In the age of uncertainty… ‘It is not the strongest of the species that survive, nor the most...

© Jackie Beere Associates

In the age of uncertainty…

‘It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’

Charles Darwin

Adaptable, flexible and resilient...


RNLC 12th ANNUAL CONFERENCE

John Beasley PGCE Tutor, Teacher Trainer, Consultant, Author,

Former Deputy Headteacher

Outstanding Learning:

Outstanding Learners


• Mood and mindset for learning• Habits of good learners• The learning brain• Facilitating an outstanding lesson

• Success criteria• Navigate the 7 C’s in lessons• D.I.R.T. – dedicated improvement and reflection time

• Plenary – the rucksack, treasure chest and first aid box

• Good feedback

• What will you Keep / Grow / Change after today?

Outline of the presentation


Check yourself out• What’s your mood like? (1 – 10)• Energy• Open-minded• Brave

1 MOOD 10

Metacognition – thinking on purpose


:

Expectations

Are pupils working independently? Are they self-reliant – do they make the most of the choices they are given or do they find it difficult to make choices?

To what extent do pupils take responsibility for their own learning?

How well do pupils collaborate with others?

Are pupils creative, do they show initiative?

Are pupils developing the habits of good learning?

When observing lessons, inspectors may find the following prompts helpful

What are the habits of good learners?


What are the habits of good learners?

Think of children who you knew from first meeting would make outstanding progress in their learning – NO MATTER WHAT THEIR STARTING POINT.

What do good learners do? / What are their habits? Discuss in 2’s, 3’s or 4’s and choose the top 3 habits.Then write them down on the Post-its provided. Bring to the front.

What % of your pupils have these habits?

What % of your staff have these habits?

What do your pupils think are good habits for learning?

How can we build these habits?

Be role models.

Responsive to feedback.Resilient.

Risk-taking.Relentless curiosity.

Communication skills.Making connections.

Doesn’t it feel great to be so successful!?

When I keep falling over, I just

laugh!

I ask lots of questions

I’ll eat anything

I try out lots of different words and

sounds

What’s your secret?

I like everyone I

meet!

I LOVE a challenge


I’m never, ever going to give

up learning to walk

Responsive to feedback.Resilient.

Risk-taking.Relentless curiosity.

Communication skills.Making connections.

5 habits of schools that deliver great learning:• Vision and values• Learning culture• Research based practice and self evaluation• Coaching for managing performance• Good habits and growth mindset modelled by all

What habits do schools need to deliver great learning?

The aim is to have a school that we are proud for anyone to inspect - any time, any day - because we know what we do…. is to offer our students great learning…

‘The Perfect Ofsted Inspection’. Jackie Beere



Mindsets (Carol Dweck)

• You have a certain amount of intelligence, and you really can't do much to change it

• You are a certain kind of person, and there is not much that can be done to really change that.

• You can learn new things, but you can't really change your basic intelligence• You can do things differently, but the important parts of who you are can’t

really be changed.

1 = Strongly agree. 2 = Agree. 3 = Mostly agree.4 =Mostly disagree. 5 = Disagree. 6 = Strongly disagree.

<3 = Fixed mindset 3 to 4 middle (15%) >4 = Growth mindset

© Jackie Beere AssociatesMr Men mindsets

Fixed mindset Growth mindsetIntelligence is a given Intelligence can grow

Leads to a desire to want to look smart and therefore develops a

tendency to:

Leads to a desire to want to learn and therefore develops a tendency to:

Avoid challenges as can’t risk failing

Embrace challenges willingly

Can get defensive or give up too easily

Persist in the face of setbacks

See effort as fruitless or sign of weakness

See effort as the path to mastery

Ignore useful negative feedback Learn from criticism and welcome the feedback.

Feel threatened by the success of others, leading to fragile self

confidence and relentless perfectionism

Find lessons and inspiration in the success of others

As a result, may plateau early and not achieve potential

As a result, can reach ever higher levels of achievement.

Carol Dweck

And

take

the

ste

ps to

lear

ning

!!!

Grow a growth mindset…


You can change your mindset...

‘Be the change you want to see’

Try the mindset questionnaire

What to praise…Carol Dweck.


Primitive

Emotional

Novelty/surpriseHumourMusicRhythm/rhymeLoveMysteryStoriesPassion!

EvaluationReflectionCreativityAnalysis

FearAngerThreatAnxiety

Thinking

The learning brain

METACOGNITION

LEARNING TO LEARN

TAs as the MAGIC learning coach

LEARNERS WHO KNOW HOW TO BUILD THEIR BRAIN


High expectations

Learning is scary.You need to take risks.Unconditional peer support.No blame.No failure – only feedback


Facilitating an outstanding lesson

Thunk thinks

What colour is Friday?

What does sadness taste like?

If a Viking lived now what would he wear?

Where does the sky end?

Do animals get in the challenge zone?

Thinking starters prime the brain

ENGAGEMENT


Sharing success criteria

To learn strategies that will produce greater progress in learning

How will we get there? What will this look like?

Start Finish

I will use new strategies and techniques in my lessons and deliver measurably better progress for allWAGOLL


The 7 C’s (well… 5 of them)

Challenge / Criteria / Creativity / Collaboration / Communication

Learn and Teach – an activity to help students learn from one other

Hyperlink Sutton Trust.pptx


Engaging activities for independent learning

Challenge / Criteria / Creativity / Collaboration / Communication

Stand back and watch them learn. Encourage. Motivate. Intervene with impact - especially with your vulnerable learners

Competition

Choice

.

What are the two missing C’s


Feedback time

• They’re doing or have done the activity - now what…

• FEEDBACKAccording to Hattie:

Feedback Source of Influence Effect Size Teacher 1.13

An effect-size of 1.0 is typically associated with: • advancing learners' achievement by one year, or improving the rate of learning by 50% • a correlation between some variable (e.g., amount of homework) and achievement of

approximately 0.50 • A two grade leap in GCSE, e.g. from a C to an A grade

http://www.teacherstoolbox.co.uk/T_effect_sizes.html


“Your answers are spot on – keep this up”

96% - a brilliant score that you deserve

“Your take off was excellent, Matt. On

your next jump try to have a more graceful

landing”

“I think it would be even better if you had

included examples to support your argument”

“To get an ‘A’ you will need to use more key

vocabulary “

The effort that you are putting in is really starting to pay off

C. Great effort. You need more detail and need to use more key

terminology to develop further.

Good start but your answer deteriorated

towards the end

“You made good eye-contact with your

partner. Very supportive body language. Don’t

forget to smile.”

A – oral (teacher) B – written (teacher) C – oral ()

D – written (teacher) E – oral (teacher)F – oral (teacher)

G – oral (teacher) I – oral (peer)H - written (teacher)

Rewrite the last

two lines

Replace 3 words

with key vocabulary

Create a question that will challenge

you more

Bewar

e gra

des

Give them a tip and set a

challenge or a question to do. Pupil works in

purple pen.Do it in DIRT.


Effective feedback should:

• focus on the learning objectives , success criteria, skills and habits for learning ;

• stimulate the correction of errors or improvement of a piece of work; scaffold or support pupils’ next steps;

• comment on progress over a number of attempts;

• Focus on EFFORT, PROGRESS and PROCESS

• provide opportunities for pupils to think things through for themselves A N D R ES P O N D


DIRT - Dedicated Improvement and Reflection Time

Teacher adds extra progress working with gap and able pupils

Fix- it time

S.I.D. – Strengths, Improvement, Do it!

F.A.R. – Feedback, Action, Pupil Response

One to one coachingWWW What W

ent Well

EBI Even Better If

MRI My Response Is

Leadership roles

Yellow Pages

3B4ME


• Austin’s butterfly…

Teaching feedback


Measuring progress – the perfect plenary

What would you put in each?

EXIT TICKETDo not leave

without doing….

Differentiated proof activities

Learning aims,

objectives / targets

Shared success criteria

WAGOLL

Developing moods, metacognition, mindsets, habits and skills, knowledge and understanding

Engaging tasks

Assessment and

imperative feedback

Pupil response

and action

Effective AfL


Mood, habits, mindsets, skills

Thoughts and ideas

Beliefs and values. Principles of your school

Visible

Invisible


Reading and resources

Thanks for listening

By Jackie Beere:

The Perfect Ofsted Lesson The Perfect Ofsted InspectionThe Perfect Teacher CoachThe KS3 Learner’s ToolkitThe Primary Learner’s Toolkit

Mindset – Carol DweckVisible learning – John HattieThe Teacher’s Toolkit – Paul GinnisInspirational Teaching – Will Ryan

www.jackiebeere.com

[email protected]@virgin.net .

http://www.jackiebeere.com/

mailto:[email protected]

mailto:[email protected]

In the age of uncertainty… ‘It is not the strongest of the species that survive, nor the most...

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