WIGT What is good teaching?

A Good Teacher (HAYMcBER Report 2000) Is kind Is generous Listens to you Encourages you Has faith in you Keeps confidences Likes teaching children Takes time to explain things Helps you when you’re stuck Tells you how you are doing Allows you to have your say Doesn’t give up on you Cares for your opinion Makes you feel clever Treats people equally Makes allowances Stands up for you Tells the truth Is forgiving

Good Teachers Like teaching Treat people equally Let us know how well we are doing Are encouraging Make their subject interesting Listen to our opinions Make allowances if we have problems Take time to explain things Don’t give up on us Keep confidences Help us to feel self confident Expect us to work hard and do well Know how to help us when we don’t understand work

Year 3 Children – Ideal Qualities of a Good Teacher Happy and Helpful Clever at Everything Patient A Bit Crazy and Funny Wears Glasses and Looks Smart “Good at important papers, strict but not too strict, friendly, able to explain things well and let us have a go at things” “New deputy head must be able to tell genuinely funny jokes” TES 21/09/01

WIGT Is it still used? How is it used?

WIGT Seen as out of date – written in 2004 Teaching and Learning not linked

New WIGT thinking Develop a product for teachers Interactive and very user friendly Easy way of accessing a vast amount of useful information Fun to use and ideal for self-training purposes. “ Must have” product for teachers especially NQTs

Some initial thoughts for New WIGT Covers all aspects of teaching Some examples of good practice seen working Could contain much information from the good to outstanding T&L pack Ideal for staff who want to improve aspects Lots of new ideas to try out Focus clearly on improving learning and raising attainment

Product content? Definition of good teaching What pupils think good teaching looks like Range of headings to cover all aspects of teaching Layers of examples and information to support headings

Possible Main headings – not in any particular order - for discussion

“ Learning strategies Questioning Collaborative learning Learning Environment – creating visual materials Keeping a discussion going – strategies like open ended questions, exploring feelings Feeding forward – anticipating aspects and events Feedback Motivation – how to sustain interest Cross-curricular learning especially literacy, numeracy and ICT key skills Seizing opportunities Look for a “way in” to HTR groups Groupings Practical activities- fun and games in learning Reflection time Music helps to open minds and extends concentration Lesson flow- dovetailing activities Developing independence Pace Expectations Death by worksheet Features of good teaching Accelerated learning Differentiation Target setting – eg must, could, should Thinking hats Brain gym Learning techniques WOW factors Using learning for life Brainstorming/spider diagrams Self-assessment Useful tips on how to teach the different groups of learners

Lesson structure Starters LO/success criteria/WALT/WILF/TIBS Inclusion strategies Lesson plans /planning Lesson middles Lesson ends/plenaries

ECM Behaviour management- consistent approaches, positive behaviour for learning, classroom ethos, post-incident aftermath Inclusion- issues with resources, learning styles, questioning, meeting all needs –SEN, LDD, G&T, BME, EAL, PD, sensory impairment NQTs and student teachers- mentoring, networking, coaching, observing, sharing good practice Performance management- planning CPD, types of professional development Desirable learning outcomes- grid with learning styles, pupil voice Assessment- systems, marking, day to day assessment, peer and self- assessment, verbal feedback, praise sandwich, tracking underachievement, work scrutiny, pupils knowledge of own learning, target setting and next steps Work/life balance Helpful everyday tips- school report writing, use of form time, a good form tutor…

Example Collaborative learning What is good collaborative learning? How well do teachers use collaborative learning? Satisfactory Pupils sit in groups facing one another (How do I organise my classroom?) The teacher has designated which groups the pupils sit in (Purposeful groups) Pupils are engaged in an interesting task that is best completed in a group (setting the task) Pupils have defined roles within the group (How to use groups?) The teacher has outlined ground rules for working in groups (Ground rules) The teacher listens to the group talk and intervenes sometimes (The teacher’s role) There is appropriate time given to the groups to complete the tasks they have been given ICT is used appropriately to support the learning Pupils have an opportunity to present what they have learned ( Finishing the task )

Good Collaborative Learning Pupils sit so that they can see and hear everyone in their group easily, they communicate well. (How do I organise my classroom?) The groups have been devised with a clear purpose in mind (Purposeful groups) Pupils are engaged, interested and active within the task that they are completing. (setting the task) A particular type of grouping has been used appropriate for the task (How to use groups?) Pupils have a clear role within their groups which they execute for the benefit of the learning of the group (Purposeful groups) The pupils have been involved in setting the ground rules for their task (Ground rules) Pupil talk is exploratory, not disputational, they help one another to understand the work (Pupil Talk) The teacher listens to groups and joins in as a member of the group where they see a need to (The teacher’s role) ICT is available to use as a tool within the completion of the task What is learned within the groups is presented in way that adds to the whole class learning (Finishing the task )

Outstanding Collaborative learning The pupils know why they are learning together in groups Pupils listen to one another in their groups and build on what each other says The groups make best use of the skills of their constituent members (Purposeful groups) The task is interesting and the pupils learn new ideas by engaging with it (Setting the task) Pupils have set out the ground rules for their collaborative work and are following them (Ground rules) The teacher actively listens to the talk in groups and intervenes rarely. (The teacher’s role ) Pupil talk is dialogoic (Pupil Talk) Pupils achieve an agreement and everyone can explain their role in the completion of their task.

1 Give everyone in your group a chance to speak "Lets take it in turns to say what we think". "Clare, what do you think?" 2 Listen to what people say "Don't interrupt - let Sam finish". “Sanjit has a good point there” "I think Sarah means that...." 4 Listen carefully to everyone else "What did Sue just say, I couldn’t quite hear?" "Oh I think I might have made a mistake - did anyone spot it? 5 Make sure you understand what is said "Could you repeat that I am not sure I understood?" "Can you show me what you mean?" 3 Build on what others have said "I agree with what Jo said because..." "Yes, that’s true and I also think that...." 6 Demand good explanations "What made you say that?" "Go on... convince me." 8 Challenge what is said "That cannot be right, because..." “Would you go over that again I think there could be a mistake in it." “Have you considered … when you decided that?” 7 Treat all opinions with respect "I can see why Ferida said that but I don’t agree. I think that …" "We all make mistakes!" 10 Share responsibility “Are we sure we all understand?” "Let's make sure that we are all able to report this back to the whole class." 9 Reach agreement “Right do we all agree that that is the right thing to say?” "We've got the general idea, but we need to agree on how we will present it." Ten ground rules for pupil-pupil discussion Here are some suggested 'ground rules' for pupils to use as they work collaboratively. Get your pupils to involved in drawing up a similar list then make sure they keep to them!

Planning for pupil-pupil discussion Plan to offer the task in a form that will encourage collaboration Prepare shared tasks in a form that will encourage discussion. For example:  Provide resources to share (e.g. one copy between three) and ask for outputs that are jointly produced.  Provide big resources so that reasoning may be visible and shared, such as large sheets of paper, felt-tipped pens or 'mini-whiteboards'.  Require joint outcomes: e.g. a poster or a report. Make pupils share responsibility for this. Plan how you will arrange the room Arrange tables and chairs so that pupils are facing each other while working together. They should also be close enough to discuss easily, 4 chairs around one small table often works well. When computers are used, then pair two pupils to a computer and give them space and resources to record their joint thinking (e.g. using mini-whiteboards). Encourage turn taking when using the computer. Plan how you will group pupils Most pupils are more able to discuss in smaller groups than larger ones: pairs or threes is often most effective. Don’t always use the same groupings, group pupils with a purpose and tell them why:  Use friendship groups if the work is challenging and you know they will need to support one another  Use ability groups so that you can challenge everyone to achieve more, mix abilities to take advantage of peer-tutoring.  Group the pupils in mixed sex groups if you are concerned about boys being noisy or girls doing too much colouring in. Group in single sex groups if the boys tend to dominate and the girls to do the writing.  Spread ‘leaders’ around sometimes but sometimes group them together to see new ‘leaders’ emerge. Plan how you will introduce the purpose of the discussion Plan your introduction to pre-empt the questions:  "Why do you want us to discuss?"  "What do you want us to discuss?" For example: This lesson is not about 'me showing you something and then you using it'. No, I want to see if you can find your own solutions. There is more than one way of doing this! I want you to discuss your own ideas for starting on this problem. Plan how you will establish ground rules Introduce ground rules for pupils. Remember that collaborative behaviours are not established overnight, but over a long time through consistent reinforcement. Plan how you will end the discussion Most teachers ask pupils to report back on their discussion in some way. All pupils should be encouraged to prepare for this. Try not to pass judgments on their responses while they do this or this may influence subsequent contributions.

Group Discussion Strategies Snowball GroupsPupils first tackle the task individually. They have time to think before they are asked to discuss. Pairs are then formed and pupils are asked to try and reach agreement. Pairs then join together so that a broader consensus might be reached. Groups of four then report back to the whole class in a plenary discussion. Listening triadsPupils work in groups of three.  One pupil takes on the role of talker, one the role of questioner and one the recorder.  The talker explains something, comments on an issue, or expresses opinions.  The questioner prompts and seeks clarification.  The recorder makes notes and gives a report at the end of the conversation. Next time, pupils change roles EnvoysOnce groups have carried out a task, one person from each group is selected as an ‘envoy’.  The envoy moves to a new group to explain and summarise their group’s work and to find out what the new group thought, decided or achieved. The envoy then returns to the original group and feeds back. This is an effective way of avoiding tedious and repetitive reporting-back sessions. It also encourages the envoy to think about his/her use of language and creates groups of active listeners. This works especially well when each group is engaged on a different aspect of a problem Rainbow groupsThis is a way of ensuring that pupils are regrouped and learn to work with a range of others.  After groups have done a task, each pupil in the group is given a number or colour.  Pupils with the same number or colour then join up to form new groups comprising representatives of each original group.  In their new groups, pupils take turns to report on their original group’s work and perhaps begin to work on a new, combined task This works when the original groups were engaged in research on a different aspect of a problem. The ‘colour’ groups then go on to synthesise the research to build a solution. JigsawA topic is divided into sections.  In ‘home’ groups of four or five, pupils decide who will take each section and then regroup into what will become ‘expert’ groups.  The experts work together on their chosen areas, then return to their home groups to report on their area of expertise. The home group is then set a task that requires the pupils to use the different areas of expertise for a joint outcome. This strategy requires advance planning, but is a very effective speaking and listening strategy because it ensures the participation of all pupils. Group discussion strategies

Example Questioning TIPS FOR DEVELOPING QUESTIONING SKILLS Teachers often: Ask too many questions at once Ask irrelevant questions Ask a question and answer it themselvesAsk a difficult question too early Ask a difficult question too early Ask questions in a threatening way Always ask the same type of question Do not use probing answers Fail to see the implications of answers Do not give pupils time to think Do not indicate a change in the type of question Ask questions only to the brightest or most likeable Fail to build on answers (more materials on the site) So Ask lots and often Wait for a response Acknowledge correct answers Stick with pupils who give only partial or incorrect answers Encourage elaboration Use open questioning techniques such as "Why did you think that?", "How did you decide that?", "What do you think of X's answer?" or "What could we add to X's answer?" Avoid closed questions Ask process questions Ask pupils to recall things that they should already know Avoid leading questions

TIPS FOR SOCRATIC QUESTIONING Why do you agree or disagree with that point? How are you defining your terms? What do you mean by that expression? Is what you're saying now consistent with what you said before? When you said that, what was implied by your remark? Are you sure you are not contradicting yourself? What alternatives are there? Could you give me an example of that? Are you familiar with incidents of this sort? Why did you find that interesting? I wonder if what you are saying is? Is that the point you are making? If you're correct would it follow that? Can I sum up what you've said by? Why do you believe? Could it also be? What if someone?