Collaboration – Session 2 CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Aims “Mastering our craft” Cooperative Learning: individual accountability Collaborative activities so that all students are interacting and have individual accountability CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

The Power of Coloured Pens!!! What do you want to use group work for in your subject? What do you want group work to achieve? Where does it go wrong in your lessons? Why are the coloured pens a useful tool in ensuring individual accountability? Why is the point of giving students thinking time before opening up the group discussion?

Feedback back from Twilight ! CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION Choose a scenario from the Problem Page that is a concern for you and trial using some new some collaborative strategies. (Use the reading material and the discussion points made today to support this.) Where to go for help? Us Ask in department for ideas Ask colleagues who are experience in collaborative learning for advice Coaching? Research Bring your lesson plan/ resources/ activity to share. Provide us with your evaluation of its success and limitations. We will collate these.

The role of the facilitator Ensures that everyone gets to speak. No-one dominates. Encourages clarification or further elaboration. Doesn’t contribute ideas. Can record notes. Can act as a spy who feeds back on the process of the group work.

Successful Group Work CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION The importance of ground rules/accountability. Clear objectives – structured timing of activity. Clearly define roles. The teaching of the skills of active listening, structured talk, contribution and empathy. Planning to deconstruct process and product and valuing the importance of both. (The language of the teacher.)

‘Think-pair-share’ and ‘Think-pair- square’. In a pair discuss ideas on how to define individual roles within a group. (2 minutes) We often use ‘think-pair-share’ but students don’t always think and don’t always share. Join another pair and discuss how you can ensure that this happens. Who is feeding back?

BRIGHT IDEAS Individual process targets on post it notes. Red dot feedback cards. Exit ticket. Process rewards. Roles – Communicator (feeds back) Clarifier (ensures that what the group is doing is realistic/timekeeper) Charter (takes notes) Creator (Gives ideas) Facilitator (the chair) Using a facilitator or spy. Jigsaw – student as the expert.

PIES

learning/home

Post Twilight Activity CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION The next half hour is planning time for your TLE work with your TLE partner. This time should be used for co-planning. Please make sure that in this time you also organise a date and time for a peer observation (see below). Before the Summer Half Term Break, please ensure that you have had the opportunity to observe your TLE partner and that they have observed you This will contribute to your Appraisal at the end of the year Other points: - the observation does not need to be for a full hour - notes do not have to be taken as it is the post observation conversation that is crucial

TLE Sharing Event CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION Meet colleagues from other areas – social aspect! Brilliant way of sharing ideas across subjects Two possible ways of getting involved: - come along and informally chat to colleagues about their TLE work - share your own work informally by having a ‘desk’ Diary Date: THURSDAY 26 MARCH from 3.30pm – 4.15pm