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2 Update on Teaching & Learning and the 6 Domains DIS Whole School INSET Day 16 th Nov 2014

3 Learning Objectives Part 1 To contextualise further the focus of Teaching & Learning support within the school.

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A rabbit named Jeff… …and his jump to “Outstanding”

Inspection Handbook Learning Skills: KHDA seeks students who…  show responsibility for their own learning  interact with each other and collaborate  apply learning to the real world  make connections between areas of learning  demonstrate high enquiry, research and critical thinking skills, including use of technology KHDA do tell us what they want to see…

Learning Skills Outstanding Students are independent, reflective learners. They find things out from a variety of different sources. Critical thinking skills are an intrinsic part of learning. Good  Most students find things out for themselves and use technology to support their learning. Critical thinking skills are a common feature of learning. KHDA Inspection Handbook

Why all this fuss about teaching & learning methodologies? Shift Happens 2014 Just take a look at this film…

11 So what does it all mean for us as everyday classroom teachers?

Why does this matter? Robust research by the 21 st Century Learning Initiative concludes that school leavers need to be: Flexible learners Team players Independent thinkers Confident individuals Creative and innovative And concludes that… Schools need to “provide learners both with a platform for employability in the 21 st century and with lifelong learning capabilities.” (

14 Learning Objectives Part 2 To update all staff on the expectations around the 6 Domains.

15 1.Learning Challenges/Objectives & Success Criteria (AfL) 2.Challenge and Pace 3.Enquiry-based Learning 4.Differentiation 5.Questioning Techniques 6.Independent Learning The 6 Domains of Teaching & Learning  Implementation of all these themes into daily planning, teaching and learning is now a core expectation all of us from here onwards.

16 All of the Monitoring & Evaluation conducted over the next two terms will looking for evidence of the 6 Domains in the teaching and learning around the school: Departmental and Year Group monitoring Let’s Share Walks SLT Learning Walks Lesson Observations KHDA Inspection SLT, HODs, Phase Leaders, HOYs will be looking for you all to include aspects of the 6 Domains into your daily planning, teaching and learning. 6 Domains: Monitoring & Evaluation

17 1. Learning Challenges/Objectives & Success Criteria (AfL) “Good LCs and SCs are proving to be deceptively difficult to write.”  That’s because they are deceptively difficult to write!  Be reassured that this is an ongoing process and that the more time and thought you give to this, the more skilled you will become. Early Feedback…

18 2. Challenge and Pace “The answer to PACE is to put in more and more activities”  Having the RIGHT number of activities is what brings about the right pace of a lesson. “My students seem to know all the answers so the CHALLENGE level must be about right.” If students know all the answers – are they actually learning anything new? Much more learning takes place from when students DON’T know all the answers… Early Feedback…

19 3. Enquiry-based Learning “This sometimes makes me feel in less control… I find it hard to hand over to the students.”  It’s a common concern… but go ahead, move out of your comfort zone and give it a go  And look to incorporate this into as many lessons as you can during inspection week… “Play the game and give them what they want to see…” Early Feedback…

20 “Do all lessons have to show off all of the 6 Domains?” Typically, stronger lessons are likely to feature : Learning Challenge/Objectives & Success Criteria Challenge and Pace Differentiation The others may well depend on the exact nature of the lesson in question… …But all 6 Domains should be readily evident in any mini-series of lessons, for sure. And a recurring question…

If you knew that KHDA inspectors were coming into your classroom tomorrow, what would you do differently to ‘normal’?

22 Learning Objectives Part 2 To update all staff on the expectations around the 6 Domains, with particular reference to Domains I am NOT attempting in the next 20 minutes to explain “all there is to know” about Domains 4-5-6…

23 Learning Objectives To update all staff on the expectations around the 6 Domains To introduce Domain 4

Inquiry Levels Differentiation We all know what it is… … but how many of us are really effective at it?  Why not start at the very beginning?...

Learning Objective : To be able to assess the extent to which Germany was to blame for the outbreak of World War 1 Green: I can analyse a cartoon Amber: I know how to evaluate a variety of evidence to establish who was to blame for the outbreak of World War One Red: I am able to prepare an argument forming a judgement on whether or not Germany to blame for the outbreak of WW1 Differentiated Success Criteria Colour-coding Bassel Deiry slide from Domain 1 workshop…

26 Lesson Learning Objectives Year 11, IG Eco To: define inflation examine its importance as a key performance indicator in a macro-economy evaluate its importance in macroeconomics Knowledge Evaluation Application I-GCSE grade C B A

27 Economic Output and Growth By the end of this section on economic growth you will be able to: Define gross domestic product as a measure of economic growth Distinguish between real GDP and nominal GDP Evaluate policies designed to increase economic growth Analyse the costs and benefits of economic growth Topic Learning Objectives Knowledge Evaluation Application I-GCSE grade C B A

Appropriate PACE = No “dead” time Another slide from the Domains workshops: Olly Woolley’s session on Challenge & Pace…  When we look around our classes, are all our students being stretched most/all of the time? Or is there too much student “dead time” around? Inspectors look out specifically for this… Differentiation is part of this answer too…

29 1.On a scale of 1-10 how challenged do you feel in your typical school day? 2.And thinking about the pace of your lessons, select the one which most closely fits for you: Too fast / About right / Too slow &  Green stapled papers, please…

30 So much of all of this goes back to our PLANNING… …To our pre-lesson THINKING …And to our RESOURCES

31 School Tree  6 Domains  Support Materials  Differentiation Differentiation: immediately available resources

32 Any differentiation strategies you like and have been successful for you

If you knew that a close teaching colleague had KHDA inspectors coming into his/her classroom tomorrow, what advice would you give to help that person carry off the lesson as well as possible?

34 Learning Objectives To update all staff on the expectations around the 6 Domains… To introduce Domain 5:

Today’s BIG number… What is this?

Take a look at these stats… Teachers ask up to up to 400 questions in a day, around 70,000 a year Most questions are answered in less than 1 second… If you've been teaching for 15 years you’re likely to be past asking your one millionth question… With most teachers asking up to 2 and 3 million questions in the course of a whole career Black & Wiliam, 2001

So, clearly, this is REALLY important… But how many of you spend sufficient time in advance preparing the questions that will be asked in a lesson? On reflection, I now realise that I don’t… And for far too long in my career, I haven’t…

Questions: some thoughts

39 So much of all of this goes back to your PLANNING… …To your pre-lesson THINKING And to your RESOURCES

40 School Tree  6 Domains  Support Materials  Questioning Effective Questioning: immediately available resources

41 Some of the questioning strategies you have used to good effect in class

Let’s assume this time that the KHDA inspectors have now been in to see you in typical classroom action… … what do you think the inspector might pick up on as an area for you to consider developing further?

43 Learning Objectives To update all staff on the expectations around the 6 Domains To introduce Domain 6

Teacher or Student-Centred teaching? Teacher-centred Student-centred Is yours more a passive or active classroom?

Where do you fit on this ‘spectrum’? Teacher-centredInstructing… “Sage on the stage” Didactic: teacher instructs Teacher talk, students listen ‘Safe, comfort zone’ teaching Teacher only reviews Low level of student choice Student passive Classroom is quiet Decisions with teacher Student-centred Facilitating… “Guide on the side” Active, experiential learning Creative opportunities More risks - success & failure occurs Peer & student self-review More curiosity, choice, challenge Student active Classroom has ‘busy hum’ Decisions involve the student  How can you move (even) more to the right of this spectrum?

Student-centred Facilitating… “Guide on the side” Active, experiential learning Creative opportunities More risks - success & failure occurs Peer & student self-review More curiosity, choice, challenge Student active Classroom has ‘busy hum’ Decisions involve the student And it’s all to your benefit!...

47 1.Which types of lessons do you enjoy most? 2.And least?  Yellow stapled papers, please…

48 So much of all of this goes back to your PLANNING… …To your pre-lesson THINKING And to your RESOURCES

49 School Tree  6 Domains  Support Materials  Independent Learning Independent Learning: immediately available resources

50 …Any example of an independent learning lesson that you have planned and used to good effect.

51 …This is about us setting examples, modelling a desire to learn and seeking to become ever-sharper classroom practioners. Most importantly, aren’t the biggest winners here are the people who matter most in our job?: OUR CHILDREN Forever learning, forever achieving

52 We started with a story …let’s finish with a story 1 min 23

53 Thank you for your attention... All comments or questions welcome