken together, people’s views can be a major force for innovation and improvement.

13 What do learners think?*
Encouraging learners to discuss their views about learning with each other and with their teachers, including their successes and disappointments, can provide powerful evidence for self-evaluation. Activity 1 Choose one of the learning improvement guides. How well does your practice in learning match the features of excellence. List your strengths and areas for development below. Strengths Areas for Development Discuss with a colleague* Children, young people and adults have daily, first-hand experience of learning and teaching and can be responsive and perceptive when encouraged to express their views. How do we encourage learners to comment on the quality of their experiences? How effectively do we make use of learners’ views about pace or challenge, active learning or learning independently, to improve learning and teaching? In what ways do we ensure our pupil councils and youth forums discuss learning, its strengths and how it might be improved? Further examples of reflective questions for staff on exploring learners’ views Encouraging learners to discuss their views about learning with each other and with their teachers, including their successes and disappointments, can provide powerful evidence for self-evaluation. To what extent do learners understand how learning takes place? How well do learners understand the objectives or intended outcomes of a given task, and can they evaluate their own progress towards them? What do learners think about the quality of teacher-learner and learner-learner interactions and relationships? How confident do learners feel about influencing decisions about the management and structure of their learning experiences? What choices do they have about lesson priorities and their preferred approaches to learning? How confident do learners feel about identifying other issues which may impact on learning such as behaviour, home study, teachers’ empathy and expectations, or ethos? To what extent are youth forums exploring the relationship between learning in the community and school? How do children, young people and adults with representative roles stimulate discussion about learning amongst their peers, for example by using focus groups, assemblies, displays, debates, or class time? To what extent do learners feel that discussions about learning are open and transparent, inclusive, rigorous, influential, and carried out in a trusting environment? Activities

14 Activity www.journeytoexcellence.org.uk
What do parents think? Parents provide a distinct perspective on learning and teaching which can help staff to improve learning for young people. Gathering parents’ views on their children's learning helps strengthen the partnership between school and home and reinforces the key role which parents have in their children's learning. Activity 2* Parents’ views are further informed and refined when they are shared with other parents. Consider the case study where a web forum was used for parents to talk directly to parents. Social media are commonly used by many parents. How might you use it to gather views on learning? How will you support less confident parents to engage in ways feel comfortable with? Case study: Involving parents Staff evaluated their approaches to involving parents in the life of the centre. They set out to engage parents and children much more in making decisions about what happens in the centre. Staff made innovative changes, including setting up a web forum to talk directly with other parents. Parents and children now take part in discussing changes in curriculum programmes, staff child interaction, and in designing spaces. Parents and children have benefited through learning together, being more reflective and being able to ask questions about learning. Parents provide a distinct perspective on learning and teaching which can help staff to improve learning for young people. Gathering parents’ views on their children's learning helps strengthen the partnership between school and home and reinforces the key role which parents have in their children's learning. Examples of reflective questions for staff on exploring parents’ views How do we value and use views and contributions from all parents? What do we do to provide the means for all parents to communicate their views, irrespective of any barriers they may face? How wide a range of media do we use for exploring views, including discussion groups, individual meetings and questionnaires? To what extent are the views that parents offer informed by their understanding of children’s learning, as might have been explained to them through open evenings, curriculum events, information leaflets, or the school or service website? To what extent do parents’ views match the establishment’s own view of learning and teaching? How well does consultation help to identify wider issues which affect learning, including aspects of ethos or access to opportunities for wider achievement? How confidently can we show how we have used parents’ views constructively to improve learning? Activities Activity

15 Activity www.journeytoexcellence.org.uk
What do staff think? The curriculum and support for some learners may involve contributions from a wide range of staff. It is important that all contributors to a learners’ education are fully involved in self-evaluation and improvement. Activity 3 Some establishments and services use a combination of questionnaires, meetings, workshops and working groups to explore strengths in learning and teaching approaches and plan changes to learning and teaching. Describe the current strategies you use or experience for engaging and gathering all staff views, including partners. You may do this through a mind map or a table like the example below. You may wish to view the film Reflective and effective learning: St Lukes' High School or Learning together through self-evaluation: Cumnock Academy Method Purpose Outcome All staff questionnaires Identify areas for improvement Involvement of all; consensus on priorities for improvement; improved learning and teaching The curriculum and support for some learners may involve contributions from a wide range of staff. It is important that all contributors to a learners’ education are fully involved in self-evaluation and improvement. Activities Activity

16 What does the community think?
Learning experiences that take place in communities can be supportive of each other, and of formal or statutory learning. Members of the community can be both learners and supporters of learning. Their perceptions can add a further important dimension to the process of evaluation. Activity 4*: Involving partners in self-evaluation is not the strongest aspect of self-evaluation. Can you identify 3 ways in which you currently engage partners in self-evaluation. If not identify what you might do and why. 1) 2) 3) Learning experiences that take place in communities can be supportive of each other, and of formal or statutory learning. Members of the community can be both learners and supporters of learning. Their perceptions can add a further important dimension to the process of evaluation. Examples of reflective questions for staff to use when considering how they learn together To what extent do we value the views of the community about the learning opportunities and institutions in their area? How extensively is our school involved in its community, for example through local community planning? To what extent do we consider all learning providers as part of a learning community, and involve them fully when we are evaluating progress? How well do we involve partners in learning in developing local learning plans such as school improvement plans? How well do we recognise and value the learning experiences that children and young people achieve in their community? To what extent do we consider how learning opportunities in the community can support learning in school? How well do we recognise the value of families learning together, and the positive benefit this can have on children and young people’s learning, and on all other family members? Examples of reflective questions for staff who are evaluating the impact of the curriculum and innovations To what extent do parents feel encouraged to broaden their children’s curriculum out of school, complementing the work of the school? Do we fully involve all learners, their parents and staff in reviewing the extent to which changing curriculum arrangements meet learners’ needs? Have all views been gathered, shared and used to inform a shared rationale for curriculum change, with clearly defined outcomes? What measures of success do we have to monitor improvements in achievement following innovations and change? Do we know who misses out on out-of-class learning activities, how they feel, and to what extent they may be disadvantaged as a result? What evidence is there that our curriculum motivates, promotes self-esteem, and encourages good attendance and discipline? How well do permeating aspects of the curriculum such as enterprise and citizenship impact on learning? How well do we use partnerships to enhance the curriculum we offer and ensure effective support for identified learners? How effectively do our curriculum and partnerships deliver our shared vision and values? To what extent does our teaching pedagogy and curriculum promote equalities for all? Activities Acitivity

17 Activity www.journeytoexcellence.org.uk
Opening up learning through sharing learning and teaching in action In this section we consider approaches which focus on improving learning and teaching through direct observation of learning and teaching in action. Teachers can increase the depth of their understanding of what makes for successful teaching and its impact on learning through evaluating the quality of learning directly in each other's lessons and learning activities. Activities Activity

18 Activity www.journeytoexcellence.org.uk
Watch the Cross Arthurlie video Opening up learning through self-evaluation. Which of the approaches to evaluating learning and teaching through direct observation in your establishment are most effective in bringing about improvement? Reflecting on approaches to learning in your own context, what variety is there in learning over the course of a lesson, day, or a week? To what extent is learning active, challenging and enjoyable? Approaches which focus on improving learning and teaching through direct observation of learning and teaching in action. Activities Activity

19 Direct observations of learning*
Visits to lessons should be part of a formative approach to improvement in learning and teaching. Successful approaches to direct observation of learning depend upon careful preparation and discussion. It is important that learning visits are constructive and focus clearly on outcomes for learners. Several approaches to direct observation are used including Learning Rounds* and the ‘learning walk routine’*. Activity 6: The following prompts may be used for a visit to a mathematics lesson. How might you adapt these for your own context? The classroom is well managed, resources are well organised, readily available and appropriate. The lesson has a clear objective and is well structured. The pace of work is brisk. Young people’s attention and interests are sustained through varied approaches to learning and teaching. Young people are well motivated and work conscientiously. Teachers use questioning effectively to; involve as many young people as possible; give young people time to think; seek extended explanations; explore wrong answers; take account of prior learning. Expectations and standards are high. Where appropriate, learners develop skills in mental calculation, problem solving, applying mathematical skills in real life contexts and across the curriculum. They use ICT effectively. Teachers listen to young people and give constructive feedback on oral and written work. Young people are supported according to their needs. The work is sufficiently challenging for all young people and they are helped when they experience difficulties. Visits to lessons should be part of a formative approach to improvement in learning and teaching. Successful approaches to direct observation of learning depend upon careful preparation and discussion. It is important that learning visits are constructive and focus clearly on outcomes for learners. Implementing innovation: from visionary models to everyday practice, in The Nature of Learning Using Research to Inspire Practice. Edited by Hanna Dumont, David Istance and Francisco Benavides, OECD, 2010. Examples of reflective questions for learners and staff, relating to learning visits and longer-term issues in an establishment’s or service’s improvement plan What opportunities do learners have to think and reflect? To what extent do learners have choices in what and how they learn? Do they make good use of the choices? Is learning made practical, applied and relevant? Do teaching approaches encourage individuals to take responsibility for organising their learning with others, working collaboratively in groups and teams, and giving presentations to their peers? In seeking to improve achievement, how well do we know how deeply learners are engaged in learning? How well does the balance of whole-class direct teaching, questioning and interaction, group work, thinking time and other approaches meet all learners’ needs? How well do learning experiences challenge learners and involve thinking skills such as designing, constructing, producing, inventing, hypothesising, critiquing, experimenting, and judging? How well do learning experiences build on prior learning and use assessment information to help inform progression? What have learners gained from the lesson or learning activity? Activities Activity

20 Opening up learning through exploring and using information and data
Evidence about learners’ progress and their success in undertaking the experiences and achieving the outcomes within Curriculum for Excellence will be gathered from various sources. It will comprise information from wherever the learning takes place and across all aspects of learning. Such information is particularly valuable when combined with other perspectives, namely people’s views and learning visits. It forms an important backdrop to enable staff to identify priorities for development within Curriculum for Excellence. . Read and discuss the Improvement Guide Being data rich with your colleagues. Where are you on the journey to excellence in using information and data? What do you need to focus on to improve your own and your school’s/centre’s practice? Activities Activity

21 Sharing standards and expectations*
Click on the links for advice, resources and information on sharing standards https://portal.glowscotland.org.uk/establishments/nationalsite/Journey%20To%20Excellence/Assessment/When%20we%20Assess/default.aspx https://www.narscotland.org.uk/ Activities Activity

22 Additional resources*
Click on the links to go to additional information and resources Journey to Excellence – Learning and Teaching Education Scotland – Learning, teaching and assessment Activities Additional resources

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