Paget High School 2012Prepared and presented by

Claire Gadsby

Outstanding teaching and learning for the 21st

Century:Practical strategies for

developing independent learners

Your starter for 10 ….Your starter for 10 ….

Where does one find Where does one find the mostthe most

independent learners?independent learners?

It is fundamentally It is fundamentally important to keep important to keep

talking about teaching talking about teaching and learning even if you and learning even if you are a successful schoolare a successful school

It is fundamentally It is fundamentally important to keep important to keep

talking about teaching talking about teaching and learning even if you and learning even if you are a successful school are a successful school

because ....because ....

As many as 26,000 students (5%) leave As many as 26,000 students (5%) leave school without any GCSEs and over school without any GCSEs and over 75,000 (17%) of 15-year-olds have low 75,000 (17%) of 15-year-olds have low levels of literacy, despite ostensibly going levels of literacy, despite ostensibly going through eleven years of compulsory through eleven years of compulsory education (Educational Working Group, education (Educational Working Group, 2006). 2006).

““Pick a card, any card ....”Pick a card, any card ....”

T-Shirt time ....T-Shirt time ....

The World is changing…The World is changing…

Women at the Cadbury factory in Bournville in the 1950s

picture herepicture here

Current Chocolate ProductionCurrent Chocolate Production

Cadbury factory in Bournville now

The world is changing…The world is changing…

or is it?or is it?

“ “The world our kids are The world our kids are going to live in is changing going to live in is changing four times faster than our four times faster than our

schools”schools”

Dr William Daggett, 1992Dr William Daggett, 1992

““The illiterate of the 21st The illiterate of the 21st century will not be those century will not be those

who cannot read and write, who cannot read and write, but those who cannot learn, but those who cannot learn,

unlearn, and relearn.”unlearn, and relearn.”

Alvin Toffler – American author of Science Fiction Alvin Toffler – American author of Science Fiction born 1928born 1928

What kind of teacher is needed What kind of teacher is needed to support this new kind of to support this new kind of

learner?learner?

Beware Beware grandmothers and grandmothers and

eggseggs

““Fresh Eyes”: What does this Fresh Eyes”: What does this mean for me?mean for me?

““Outstanding” descriptor for quality of teaching in the Outstanding” descriptor for quality of teaching in the

school 2012school 2012

Much of the teaching in all key stages and most subjects is Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, outstanding and never less than consistently good. As a result, almost all pupils are making rapid and sustained progress. All almost all pupils are making rapid and sustained progress. All teachers have consistently high expectations of all pupils. teachers have consistently high expectations of all pupils. Drawing on excellent subject knowledge, teachers Drawing on excellent subject knowledge, teachers plan astutely plan astutely and set challenging tasks based on systematic, accurate and set challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understandingassessment of pupils’ prior skills, knowledge and understanding. . They use well judged and often imaginative teaching strategies They use well judged and often imaginative teaching strategies that, together with sharply focused and timely support and that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum. The pupils learn exceptionally well across the curriculum. The teaching of reading, writing, communication and mathematics is teaching of reading, writing, communication and mathematics is highly effective. Teachers and other adults generate high levels highly effective. Teachers and other adults generate high levels of enthusiasm for, participation in and commitment to learning. of enthusiasm for, participation in and commitment to learning.

““Outstanding” descriptor for quality of teaching in Outstanding” descriptor for quality of teaching in the school 2012the school 2012

Teaching promotes pupils’ high levels of resilience, Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging confidence and independence when they tackle challenging activities. activities. Teachers systematically and effectively check Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact they may need to intervene and doing so with notable impact on the quality of learningon the quality of learning. Time is used very well and every . Time is used very well and every opportunity is taken to successfully develop crucial skills, opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills including being able to use their literacy and numeracy skills in other subjects. Appropriate and regular homework in other subjects. Appropriate and regular homework contributes very well to pupils’ learning. contributes very well to pupils’ learning. Marking and Marking and constructive feedback from teachers and pupils are frequent constructive feedback from teachers and pupils are frequent and of a consistently high quality, leading to high levels of and of a consistently high quality, leading to high levels of engagement and interest.engagement and interest.

““self-sabotaging” teacher .....self-sabotaging” teacher .....

Le a

ni n

g

Ex p

eri e

nce

s

The Tudors

Sikhism

Magnetism

FrictionPicasso

Macbeth

Egyptians

Sex Education

Dance

CulturalP

hy

sic

al

Scientif ic

Self-managers Independent enquirers

Reflectivelearners

Teamworkers

Creativeparticipators

It is all about the appropriate It is all about the appropriate learning culture in the classroom ...learning culture in the classroom ...

What’s the difference?What’s the difference?

Carol Dweck’s theories of motivation, ability and intelligence offer important insights for teaching. She describes two mindsets or beliefs about our learning ability that affect how we respond to challenges:the fixed mindset and the growth mindset. While both mindsets are normal, if we believe that intelligence is fixed and can’t change, this can limit and undermine our motivation and learning; believing thatwe are no good or hopeless at something gets in the way of learning.

Fixed (Performance) Mindset: valuing looking good

Having a fixed mindset is about believing that:• learning potential and ability are fixed and can be measured, andthe goal is performance; and• ability, not effort, is the way to overcome challenges and setbacks.

Pupils with a fixed mindset think they’ve either ‘got it’ or they haven’t.

When they are faced with challenge they believe that their ability, not effort, should help them overcome the setback. So they can get used to coasting along on their talents and the idea that good grades provetheir ability.

When these pupils experience failure, they see it as something deficient or lacking in themselves. They can crumble, showing a helpless response because of this negative ‘I am just this smart and that is it’ mindset (Perkins). Linking failure to their own lack of ability can make them lack persistence, opt out of difficult learning and be reluctant to try new things. They can become overly concerned with looking good and feel bad if they don’t look smart

Growth (Mastery) Mindset: valuing learning

Having a growth mindset is about:• being resilient in the face of frustration and failure; and• having the ability to respond well to challenges, believing that effort can lead to success.A growth mindset enables pupils to create and work towards learning goals because they believe in themselves as learners with the capacity to improve. It’s about having a robust self-efficacy that shapes attitude, motivation and commitment to learning.

Pupils with a growth mindset tend to respond to failure by redoubling their efforts, because they have hope that they will succeed. The harder it gets, the harder they try. Seeing effort as the path to mastery, they persevere when the going gets tough and often talk themselves through difficulties. They have a positive, can-do, bit-by-bit mindset.

The mastery response means that these pupils are more attentive to what they can learn than to how good they look or how bad they feel.

Eye of the Tiger!Eye of the Tiger!

It is time to take the stabilisers off…It is time to take the stabilisers off…

““If you spoon-feed a If you spoon-feed a child, all he learns child, all he learns is the shape of the is the shape of the

spoon”spoon”

The million dollar question ….The million dollar question ….

How do you cultivate How do you cultivate growth mindsets?growth mindsets?

The The BB strategy ... strategy ...

BoardBoardBookBookBrainBrainBuddyBuddy

““Big Boss”Big Boss”

How we learn ....How we learn ....

• As passive learners, we As passive learners, we remember only 10% of what we remember only 10% of what we read, read,

• 20% of what we hear, 20% of what we hear, • and 30% of what we see.  and 30% of what we see.  • When you teach someone else, When you teach someone else,

you retain 70 % of what you you retain 70 % of what you teach.teach.

• When you tell and show When you tell and show someone you retain 90% of what someone you retain 90% of what you say and do! you say and do!

““Failure is a great Failure is a great teacher”teacher”

Challenges for teachers?Challenges for teachers?

Key message 1 ...Key message 1 ...

Pupils tend to know far more than Pupils tend to know far more than we think. We can help them to be we think. We can help them to be more independent by harnessing more independent by harnessing what they know already and what they know already and avoiding the tendency to re-teach avoiding the tendency to re-teach what they may already knowwhat they may already know

Hole in the wall ...Hole in the wall ...

DrDr. . Sugata Mitra, Chief Scientist at NIIT, is credited with the Sugata Mitra, Chief Scientist at NIIT, is credited with the discovery of Hole-in-the-Wall. As early as 1982, he had been discovery of Hole-in-the-Wall. As early as 1982, he had been toying with the idea of unsupervised learning and computers. toying with the idea of unsupervised learning and computers. Finally, in 1999, he decided to test his ideas in the field. On 26th Finally, in 1999, he decided to test his ideas in the field. On 26th January, Dr. Mitra's team carved a "hole in the wall" that separated January, Dr. Mitra's team carved a "hole in the wall" that separated the NIIT premises from the adjoining slum in Kalkaji, New Delhi. the NIIT premises from the adjoining slum in Kalkaji, New Delhi. Through this hole, a freely accessible computer was put up for use. Through this hole, a freely accessible computer was put up for use. This computer proved to be an instant hit among the slum dwellers, This computer proved to be an instant hit among the slum dwellers, especially the children. With no prior experience, the children learnt especially the children. With no prior experience, the children learnt to use the computer on their own. This prompted Dr. Mitra to to use the computer on their own. This prompted Dr. Mitra to propose the following hypothesis: the following hypothesis:

The acquisition of basic computing skills by any set of children can The acquisition of basic computing skills by any set of children can be achieved through incidental learning provided the learners are be achieved through incidental learning provided the learners are given access to a suitable computing facility, with entertaining and given access to a suitable computing facility, with entertaining and motivating content and some minimal (human) guidance. motivating content and some minimal (human) guidance.

New ofsted: inspectors will New ofsted: inspectors will consider ...consider ...

the extent to which teachers’ questioning the extent to which teachers’ questioning and use of discussion promote learningand use of discussion promote learning

the extent to which the pace and depth of the extent to which the pace and depth of learning are maximised as a result of learning are maximised as a result of teachers’ monitoring of learning during teachers’ monitoring of learning during lessons and any consequent actions in lessons and any consequent actions in response to pupils’ feedbackresponse to pupils’ feedback

From rhetoric to reality ...From rhetoric to reality ...

Rhetoric RealityRhetoric Reality

Stage 1Stage 1

Planning for progressPlanning for progress

OFSTED’s commonest finding:OFSTED’s commonest finding:

Assessment Assessment does not does not sufficiently sufficiently inform teaching inform teaching and learning.and learning.

““The agile teacher”The agile teacher” Showing awareness of L M H pupils within Showing awareness of L M H pupils within

a classa class Responding directly to the needs of these Responding directly to the needs of these

pupils within one lessonpupils within one lesson

How are you, as a teacher, How are you, as a teacher, showing that you are aware of showing that you are aware of prior learning and building on prior learning and building on that?that?

What are you doing differently What are you doing differently in the lesson as a result of in the lesson as a result of knowledge gained through the knowledge gained through the assessment of your pupils?assessment of your pupils?

ClassroomsClassrooms

Current research suggests…Current research suggests… Classrooms have 4x more influence on Classrooms have 4x more influence on

pupils than anything that happens at whole pupils than anything that happens at whole school levelschool level

60% of pupils in secondary schools never 60% of pupils in secondary schools never have a conversation with an adult whilst in have a conversation with an adult whilst in schoolschool

The average length of a pupil response is The average length of a pupil response is 5 words5 words

Teacher input currently Teacher input currently accounts for approximately accounts for approximately

?% of each lesson?% of each lesson

Current research suggests that Current research suggests that the single biggest cause of the single biggest cause of academic underachievement is ?academic underachievement is ?

“ “The Big 5”The Big 5”

So, what are the techniques we So, what are the techniques we should be using in the classroom?should be using in the classroom?

Dylan Wiliam has clarified the important elements as:Dylan Wiliam has clarified the important elements as:

Sharing learning intentions, Sharing learning intentions, engineering effective classroom engineering effective classroom

discussions, discussions, formative feedback, formative feedback, activating learners as resources for each activating learners as resources for each

other other activating learners as owners of their own activating learners as owners of their own

learninglearning

Some practical strategies ....Some practical strategies ....

““Tap into the talent in the room” – Tap into the talent in the room” – instead instead of the facilitator providing input in the early of the facilitator providing input in the early stages, begin by drawing out what stages, begin by drawing out what learners already know by getting them to learners already know by getting them to seek out information from each other (e.g. seek out information from each other (e.g. trio discussion).trio discussion).

8 schools project – key 8 schools project – key message 1 message 1

It is fundamental that pupils have a clear It is fundamental that pupils have a clear understanding of what they are trying to understanding of what they are trying to learn (learn (learning objectiveslearning objectives), how they can ), how they can recognise achievement (recognise achievement (learning learning outcomesoutcomes), what good looks like ), what good looks like ((success criteriasuccess criteria) and why they are ) and why they are learning this in the first place (that is, the learning this in the first place (that is, the bigger picture)bigger picture)

Fascinators ...

The pen of powerThe pen of power

‘‘Pen of power’Pen of power’ technique – select a pupil technique – select a pupil to come to the front and use the ‘pen of to come to the front and use the ‘pen of power’ to highlight key words within the power’ to highlight key words within the objective and to explain their choices. objective and to explain their choices.

Evaluate how Evaluate how writers use linguistic writers use linguistic and structural and structural devices to achieve devices to achieve particular effects.particular effects.

““The Rolf Harris”The Rolf Harris”

Ask the pupils to suggest what the Ask the pupils to suggest what the learning objective is before revealing itlearning objective is before revealing it (e.g. could be completely concealed (e.g. could be completely concealed beneath sugar paper or possibly with beneath sugar paper or possibly with some words visible). some words visible). Discuss Discuss differences/commonalitiesdifferences/commonalities. .

Delete PetiteDelete Petite

Delete objective word by wordDelete objective word by word during during the lesson. Challenge pupils to remember the lesson. Challenge pupils to remember correctly by the end.correctly by the end.

The Red HerringThe Red Herring

Add an Add an extra learning objectiveextra learning objective and ask and ask pupils at the end of the lesson to pupils at the end of the lesson to identify identify which one has not been covered and which one has not been covered and how they knowhow they know (a red herring!) (a red herring!)

Guess who ?Guess who ?

Distribute a range of learning Distribute a range of learning objectives to pupils individuallyobjectives to pupils individually and, at and, at the end of the lesson, ask them to the end of the lesson, ask them to work in work in groupsgroups to discuss who thinks that they to discuss who thinks that they have that lesson’s have that lesson’s correct objectivecorrect objective in in front of them and front of them and how they know.how they know.

““Cloze but no cigar ...”Cloze but no cigar ...”

Present the learning objectives as a Present the learning objectives as a cloze cloze activityactivity where pupils are encouraged to fill where pupils are encouraged to fill in the missing words before the completed in the missing words before the completed learning objective is revealed.learning objective is revealed.

““Place your bets” Place your bets”

Get pupils to speculate Get pupils to speculate (bid) for verbs(bid) for verbs that could complete a learning objective that could complete a learning objective (e.g. using plenary placemat/Bloom’s (e.g. using plenary placemat/Bloom’s sentence stems).sentence stems).

And what else ....?And what else ....?

Now for the spaghetti .....Now for the spaghetti .....

GCSE in Construction!GCSE in Construction!TASKTASK You have 2 minutes to build a You have 2 minutes to build a

structure using marshmallows and structure using marshmallows and spaghetti you have been provided spaghetti you have been provided with.with.

Success CriteriaSuccess Criteria Level 2 – if it will stand on its own Level 2 – if it will stand on its own

and it includes horizontal and and it includes horizontal and vertical struts.vertical struts.

Level 4 – if it goes up to two ‘floors’ Level 4 – if it goes up to two ‘floors’ and it includes diagonal strutsand it includes diagonal struts

Level 6 – if it goes up higher than Level 6 – if it goes up higher than two floors and can support an apple.two floors and can support an apple.

8 Schools Project Report8 Schools Project Report

Key message 2Key message 2

Pupils’ progress is accelerated when they Pupils’ progress is accelerated when they are clear about the success criteria for the are clear about the success criteria for the intended outcomes and are able to judge intended outcomes and are able to judge the quality of their work and know how to the quality of their work and know how to improve it. This requires teachers having a improve it. This requires teachers having a good understanding of progression in the good understanding of progression in the key concepts and skills in their subject.key concepts and skills in their subject.

The ideal ….The ideal ….

““Teachers assess pupils’ progress Teachers assess pupils’ progress regularly and accurately and regularly and accurately and discuss assessments with them discuss assessments with them so that pupils know how well they so that pupils know how well they have done and what they need to have done and what they need to do to improve”.do to improve”.

(Ofsted descriptor of “good” teaching and (Ofsted descriptor of “good” teaching and learning 2012)learning 2012)

The reality …The reality …

Ofsted findings report that students are often unclear about what they are learning and why

““Lost in a sea of learning ....”Lost in a sea of learning ....”

(or, beware the “happy, busy, good” pupil )(or, beware the “happy, busy, good” pupil )

Success criteria: The Cinderella Success criteria: The Cinderella aspect aspect

Success Criteria--------The Missing LinkSuccess Criteria--------The Missing Link

Possible use of………………..Must Should Could

The Holy Grail of AfL = The Holy Grail of AfL = Genuine co-construction of Genuine co-construction of

learninglearning

1. I have used the PEE chain in each paragraph, talking about why certain words are 1. I have used the PEE chain in each paragraph, talking about why certain words are important. important.

2. In at least two of my paragraphs I have talked about the importance of when the 2. In at least two of my paragraphs I have talked about the importance of when the play was written. play was written.

3. In each paragraph I have talked about a particular technique used by the playwright 3. In each paragraph I have talked about a particular technique used by the playwright and its effect o the audience.and its effect o the audience.

4. 4. I have written about characters and why their actions are important.I have written about characters and why their actions are important.

5. I have discussed the main ideas and themes of the play in some detail.5. I have discussed the main ideas and themes of the play in some detail.

6. I have explained clearly and in some detail what is implied/suggested rather than 6. I have explained clearly and in some detail what is implied/suggested rather than told to me.told to me.

77. I have tried to suggest some different possible interpretations about what things . I have tried to suggest some different possible interpretations about what things might mean.might mean.

8. I have used formal essay language and linked my paragraphs using connectives e.g. 8. I have used formal essay language and linked my paragraphs using connectives e.g. secondly, furthermore etcsecondly, furthermore etc

You’ve used most of these key ingredients really well – 2 and 7 are missing. Can you re-write paragraph 3 to include these?

Extra Extra ...Extra Extra ...

Give pupils a list of possible success Give pupils a list of possible success criteria plus criteria plus extrasextras. Ask them which . Ask them which should be should be deleteddeleted and why and why

The competition The competition

Use group work – each group generates a Use group work – each group generates a list of possible success criteria. These can list of possible success criteria. These can then be critiqued by the class and the then be critiqued by the class and the “best” ones used“best” ones used

““2 for True”2 for True”

Teacher (or even better, pupils) call out a Teacher (or even better, pupils) call out a selection of possible success criteria. selection of possible success criteria. Pupils Pupils raise 2 hands if it is “true” raise 2 hands if it is “true” (a (a good suggestion) or 1 hand if it is false good suggestion) or 1 hand if it is false (not suitable)(not suitable)

Pupil generated success criteriaPupil generated success criteria1.Teacher “doing it wrong”1.Teacher “doing it wrong”

2.Presenting something wrong or2.Presenting something wrong or

incompleteincomplete

3. An excellent example3. An excellent example

4. Products4. Products

5. Sloppy success criteria5. Sloppy success criteria

6. Uplevelling6. Uplevelling

7. Demonstrate (visualiser)7. Demonstrate (visualiser)

8.Retrospective generalisation8.Retrospective generalisation

WMGWMG

““What makes good”What makes good”

WMG Bingo ....WMG Bingo ....

As adults, when we are engaged in a task As adults, when we are engaged in a task we are continually, and instinctively, we are continually, and instinctively, reviewing and adapting as we go along. reviewing and adapting as we go along. Pupils don’t automatically do this – how Pupils don’t automatically do this – how can we encourage this behaviour?can we encourage this behaviour?

““Cream of the crop?”Cream of the crop?”CCome to a stopome to a stopRRead what you have produced so faread what you have produced so farEEvaluate your work against the valuate your work against the

success criteriasuccess criteriaAAsk yourself - “Is this my best effort?”sk yourself - “Is this my best effort?”MMake one small change before ake one small change before

carrying on carrying on

After the task, always ensure After the task, always ensure that you go back to the that you go back to the success criteria and critique success criteria and critique “Are we happy that we don’t “Are we happy that we don’t use yellowuse yellow?”?”

And what else ....?And what else ....?

Classroom Classroom dialogue and dialogue and questioningquestioning

““Word Poverty”Word Poverty”

By the age of just three children from By the age of just three children from impoverished environments use less than impoverished environments use less than half the number of words spoken by their half the number of words spoken by their more advantaged peers. more advantaged peers.

What else might be causing What else might be causing “word poverty”?“word poverty”?

What does teacher-What does teacher-student dialogue student dialogue usually look like?usually look like?

Whole class discussion 1 Whole class discussion 1 Teacher:Teacher: Remember the bell. There's the bell Remember the bell. There's the bell [[holding up holding up

a bell in front of the classa bell in front of the class]. You did the experiment. If ]. You did the experiment. If you held onto this bit here where the wires were you held onto this bit here where the wires were [[indicatingindicating], did you notice anything there?], did you notice anything there?

Jason:Jason: There were sparks there. There were sparks there.

Teacher:Teacher: Heat, did you notice some heat? Heat, did you notice some heat?Jason:Jason: There were sparks from there. There were sparks from there.

Teacher:Teacher: There were? There were?Jason:Jason: Sparks. Sparks.Teacher:Teacher: There were some sparks, yes. Let's just ignore There were some sparks, yes. Let's just ignore

the sparks a minute...some heat. There was a little bit of the sparks a minute...some heat. There was a little bit of heat there with that one.heat there with that one.

Neil Mercer

Whole class discussion: Example 2Whole class discussion: Example 2TeacherTeacher: Those of you that think he should not : Those of you that think he should not

have changed his name, I'd like to hear your have changed his name, I'd like to hear your reasons, some of your reasons. Matthew? reasons, some of your reasons. Matthew?

MatthewMatthew: One reason is because Chang is part of : One reason is because Chang is part of his history, his life, his um culture, like if, he, just his history, his life, his um culture, like if, he, just 'cause he changed schools he didn't have to 'cause he changed schools he didn't have to change his name, and even if they're all change his name, and even if they're all American, he lives in a Chinese part of town, and American, he lives in a Chinese part of town, and uh, it's his culture, all behind him, what, he does uh, it's his culture, all behind him, what, he does Chinese ceremonies and stuff, and um, he just Chinese ceremonies and stuff, and um, he just shouldn't have changed his name, 'cause all his shouldn't have changed his name, 'cause all his culture and stuff. culture and stuff.

Neil Mercer

Ceri Morgan HMICeri Morgan HMI

The magical momentThe magical moment

of interaction betweenof interaction between

teacher and learner ....teacher and learner ....

PersonalisationPersonalisation

“ “ Taking a highly structured and responsive Taking a highly structured and responsive approach to each child’s learning, in order approach to each child’s learning, in order that all are able to progress, achieve and that all are able to progress, achieve and participate. It means strengthening the link participate. It means strengthening the link between learning and teaching by between learning and teaching by engaging pupils – and their parents – as engaging pupils – and their parents – as partners in learning.”partners in learning.”

Christine Gilbert 2007Christine Gilbert 2007

Questioning Questioning needs to become needs to become

discussiondiscussion

So what makes a good discussion?

Through an emotionalThrough an emotional

hook ....hook ....

A A ThunkThunk is a beguilingly simple-looking is a beguilingly simple-looking question about everyday things that stops question about everyday things that stops you in your tracks and helps you start to you in your tracks and helps you start to look at the world in a whole new light.look at the world in a whole new light.

Would you rather .....Would you rather .....

Have foil teeth Have foil teeth

or or

Feather fingers?Feather fingers?

What if .....What if .....

Rubbish bins gave you £1 back for every sack of rubbish?

What seems puzzling in this picture? What key questions could be asked to help explore the meaning of what you see?

Try “who could disapprove of Try “who could disapprove of this picture?”this picture?”

Try inverting questionsTry inverting questions

Inverting a question Inverting a question requires reasoning to be requires reasoning to be employed in the answeremployed in the answer

Instead of asking “Is Instead of asking “Is Claudius a good king?” Claudius a good king?” ask “What qualities might ask “What qualities might you expect to see in a you expect to see in a good king?”good king?”

Sorting and classifying tasksSorting and classifying tasks

These allow students These allow students to explore to explore assumptions and assumptions and investigate ideas investigate ideas without having to without having to commit themselves to commit themselves to a single “solution” a single “solution”

De Bono’s direct thinking toolsDe Bono’s direct thinking toolsTool 2 -- Tool 2 -- Plus, Minus, InterestingPlus, Minus, Interesting

Ensure that all sides of a matter have been considered before Ensure that all sides of a matter have been considered before a decision or commitment is made. a decision or commitment is made.

Tool 4 -- Tool 4 -- Consider All FactorsConsider All FactorsExplore all factors related to an action, decision, plan, Explore all factors related to an action, decision, plan, judgment, or conclusion. judgment, or conclusion.

Tool 6 -- Tool 6 -- Alternatives, Possibilities, ChoicesAlternatives, Possibilities, ChoicesDeliberately try to find other ways. Deliberately try to find other ways.

Tool 7 -- Tool 7 -- Other People's ViewsOther People's ViewsPut yourself in others' shoes. Put yourself in others' shoes.

Tony Ryan’s Thinker’s KeysTony Ryan’s Thinker’s Keys

2. The WHAT IF2. The WHAT IF

You can ask virtually any What If question. They can be either You can ask virtually any What If question. They can be either serious or frivolous. One excellent means of displaying ideas serious or frivolous. One excellent means of displaying ideas from this key is to draw up an Ideas Wheel.from this key is to draw up an Ideas Wheel.

THE EXAMPLE:THE EXAMPLE:

1. What if the price of petrol was immediately doubled?1. What if the price of petrol was immediately doubled?

2. What if all cars turned into skateboards?2. What if all cars turned into skateboards?

Tony Ryan Key 17

The alternativeWork out 3 ways to:

record a visual image of a special event

without a camera or drawing implements

Most teachers questions are Most teachers questions are answered in less than two answered in less than two seconds: just not by the seconds: just not by the

students ….students ….

Research shows ….Research shows ….

Teachers typically use 300-400 questions Teachers typically use 300-400 questions everyday. Most are lower order, functional everyday. Most are lower order, functional requestsrequests

Increasing higher order questions to Increasing higher order questions to around 50% of the total can raise around 50% of the total can raise attainment and improve pupil attitudesattainment and improve pupil attitudes

Key message – use WAIT TIMEKey message – use WAIT TIME

In the 1970s, Mary Rudd Rowe videotaped In the 1970s, Mary Rudd Rowe videotaped hours of elementary science classes, and hours of elementary science classes, and noticed how teachers generally waited noticed how teachers generally waited only one second before answering or only one second before answering or repeating a question.repeating a question.

After teachers were trained to allow 3 – 5 After teachers were trained to allow 3 – 5 seconds of wait time, the following effects seconds of wait time, the following effects were noticed …were noticed …

DECREASEDDECREASED Students who failed to Students who failed to

answer when called answer when called onon

INCREASEDINCREASED Unsolicited but Unsolicited but

appropriate responsesappropriate responses Length of responsesLength of responses Responses from less Responses from less

able studentsable students Number of student Number of student

questionsquestions Student to student Student to student

interactionsinteractions

Some golden rules ….Some golden rules …. Beware run-on questions but don’t be afraid Beware run-on questions but don’t be afraid

of “off-piste” questioningof “off-piste” questioning Don’t always use hands down questioning. Don’t always use hands down questioning.

Research suggests that active student Research suggests that active student response can be helpful in promoting response can be helpful in promoting participation amongst socioeconomically participation amongst socioeconomically disadvantaged studentsdisadvantaged students

The best way to cut down your questioning The best way to cut down your questioning is to increase the questions students ask of is to increase the questions students ask of youyou

...the way to secure performance at the ...the way to secure performance at the highest levels is to create a system that highest levels is to create a system that expects expects significantly more from more significantly more from more pupilspupils; in so doing, we would succeed in ; in so doing, we would succeed in raising the performance of the whole raising the performance of the whole school populationschool population

Summarised from Deborah EyreSummarised from Deborah Eyre

Real questions ....Real questions ....

““So, in your opinion, how effective is the So, in your opinion, how effective is the author in conveying character so far?”author in conveying character so far?”

““Why might that dialogue have been Why might that dialogue have been added?”added?”

““Ryan, can you think of a less cliched word Ryan, can you think of a less cliched word for the lion’s noise than roaring?”for the lion’s noise than roaring?”

From a year 4 primary classroom in From a year 4 primary classroom in Oxfordshire ......Oxfordshire ......

Classroom dialogueClassroom dialogue How much of the classroom dialogue is about How much of the classroom dialogue is about

learning and progress as opposed to content?learning and progress as opposed to content? Do pupils get to ask questions as well as Do pupils get to ask questions as well as

answer them?answer them? Where are your pupils actively taught how to Where are your pupils actively taught how to

use talk as a tool for thinking and learning?use talk as a tool for thinking and learning? What are you doing to encourage “basketball” What are you doing to encourage “basketball”

dialogue as opposed to “ping pong”?dialogue as opposed to “ping pong”?

Feedback and feed-Feedback and feed-forward: How forward: How

formative feedback formative feedback contribute to contribute to

independenceindependence

Professor John Hattie’s Professor John Hattie’s research ...research ...

Looked at 50,000 studies.....Looked at 50,000 studies..... Reminds us that effective feedback Reminds us that effective feedback

has the largest effect size of all has the largest effect size of all Talks about the importance of Talks about the importance of

“assessment literate pupils”“assessment literate pupils”

Question .....Question .....

What do you think Hattie What do you think Hattie means by “assessment means by “assessment

literate” pupils?literate” pupils?

The ideal ….The ideal ….

““Teachers assess pupils’ progress Teachers assess pupils’ progress regularly and accurately and regularly and accurately and discuss assessments with them discuss assessments with them so that pupils know how well they so that pupils know how well they have done and what they need to have done and what they need to do to improve”.do to improve”.

(Ofsted descriptor of “good” teaching and (Ofsted descriptor of “good” teaching and learning 2012)learning 2012)

Some issues with feedback ….Some issues with feedback ….

““Well done. Next time expand your ideas in Well done. Next time expand your ideas in more detail.”more detail.”

““Very good effort. Have another look at how Very good effort. Have another look at how the last paragraph - could you develop the last paragraph - could you develop your idea further by introducing another your idea further by introducing another quote from the play?”quote from the play?”

““This is a very interesting story James, but This is a very interesting story James, but remember to check your spellings!”remember to check your spellings!”

More issues with feedbackMore issues with feedback How clear is the feedback we give the students?How clear is the feedback we give the students?

‘‘you must try harder’you must try harder’ ‘‘develop these ideas further’develop these ideas further’ ‘‘good work keep it up’good work keep it up’ ‘‘more detail needed here’more detail needed here’ ‘‘Use paragraphs’Use paragraphs’

How does the student interpret feedback?How does the student interpret feedback? ‘‘This is one of my best because my hand writing is neat, I This is one of my best because my hand writing is neat, I

checked my spellings and I put in the date’checked my spellings and I put in the date’ How?How? ‘‘A tick means he probably likes it’A tick means he probably likes it’ ‘‘there is a lot of writing at the end—this means it’s bad’there is a lot of writing at the end—this means it’s bad’ What sort of detail?What sort of detail? If I knew how to use paragraphs I would have used themIf I knew how to use paragraphs I would have used them

We need more We need more DIRTDIRT in in lessons ....lessons ....

((DDedicated edicated IImprovement and mprovement and RReflection eflection TTime)ime)

Feedback framesFeedback frames RRead feedback carefullyead feedback carefully AAsk if you don’t understand what is written downsk if you don’t understand what is written down DDecide which improvement you are going to make firstecide which improvement you are going to make first IIndicate which success criteria you are working onndicate which success criteria you are working on CColour of progress is purple – remember your purple olour of progress is purple – remember your purple

pen!pen! AAsk your partner to look at your improvements and to sk your partner to look at your improvements and to

give you honest feedbackgive you honest feedback LLink your work to the feedback given by your ink your work to the feedback given by your

teachers by telling them what you have done teachers by telling them what you have done and whyand why

The “purple pen of progress”The “purple pen of progress”

““Buy one, Get one free” ...Buy one, Get one free” ...

Pupil annotation of their own Pupil annotation of their own work work

““Post it and plant it” feedback Post it and plant it” feedback ….….

Guided work: A missing piece of Guided work: A missing piece of the jigsaw?the jigsaw?

Demonstrating learning Demonstrating learning and progress within the and progress within the

lesson: Activating lesson: Activating learners as resources for learners as resources for

themselves and othersthemselves and others

““Take over the Teacher ...”Take over the Teacher ...”

Teacher as “guide on the side” Teacher as “guide on the side” rather than “sage on the stage” rather than “sage on the stage”

(.e.g. Yes/no mode)(.e.g. Yes/no mode)

““Spot-lighting”Spot-lighting”

““Spot-lighting”Spot-lighting”

Is a particularly powerful way of evaluating the Is a particularly powerful way of evaluating the collaborative work happening in the classroom. collaborative work happening in the classroom.

When pupils are engaged in group work periodically When pupils are engaged in group work periodically ask them to pause, signal that it is “spotlighting ask them to pause, signal that it is “spotlighting

time”, and then ask one group to resume its work time”, and then ask one group to resume its work while a metaphorical spotlight is shone on them. while a metaphorical spotlight is shone on them.

The role of the rest of the class is to observe and be The role of the rest of the class is to observe and be prepared to offer formative feedback as required. prepared to offer formative feedback as required.

  

““Film stars”Film stars”

““Film stars”Film stars”

Experiment with filming learning as it Experiment with filming learning as it unfolds in the classroom. This footage unfolds in the classroom. This footage provides brilliant opportunities for pupils to provides brilliant opportunities for pupils to evaluate each other’s work and can be evaluate each other’s work and can be used to show the difference before and used to show the difference before and after feedback has been given. after feedback has been given. Photographs can be used in much the Photographs can be used in much the same way.same way.

Dictogloss Dictogloss Make them work for it ……Make them work for it ……

Public peer assessment …Public peer assessment …

Making definitions live …Making definitions live …

Visual impact ….Visual impact ….

Progress points ...Progress points ...

Competition and challenge …Competition and challenge …

Make them find the Make them find the connections…connections…

They don’t need to ask you …They don’t need to ask you …

Put the tools in their hands ….Put the tools in their hands ….

Tantalisers ….Tantalisers ….

‘‘Progress bite’Progress bite’ – in other words, a quick – in other words, a quick implementation/application taskimplementation/application task to to demonstrate that pupils have grasped the demonstrate that pupils have grasped the main learning point. This could be one main learning point. This could be one timed paragraph/equation/question which, timed paragraph/equation/question which, again, can be dropped into a lesson at any again, can be dropped into a lesson at any point and would serve to provide a point and would serve to provide a ‘portable plenary’.‘portable plenary’.

““Portable plenaries"Portable plenaries"

Teach the tiger ….Teach the tiger ….

‘‘Explain it to a five year old’Explain it to a five year old’ – asking – asking pupils to simplify and synthesise their pupils to simplify and synthesise their learning in order to explain it to a much learning in order to explain it to a much younger pupil really exposes any gaps in younger pupil really exposes any gaps in their learning. their learning.

““Prove It Tasks”Prove It Tasks”

Collaborative lesson Collaborative lesson planning activity: from planning activity: from

theory to practicetheory to practice

Dr Spencer Kagan’s Dr Spencer Kagan’s Cooperative Learning Cooperative Learning

StructuresStructures

Jot thoughts ....Jot thoughts ....

Rally RobinRally Robin

The ShowdownThe Showdown

Rally CoachRally Coach

Collective round table ....Collective round table ....

Stand up, Hand up, Stand up, Hand up, Pair up …`Pair up …`

Talking chips ....Talking chips ....

All too often we give All too often we give children cut flowers children cut flowers when we should be when we should be teaching them to teaching them to

grow seeds.grow seeds.

Contact details…Contact details…

Claire Gadsby , Teaching and Learning Claire Gadsby , Teaching and Learning ConsultantConsultant

Email: Claire.gadsby@hotmail.co.ukEmail: Claire.gadsby@hotmail.co.uk

Mobile: 07983 993777Mobile: 07983 993777

www.clairegadsby.comwww.clairegadsby.com