1. Welcome to the sharing best practice group Theme: Sharing our gifts

2. What is the core purpose of the group? Develop effective teaching and learning strategies to improve pupil learning. Develop our own pedagogy Talk about teaching and learning.

3. The Core Focus Areas of the SBP Group. Practicalities SBP File Future Focus and Teacher Directory Reflection and Actions Cooperative Learning Independent Learning and Homework Developing a culture of critique Challenge and Differentiation

4. How can we create an ethic of excellence through peer assessment?

5. Peer assessment is often derided or done badly, by both students and teachers. For students it can be a poor substitute for teacher feedback.

7. What is the purpose of peer critique ? “Most discussions of assessment start in the wrong place. The most important assessment that goes on in a school isn’t done to students but goes on inside students. Every student walks around with a picture of what is acceptable, what is good enough. Each time he works on something he looks at it and assesses it. Is this good enough? Do I feel comfortable handing this in? Does it meet my standards? Changing assessment at this level should be the most important assessment goal of every school. How do we get inside students’ heads and turn up the knob that regulates quality and effort” (P103, ‘An Ethic of Excellence’)

8. Strategy 1: Gallery Critique Stage 1 of the Gallery Critique Process Use models of work first. Part of every day learning

9. Stage 2: Gallery Critique Step 1: Students display work: An introduction, a paragraph, a conclusion or whatever is appropriate for your subject. Tip number the work it makes it easier to review. Step 2: Silent gallery walk (10 minutes) Walk around the classroom, corridor, flexi area, silently observing all the displayed work. Students to take notes as they go round the room Step 3: Review: What did you notice? (10 minutes) Focus on the positive What has impressed them? Why? Purpose: Creates positive pressure for every child to produce better quality Generating ideas Creating strong models of work Setting the tone for a whole class standard of quality. Timing/Training/Language/Experts

10. Kagan Co-Operative Learning Strategies

11. P Positive Interdependence I Individual Accountability E Equal Participation S Simultaneous Interaction Learning Intentions: Basic Principles

12. No hogs & logs Confidence building Collaboration Interdependence Active engagement Developing social skills Deepening understanding Listening skills Sharing ideas All students feel valued Timings are clear = better time-managers Clear structures and patterns Routines – for pupils and teachers Questioning Learning Intentions: Benefits?

13. Learning Intentions: Grouping effectively H HM LML

14. Learning Intentions: Learning to Coach H HM LML HOW TO COACH Tip Tell Explain

15. Showdown Each student writes his answer on his individual response board. When everyone in the group is ready, the leader says "Showdown" and team members compare and discuss their answers before final answer is agreed. Peer support on challenging questions Groups self-correct LA supported by higher achieving pupils Learning Intentions: Strategy #1

16. Showdown Each student writes his answer on his individual response board. When everyone in the group is ready, the leader says "Showdown" and team members compare and discuss their answers before final answer is agreed. Peer support on challenging questions Groups self-correct LA supported by higher achieving pupils Learning Intentions:

18. Rally Coach 1. Partner A solves the problem/ question while saying out loud how they are working it out 2. Partner B will watch and listen as this is done, and then either coach if the problem is answered incorrectly or praise if it is right 3. Partner B will then solve the next problem using the same method. 4. Partner A will then watch and listen, check the answer, and either coach or praise. Coach provides support and corrections Answer will be improved as work is conducted Repetition of skill leads to deep learning Learning Intentions: Strategy #2

19. Rally Coach 1. Partner A solves the problem/ question while saying out loud how they are working it out 2. Partner B will watch and listen as this is done, and then either coach if the problem is answered incorrectly or praise if it is right 3. Partner B will then solve the next problem using the same method. 4. Partner A will then watch and listen, check the answer, and either coach or praise. Coach provides support and corrections Answer will be improved as work is conducted Repetition of skill leads to deep learning Learning Intentions: HOW TO COACH Tip Tell Explain

20. Learning Intentions: Strategy #3 Fan N Pick Each team receives a set of question cards: 1. Student 1 holds question cards in a fan and says, “Pick a card, any card!” 2. Student 2 picks a card, reads the question aloud and allows 5 seconds of “think time”. 3. Student 3 answers the question. 4. Student 4 paraphrases [says in own words] and praises or coaches. 5. Students rotate roles one person clockwise for each new round. Students work as a team to find correct answer Each student has a role Process continues so all become coaches at some point

21. Learning Intentions: Fan N Pick Each team receives a set of question cards: 1. Student 1 holds question cards in a fan and says, “Pick a card, any card!” 2. Student 2 picks a card, reads the question aloud and allows 5 seconds of “think time”. 3. Student 3 answers the question. 4. Student 4 paraphrases [says in own words] and praises or coaches. 5. Students rotate roles one person clockwise for each new round. Students work as a team to find correct answer Each student has a role Process continues so all become coaches at some point FAN PICKANSWER COACH

22. Learning Intentions: Strategy #4 Quiz Quiz Trade Each person receives a question card: 1.students stand-up, put their hands-up and then pair-up 2.Partner A quizzes. 3.Partner B answers. 4.Partner A coaches or praises. 5.Switch roles. 6.Partners trades cards and raise their hands to find new partners. 7.Repeat steps 1-6 a number of times Each student has a role Repetition consolidates knowledge Coaching improves quality of verbal response.