igs learning handbook 2014 15
DESCRIPTION
ÂTRANSCRIPT
ILKLEY
GRAMMAR
SCHOOL LEARNING HANDBOOK
2014-15
2
Contents Chapter 1: Look for Learning ................................................................................................. 3
1.1 The Basics .................................................................................................................................. 4
1.2 What does good progress look like? ...................................................................................... 4
1.3 The IGS Learning Resource Centre ....................................................................................... 6
Chapter 2: Differentiation ...................................................................................................... 7
2.1 What does the data tell you? ................................................................................................... 7
2.2 Planning Different Approaches for Different Students ......................................................... 8
2.3 Useful tools to help us to differentiate and promote deeper learning ................................ 9
2.4 The Role of Learning Support Assistants ............................................................................ 10
2.5 Useful Resources for Students New to English .................................................................. 11
2.6 Literacy Top Tips ..................................................................................................................... 12
2.7 Numeracy .................................................................................................................................. 14
Chapter 3: Planning for Progress ........................................................................................ 15
3.1 Ideas for Lesson Phases ........................................................................................................ 15
3.2 Planning using the Humble Checklist ................................................................................... 16
3.3 Planning using ‘Notes to Self’ ................................................................................................ 17
3.4 Planning Formats ..................................................................................................................... 18
Chapter 4: Assessment ....................................................................................................... 19
4.1 Assessment for Learning ........................................................................................................ 19
4.2 Marking and Feedback Principles ......................................................................................... 20
4.3 Marking Key .............................................................................................................................. 21
4.4 Ideas to Engage Students with Written Feedback ............................................................. 22
Chapter 5: Learning Behaviour ........................................................................................... 23
5:1 What does good learning behaviour look like in the classroom? ..................................... 23
5.2 ICREST skills ........................................................................................................................... 26
5.3 Resilience and Growth Mindset ............................................................................................. 27
Chapter 6: Professional Learning ........................................................................................ 28
6.1 Continuous Professional Development (CPD) .......................................................................... 28
6.2 Lesson observations ............................................................................................................... 29
6.3 R & D Teacher Toolkit: Links to Background Reading ...................................................... 30
Appendix 1 .......................................................................................................................... 31
TEACHERS’ STANDARDS .......................................................................................................... 31
Acknowledgements: ....................................................................................................................... 34
3
Chapter 1: Look for Learning
At Ilkley Grammar School inspirational learning is our core purpose and we work together
to ensure that all students enjoy their learning and achieve outstanding outcomes. We aim
to foster and inspire a life-long love of learning. We take a team approach to design and
deliver engaging and collaborative lessons that are distinguished by pace, variety, support
and challenge. We use data information to target resources and interventions that support
individual progress.
To help us do this, we have identified the following four aspects of teaching as priorities:
Differentiation
Planning
Assessment
Learning behaviour
Working with these priorities and student voice feedback, all
staff developed the Ilkley Grammar School learning standards
(see above) to underpin the Learning Policy. We regularly review and amend these IGS
standards in the light of our current priorities.
We manage and
support
students in
developing
positive learning
behaviours and
resilience.
4
1.1 The Basics
As a teacher you have several obligations to fulfil. These are outlined in the Teaching
Standards (see Appendix).
Registers are taken.
Work is regularly marked, in line with school principles.
Your class profile (electronic or otherwise) is up to date and contains current data
from SIMS and How Needs May Be Met (HNMBM) to help you to track progress
and plan for differentiation and intervention.
A seating plan is used which takes into account student progress levels.
Lessons are planned to ensure maximum participation and progress from students,
taking account of available tracking data and recent marking and assessment.
The school’s Personal Best behaviour policy is followed.
That you seek advice from a colleague if you are concerned about any of your
lessons, or students in your lessons.
Your work area is safe and you have considered emergency evacuation procedures.
1.2 What does good progress look like? Teacher Does Student learns iPad enables
Makes explicit what the
students will learn in the
lesson/sequence of
lessons. This is
appropriate to ability,
starting points and any
barriers to learning.
Makes explicit the
success criteria for the
learning.
Students can identify their own
knowledge gaps and what they
need to address that lesson.
Students can explain what they
are learning
Students are challenged
Presentation (Keynote and Nearpod,
Timelines 3D and feedback
(Nearpod, Socrative, Edmodo,
Plickers) apps. Realsmart. Use of
AppleTV
Why
Students have the resources.
Instant feedback
Benchmarking
Know what steps students need to
take that lesson.
Differentiated tasks
and/or outcomes
All students make good and
sustained progress relative to
starting points.
They demonstrate clear gains
in knowledge, skills and
understanding.
Students accessing and
completing work at the correct
level of challenge to meet the
success criteria.
Sharing and targeting Apps
Google Drive
Edmodo
Showbie
RealSmart
Apps enabling students to demonstrate they
have met the success criteria
Explain everything, iMovie, iMotion
HD, Book Creator, Comic Life,
Keynote, Puppet Pals, Morfo,
Tellagami, Pages, Touchcast, Skitch
Why
Easily and discretely push resources.
Students demonstrate learning in
their preferred learning style.
Teacher checks and Reshaped tasks and Camera
5
reviews progress and
amends teaching in light
of outcomes. Teacher
corrects
misunderstandings.
(Circulation, short tests,
effective questioning
leads to reseating of
students, feedback,
differentiated tasks)
explanations generate clear
improvements in learning.
Students aware of their own
learning and the next steps.
Google Docs
Showbie
iMessage!!!!!!
Lino
Formative and
summative assessment of
work
Constructive feedback and
D.I.R.T. ensures rapid
improvement with all students
making progress
Edmodo, Showbie, Nearpod
Flubaroo on Google Forms
Skitch
Camera
Seating arrangements are
implemented to
promote learning. These
are flexible within the
lesson and between
lessons. Deliberate
intervention.
Students are supported and
challenged
Students are engaged
Students given responsibility
Aids mobility because ability to
target resources to specific groups
and learning needs discreetly.
Any student can lead the discussion
from where they are through the
Apple TV.
Displays in the
classroom used as a
learning reference (Key
questions, key concepts,
assessment criteria,
literacy, stimuli,
reference materials,
prior learning) Signposts
the learning.
Effective independent and
collaborative learners.
Learning hotspot space on the wall –
QR codes and Augmented Reality
Apps
Establishes routines to
support good learning
behaviours.
Purposeful group work.
Smooth transitions between
activities
Students confident and resilient
Students interested/engaged
and ask good questions.
Students demonstrate a love of
learning/thirst for knowledge
Student Learning Handbook – iPad
learning behaviours
Effectively deploys L.S.A.
support
Students can access materials
at appropriate level
Resources shared with LSAs
Promotes and supports
literacy, numeracy and
SMSC policy
Students have opportunities to
consolidate and develop these
skills.
SMSC issues developed
Spelling NB
Show Me archive
Book Creator
6
1.3 The IGS Learning Resource Centre
The Learning Resource Centre (LRC) is open daily from 8.00am – 4.00 pm (8.30 am – 4.00 pm on Monday).
Its aim is to provide a pleasant, focussed environment, where both individual and social learning can be
encouraged and achieved. The stock is continually updated, responding to staff and student needs and
requests, and comprises approximately 3500 fiction titles, and 6700 non-fiction items, including books,
journals, DVDs and web articles. All subjects taught are catered for, including the Year 11 ‘IMPACT’
resources containing all revision guides, text books and material required by Year 11 for their GCSEs.
Oliver Library Search
The Oliver web-based Library Search Program
is now hosted by our provider and is
automatically upgraded to give up to date and
easily accessible library information. This is
accessible from anywhere (including on iPads
using the Oliver library app).
Online Resources
Our comprehensive online resource subscriptions
provide constantly updated, multi-subject
information, general interest, reference,
encyclopaedic and curriculum-based, which can be
accessed on conventional desktop computers or
iPads. Staff can request resource boxes and specific
material, ensuring textbooks and all contextual
material are relevant to student requirements and
the curriculum.
Room Bookings
The LRC is heavily used as a teaching facility, and can be booked via the Room Booking system, from and
including registration onwards. Click here for room bookings:
http://ilkley.roombookingsystem.co.uk/admin/default
Transition/Induction
All Year 6 students have a transition session in the LRC on Discovery Day, and a full Induction in September
as Year 7. The IMPACT Group is hosted in May/June since all resources are sourced and held here. Since its
inception in 2007 the IMPACT Group has expanded in range and popularity and is now attended by a
significant proportion of Year 11 prior to their GCSEs.
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Chapter 2: Differentiation
2.1 What does the data tell you?
Levels of Progress
A measure of expected progress between Key Stages 2 and 4. It is built on the principle
that a student until prior attainment of national curriculum level 4 should achieve at least a
C grade and therefore make at least 3 levels of progress. The focus is now on students
making more than expected progress (4 or 5 levels of progress). We therefore, ensure
aspirational targets.
CAT Data
Results for a cognitive abilities test which now measures 4 principal areas of reasoning:
Verbal
Quantitative
Non-verbal
Spatial
CAT Data provides a rigorous and reliable assessment of a student’s ability to reason with
language, numbers and space.
Using prior attainment, targets, assessment and previous learning, reading ages and
reasoning ability, we can target intervention in our classroom for cohorts of students (G &
T, EAL, PPI, Ethnicity etc)
Teachers can differentiate by
looking at:
Different content for students
A different process for some students
A different product for some students
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2.2 Planning Different Approaches for Different Students
As teachers, we understand that the cognitive or thinking demands of some aspects of our
lessons are more demanding than others... it’s easier to name than to evaluate for instance.
Various approaches to providing a practical classification of these demands are in common
use: these include Blooms’ taxonomy and SOLO (see next page)
Outstanding lessons will be based on an awareness of the thinking level that each aspect of
the lesson requires. It can be easy to default into operating at the lower end of the
taxonomy, indeed this is an appropriate place to start with learners who are novices in a
study area. In our planning, objective setting and choice of activities we can structure and
enable progression to higher thinking levels. The rate and degree to which learners move to
higher thinking levels will vary for students of different ability.
Helpful questions to ask during planning might be:
What stage of thinking about this study area are these students currently able to
access?
Where can each student progress to in this lesson?
What verbs will I use in my learning objectives to reflect this progression?
What will students do to facilitate them working at this level?
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2.3 Useful tools to help us to differentiate and promote deeper learning
Whilst many tasks or "learning products" can operate to promote thinking at different
levels, the schematic above is offered to support planning of differentiated tasks.
SOLO (Structure of observed learning outcomes) and Bloom’s taxonomies can be used to
help us to plan student progression from different starting points. There are many examples
and also in house experts who have been using this approach very effectively to deepen the
learning experience.
Revised Bloom’s Taxonomy
10
2.4 The Role of Learning Support Assistants
We can be even more effective if we are really clear about the role of other adults in the
lessons. A shared approach to ensuring ‘precise and targeted support’ can have a positive
effect on learning especially if we:
Are clear about the role of other adults in the lesson and we know what’s expected of us (see the Learning Support Handbook).
Understand the tasks set and know not only what students should be doing, but also
the success criteria for a piece of work. We can all can then work together to help
students focus on the important aspects of the tasks and not the incidentals.
Know any SEN/other information about students so we can work with them
effectively. (See HNMBM).
Assist and motivate students but do not create a dependency culture. We need to
be encouraging and sensitive but also expect the students to learn and think
independently. We question and guide the students rather than giving them the
answers or ‘helping’ too much so that they are reluctant to think for themselves.
Our deployment of Learning Support Assistants is given a high profile in the Teacher
Standards and effectiveness will be part of quality assurance observations (Spotlights
and Ofsted).
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2.5 Useful Resources for Students New to English
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2.6 Literacy Top Tips
Top 5 tips for developing speaking skills
1. Always structure group work to meet the needs of the task. Do students need to work
in small or large groups? Are friendship groups appropriate or do you need to select
which students work together? Are you going to need to group by ability?
2. Be clear about why students are talking; give all speaking and listening tasks clear
outcomes and success criteria.
3. Consider your role when students are working in groups. Will you need to support a
particular group? How will you ensure groups remain on task?
4. Try to vary the strategies you use for organising group talk; rainbow, jigsaw, envoy, etc.
5. Model effective talk.
Top 5 tips for developing listening skills
1. Provide a focus or a hook for listening tasks, e.g. a specific question for each group.
2. Give pupils a format for recording information to support retention, e.g. diagram, flow
chart, note-making frame.
3. Before a task, model listening and note-making.
4. Break up the listening into chunks and gradually increase the complexity and demands of
tasks to build up listening stamina.
5. Plan regular group activities where pupils are required to feed back and listen to each
other; ask them to build on the information they hear to encourage close listening.
Top 5 tips for developing reading skills
1. Pre-read any text you plan to use with students. This will help you to spot any potential
issues re vocabulary, layout, etc.
2. Model the reading of any new or challenging text. Discuss the reading strategies you are
using, any difficult vocabulary and any specific features of the text that students need to
be aware of.
3. Ensure any reading activities have a clear purpose. Why are students reading? (To make
notes, answer questions, for understanding, etc.)
4. Regularly remind students about the reading strategies they can use to access texts, e.g.
skimming, scanning and close reading.
5. Use DARTS activities (Directed Activities Related to Text) to encourage active reading,
e.g. sequencing, reconstruction of text.
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Top 5 tips for developing writing skills
1. Use the teaching sequence for writing to structure the writing process for your
students, particularly when the text type is unfamiliar.
2. Model the writing process for your students. What type of text is it? What are the key
features of the text?
3. Do not over rely on writing frames to scaffold students’ writing. These can be limiting to
the writing process as students fill boxes and complete the writing frame, rather than
learn how to write.
4. Provide examples of the texts the students are going to produce. Annotated examples
of texts from a previous year group are particularly useful as students can see how and
why texts are successful and what they need to do to reach a particular level/grade.
5. Ensure any writing task has a clear audience and purpose. Why are students writing?
Who is the writing for? Try to provide ‘real’ audiences for writing.
Top 5 tips for developing spelling and vocabulary
1. Avoid word wallpaper. It is important to have key words displayed in your classroom,
but only useful if they are actively used by students and referred to during lessons.
2. Display key vocabulary in context and with useful visual prompts.
3. Ensure that you focus on the essential ‘learning words’ for your subject, not just subject-
specific vocabulary. Students find words such as ‘evaluate’, ‘explain’, ‘compare’ and
‘contrast’ challenging as they have a variety of meanings across the curriculum.
4. Provide students with a range of spelling strategies for the key vocabulary in your
subject.
5. When marking written work, pay attention to the organisation of writing, spelling and
vocabulary use alongside content. This gives students the message that the organisation
of writing, spelling and the correct use of vocabulary are important across the
curriculum.
Ilkley Grammar School is committed to raising the standards of literacy for all its students,
so that they develop the ability to use literacy skills effectively across the curriculum,
supporting their ability to think, organise, communicate and learn. It will provide a
platform to cope confidently with the demands of further education, employment and
adult life. The revised teaching standards explicitly state all teaching staff are teachers
of literacy, regardless of specialist area.
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2.7 Numeracy
It is important that all students develop the ability to apply numerical skills and
understanding confidently in order to solve problems in a variety of curriculum contexts
and, crucially, to cope with the practical demands of everyday life.
Aim Action 1. To promote numeracy throughout our
curriculum and hence raise its profile so that
all stakeholders appreciate its importance
The phrase
The numeracy mantra ‘Estimate before you calculate’
to be used by all whenever a calculation is to be done
2. To have a consistent approach to the school’s
calculator policy
The Calculator Policy
All students in Years 7-13 to have their own scientific
calculator (recommended Canon 718SGA available to
purchase from Maths department)
3. To provide staff support and training where
necessary via the departmental buddy system
Buddy System
All departments to have their own ‘Numeracy buddy’.
This is a member of the Maths department who is
available to support their nominated department.
Key Priorities
1. To encourage students to use mental calculation as the first resort, and to help them
develop efficient strategies.
2. To encourage students to check their final answer to a calculation is sensible and of
the correct size with correct units.
3. To improve the interpretation and presentation of graphs, charts and diagrams
4. To improve reasoning and problem solving skills so that students can select which
numeracy skills they will need to solve a complex problem, whatever the subject.
Embracing a whole school teaching policy on Numeracy
In order to raise standards of Numeracy across the school it is important that we
Are aware of the range of mathematical skills that the students bring to all lessons.
Build students’ confidence when they are struggling with a calculation by encouraging
them to structure their answer from a starting point that they are comfortable with.
Encourage students to set out a proper method for their calculations so that their
strategy is clear to everyone.
Use mathematical language correctly and at a level that is appropriate to the class
Value students’ different methods for calculations and are willing for them to share
these with the group. It is vital that different strategies are discussed and that
students make their own decisions about the most efficient and accurate method to
employ.
Above all else, promote an enjoyment of numeracy and celebrate the success of the
students whenever possible. This will inevitably build their confidence and, in turn, enhance their
level of understanding, helping to equip them for the demands of everyday life.
15
Chapter 3: Planning for Progress
3.1 Ideas for Lesson Phases
Although we do not prescribe a lesson structure, these phases may help you if you are
developing work on pace and purpose. The phases can be used flexibly.
Lesson phases Typical activities
KNOW
Ensure that you activate prior knowledge: people learn best when they have the
chance to connect it to what they already know.
Ensure too that students know what the learning objective of the lesson is: in other
words what will they have learnt by the end of the lesson.
SHOW Show what success looks like and show how to do the task. Demonstrate reading,
writing, speaking and listening skills, thinking aloud or referring to success criteria.
Be absolutely explicit.
SHARE Draw the class into the demonstration. Get them to contribute to it. Let them
discuss ideas and skills and try them out before feeding back. Scan the class
constantly for non- and misunderstandings.
PAIR
Be careful about moving from whole-class work to silent individual work. Let
pupils collaborate in trying out ideas and skills, secure in each other’s company.
Use interlocking, structured group work to tease out and consolidate learning, but
keep scanning, intervening and conducting reviews of understanding.
PERFECT
Now move students towards independence – from you, not necessarily from each
other. Let them perfect their new skills through practice and exploration. Now is
the time for you to extended guided work with a group.
REFLECT
Do this whenever appropriate, but do at the end of every lesson. Get the class to
reflect on their learning and to reflect back to you what it is that they have learnt.
Keep scanning for levels of understanding.
If you set work that you will assess, then make sure you introduce WILF – what
I’m looking for. Be explicit about success criteria and stick to those criteria: ignore
irrelevant errors.
Each of the above phases might be split into a number of parts; the sequence might be spread over
two or more lessons. For example, one lesson might run know, show, share, reflect; the next might
run know, pair, reflect; the next might run know, pair, perfect, reflect.
16
3.2 Planning using the Humble Checklist
Our priority is to create an everyday set of questions to ensure that every teacher delivers
routinely good or better lessons. Our checklist postcard gives us a short set of references
to consider when planning each lesson and has been designed to be appropriately
challenging but not an over bearing planning burden. Obviously there will be schemes of
learning and collaboratively planned resources that lie behind the checklist to ensure depth,
detail and rigour. This checklist helps us to adapt, amend and differentiate the learning for
our particular students in our particular groups.
17
3.3 Planning using ‘Notes to Self’
The ‘Notes to Self’ tool can help you identify key information about students to help you
plan lessons to meet the learning needs of as many of them as possible. It can be used
before during and after lessons! Here are key tips:
There is no need whatsoever to write the names of all the SEND students in the class
here; you have that information on a class list. What you might write down is the name
of the student who said nothing last lesson and you want to find out why, or the student
who missed last lesson and needs to catch up.
The main planning box is a brief note about what you intend to happen that lesson. If
you have prepared a PowerPoint or Keynote presentation, then just write PPT. You
know what the thinking is in your head!
Because you know who is in the room, you might note who you want to question, and exactly how you might phrase that opening question. How the questioning then
develops will rely on your questioning skills.
If you already have a lesson plan in a scheme of work which details the activities you
might use in that lesson, don’t be writing those activities out in the main planning box.
Just put ‘see attached’. The main planning box is where you will note the adaptations to
that pre-written plan in order to cater for the learning needs of those students in front
of you.
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3.4 Planning Formats
PHASE/TIMING TEACHER ACTIONS
STUDENT LEARNING ACTIVITIES
RESOURCES
We do not currently prescribe a set template for lesson planning formats. Using our IGS
learning standards to plan lessons that answer the questions on our humble checklist, then
we deploy the lesson planning format that suits us best. We have a good selection as
examples and we are always interested to share new ways of planning. Often, different
planning formats are useful for different types of learning. Flexibility is encouraged: please
share any new ideas on Google Drive!
19
Chapter 4: Assessment
4.1 Assessment for Learning
Assessment for Learning (AFL) is about teachers and students
using feedback to promote good progress; it is about
empowering students to learn and achieve their full potential.
Students need to be trained in how to assess work and make
the most of written and verbal feedback. For written feedback
responses, they should use green pen to do this. It can be
helpful to follow this sequence:
Be explicit about what is expected in a piece of work
and share the success criteria with the class.
Show the students anonymous exemplars and model how to respond to them.
Ask students as a group to comment and feedback on an anonymous piece of
work using their green pens.
Share and establish guidelines with the class on how to comment on each other’s work.
When you feel sure that students are reflective and considerate of each other’s
work, involve them in feeding back on their own and their partner’s work using their
green pens.
Build in checks here. This is where your marking and assessment of progress comes
in. Is the peer and self-assessment correct? Has the student understood? What do
they need to practise? How do they need to be challenged?
Students can then think about what their ‘next steps in learning’ targets should
be and act on the feedback. Dedicated Improvement and Reflection Time (DIRT) is
built into lessons.
If you give verbal feedback, make sure that the student can ‘capture’ and record this
in some way so they can take action as a result of your advice.
20
4.2 Marking and Feedback Principles
Our principles
Marking and feedback should be used to identify the ‘learning gaps’ of individual
students.
Marking and feedback are not add ons. They are on-going and an essential part of
excellent pedagogy, used to deepen learning and improve teaching.
Marking and feedback should be specific and clearly focussed on learning goals – with
a view to moving on the learning of individual students.
Marking and feedback should also focus on what students are getting right – so they
can continue to do so.
Students must be able to, and expected to, respond to marking and feedback.
By responding to the marking and feedback, students can work towards ‘closing the
learning gap’.
Marking and feedback can take a variety of forms – teacher to student; student to
teacher; student to student; written and verbal; focused on classwork, homework
and assessments. All are equally valid.
Different forms of marking and feedback will be more appropriate for different
subjects. Subject areas will agree and decide on how marking and feedback is
consistently and regularly used across the subject.
Marking and feedback – in terms of how well students are learning – should inform
the planning and the teaching.
Marking and feedback should be challenging – and used to encourage students to
aspire to excellence.
The impact of the marking and feedback is even more important than the process.
Dedicated Improvement and Reflective Thinking (DIRT) should be built into planning.
Marking and feedback should be high impact but manageable and sustainable for staff.
Marking and feedback should also address students’ Literacy needs (see Marking
Key).
21
4.3 Marking Key
Please use the following symbols when marking for literacy:
// New paragraph needed.
Sp Spelling needs checking, the word may also be circled. Please correct the spelling
and ensure you practise it so you do not make the same mistake again.
P Punctuation is missing or incorrectly used.
T You have used the wrong tense.
Caps a problem with capital letters or punctuation.
U Please underline.
Exp Expression. There is something wrong with how a phrase or sentence sounds. A
word could be missing or it could be in the wrong order. Re-read it
to yourself and see if you can identify the problem.
Gr Grammatical error.
W Working out is missing.
e An error in calculation.
Ft An incorrect answer has been used to work out another problem or another part
to answer.
Expectations for written work
Work always has an underlined title and the date.
Use a blue or black pen.
Pencil and ruler are used for tables, graphs and diagrams.
Questions are answered in full sentences unless the teacher specifically tells you not to do
so.
Marking is read through and all corrections are made, using your green pen.
Spelling mistakes are corrected using your green pen and practised in the back of your book,
or by using a spelling app on your iPad.
Make sure that you carefully organise written work completed on the iPad and that you
ensure you respond to the next steps feedback given by your teacher.
Please note in your exercise book when work has been completed on the iPad e.g. see iPad
for my work on…
22
4.4 Ideas to Engage Students with Written Feedback Instead of… The teacher uses any
colour (except green) to:
The student uses a green pen to:
Writing annotations in
the body of a piece of
work and giving an
overall comment
Write annotations in the body
of the work
Write an overall review highlighting
two strengths and one area for
improvement
Writing annotations in
the body of a piece of
work and giving an
overall comment
Write an overall comment. Annotate areas of the work where the
areas of strength are apparent and
where improvements need to be made.
Writing extensive
comments.
Give one strength and one
possible improvement;
WWW (what worked well);
EBI (even better if)
Work to ‘Close the Gap’ on the one
issue identified.
Writing ‘well done you
have…’ next to good
aspects of the work
Put a double tick next to the
best parts of the students’
work
Add the reasons for the double ticks.
Marking every question in
detail
Only mark the highlighted
questions in detail. There is
no expectation that all class
notes will be marked. Check
your area policy and mark
tasks where your marking will
have an IMPACT!
Mark (or peer mark) the work before
it is submitted, highlighting the two
areas where they would most like help.
Writing the same
explanation on every
piece of work when the
same mistake is made by
many students
Go over this question in class. Write own correct answer.
Writing out a full solution
when a student gets a
question wrong
Write a hint or next step. Complete the correction.
Correcting work when a
student makes a little
mistake
Write WWWT? (What’s
wrong with this?)
Or RTQ! (Read the question!)
Make own correction.
Marking only extended
pieces of work
Review in class students’
initial plans for this work
prior to marking the extended
piece of work.
Not hand in rubbish!
Giving back work and
moving straight on.
Departments have lots of
strategies for giving students
specific skills to work on. A
way of starting this can be if
teacher asks students to ‘pick
a tick next to my comment if
you know how to improve
and a ? If you don’t’. Give
students time to Close the
Gap to make all that marking
worth it and engage in a
dialogue with the students.
Read and start to engage with marking
before working on the ‘Close the Gap’
task the teacher has identified. This
can be the start of a very successful
learning dialogue.
23
Chapter 5: Learning Behaviour
5:1 What does good learning behaviour look like in the classroom? Learning Behaviour emphasises the crucial link between the way in which children and
young people learn and their social knowledge and behaviour. In doing this the focus is upon
establishing positive relationships across three elements of self, others and curriculum.
Your iPad
allows students
to:
To be successful students should be should be able to: This will allow
you students to
develop their
skills of:
Research
Explore and share appropriate knowledge and the latest thinking
about a topic.
Critically evaluate the sources used.
Make sense of information and be able to reach independent
conclusions.
Independent
Enquiry
Organise and
Communicate
Take responsibility for organisation of:
o Homework
o Deadlines
o School news and events
Participate in Student Voice
Communicate appropriately with others by:
o Using email etiquette
o Giving and receive feedback
Use effective presentation styles.
Self-
Management
Create
Choose an appropriate solution for completing a task
successfully.
Produce a piece of work that meets the success criteria, in the
time available and to the best of their ability.
Creative
Thinker
Colloborate
Take responsibility for a role that supports other learners.
Make decisions for themselves and others.
Share your ideas, views and work effectively.
Give and receive feedback to improve quality of work.
Lead others to ensure task is successfully completed and on time.
Team Worker
Effective
Participator
Feedback
Give kind, specific and helpful feedback.
Listen to feedback and know what the next steps are.
Act on feedback to improve work/skills.
Reflective
Personal
Development
Know their strengths and areas of development.
Set goals and targets for improvement.
Reflect upon and act on any feedback given.
Reflective
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• Relationship with Self: a pupil who does not feel confident as a learner and who
has ‘internalised’ a view that s/he is unable to succeed as a` learner will be less likely
to engage in learning and (in consequence) may be more inclined to present
‘unwanted behaviours’
• Relationship with Others: all ‘behaviour’ needs to be understood as ‘behaviour in
context’. Behaviour by pupils is triggered as much by their interactions with others
(pupils, teachers or other adults in schools/settings) as it is by factors internal to the
child.
• Relationship with the Curriculum: pupil behaviour and curriculum progress are
inextricably linked. Teachers who promote a sense of meaningful curriculum
progress in learning for each pupil will be more likely to create a positive behavioural
environment.
At IGS we promote behaviour for learning through ICREST (see 5.3).
These are the skills we feel are important in ensuring that students are able to learn socially.
Opportunities should be built in to allow students to develop and practice these skills in
lesson. The iPad as a tool for learning should also be used to promote these skills. The table
below shows how the iPad can be used to do this.
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Students:
Want to learn and they have a thirst for knowledge.
Ask questions.
Are not afraid to make mistakes.
Listen and are prepared to think.
Check their own knowledge and understanding.
Can cope with transitions without getting distracted
Can move swiftly from one activity to the next.
Check, correct and act on feedback.
Can challenge and be challenged in a productive way.
Are prepared to take risks.
Have a positive outlook and thrive on feedback.
Stay on task.
Always use the iPad to support good learning.
Find clear ways to record their learning.
Are inspired by the success of others.
Accept that they need to work hard and practise skills.
Expect excellence.
Can articulate what they are learning and why.
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5.2 ICREST skills
Learning Behaviour emphasises the crucial link between the way in which children and
young people learn and their social knowledge and behaviour. As teachers we need to
provide opportunities for students to acquire the necessary skills, and develop learning
behaviours necessary to become resilient and independent learners. As well as focusing on
subject skills to aid progress lesson should also promote the key aspects of learning that are
essential to all curriculum areas from KS3-5. ICREST skills should be referred to when and
where appropriate and can be used to demonstrate progress.
Posters are displayed in classrooms around school and in
student planners and you may want to consider how ICREST
skills can be specific to your subject.
You may want to refer to the resources on the following pages
when planning for ideas on how to show progress through
ICREST.
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5.3 Resilience and Growth Mindset
Resilience
We all know that learning something new can be a risky business: students often fear failure.
If they do not feel they can ‘have a go’ and make a mistake, this will hinder their learning.
They will be hesitant, unwilling to accept challenges and they could fail to make good
progress. Therefore students need to have the tools and scaffolding necessary to feel safe to
take these risks. According to the research, effective teachers believe that students can
learn a lot from mistakes and learn most when they take the risk of exposing their ideas to
others’ scrutiny. So it is vital that we create a safe classroom environment for discussing and
trying out new ideas. Once students feel safe to take these risks we must promote
strategies that develop resilience and a growth mindset.
It is possible that in other areas of their lives our students have already developed resilience
and it may be worth keeping this in mind when trying to build resilience into our planning.
Just as an example, have you ever wondered why students might play a computer game
constantly despite dying or experiencing 'game over' without giving up?
http://aliceleung.net/2011/10/09/games_resilience/
Growth Mindset
There is a theory that to become an expert at
something you need to practice it for 10, 000 hours!
(http://www.bbc.co.uk/news/magazine-26384712) This
suggests that it is hard work and a ‘Growth Mindset’
that allows you to fulfil your potential. A growth
mindset student understands that their talents and
abilities can be developed through effort, good teaching and persistence. These students are
more likely to continue working hard despite setbacks. For more information please watch
the following video, https://www.youtube.com/watch?v=o8JycfeoVzg
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Chapter 6: Professional Learning
6.1 Continuous Professional Development (CPD)
We have opportunities to be involved in professional development programmes and
activities at all levels.
Continuous Professional Development (CPD) is taken seriously and we are clear about the
linking personal development to the needs and priorities highlighted in the Academy
Development Plan (ADP).
Our current priorities are:
Securing consistently good or better teaching
Closing the Gap by targeted intervention
Literacy
Leadership development
Marking and feedback
Revised Curriculum 2015
Differentiation
We run a wide range of CPD activities in house (see the published programme) and also
support many other programmes with other schools and organisations, particularly the Red
Kite Alliance. Some of these include:
Coaching
Mentoring
Peer observation
Lesson study
Self-Reflection using the IRIS camera
External Courses
School visits
Newly Qualified Teachers’ (NQT)and Recently Qualified Teachers’ (RQT)
programmes
Aspiring Leaders’ Programme (ALP)
Improving Teachers’ Programme (ITP)
Outstanding Teachers’ Programme (OTP)
Middle and Senior Leadership Programmes
Research and Development Programmes
If you have a training need that isn’t met by the various opportunities on offer, please make
sure you say something. It is important that you feel you are supported to develop and grow
as a teacher. BlueSky is our platform for recording all CPD attendance, evaluation and
impact and supports in the appraisal process.
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6.2 Lesson observations
Lesson observations are a good opportunity to help us learn how to be even better at
teaching and to maximise the impact we have on our students’ progress.
We support a wide variety of developmental types of observations where we may have
personally identified an area we want to work on (such as questioning, differentiation, voice
coaching, classroom management)
Examples of developmental observations:
Peer to peer
Lesson study
Self-reflection (using the IRIS camera)
As part of a coaching cycle
We also can expect quality assurance observations to help us
to find out what is typical at Ilkley Grammar School: do our students receive a consistently
high standard of education and are they well supported at all levels?
Examples of quality assurance observations:
Curriculum Leader drop-ins
Leadership Team drop-ins
External reviews eg Bradford Partnership observations
Ofsted inspections
For all formal, planned quality assurance lesson observations, the teacher should provide the
observer(s) at the start of the observation with evidence of how the lesson has been
planned for good/outstanding progress and outcomes. This could take the form of a lesson
plan, or any other appropriate form of evidence, and should also include a seating plan and
the class's most recent assessment and tracking data.
If the teacher is observed and the lesson requires improvement, then there is always a
follow up observation and support is provided. Coaching, peer observations, joint planning,
school visits can all be arranged to ensure that the teacher feels supported to improve. Lead
teachers and other outstanding teachers can offer both formal and informal forms of
support.
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6.3 R & D Teacher Toolkit: Links to Background Reading
o The IGS Learning Tips Handbook:
https://sites.google.com/a/ilkleygrammarschool.com/igsis3/home/extras
o Mr G Online http://mgleeson.edublogs.org/ipurpose-before-ipad/
o Full On Learning http://fullonlearning.com/
o The Padagogy Wheel http://padagogy.net/
o Flexible lesson phases http://www.teachit.co.uk/?CurrMenu=866&resource=2966
o Tespro http://www.tes.co.uk/article.aspx?storyCode=6111908
o The Fearless Classroom http://fearlessclassroom.blogspot.co.uk/
o Learning for Transfer http://www.teachingexpertise.com/e-bulletins/learning-transfer-hugging-and-
bridging-8011
o Nurturing resilient young people through ‘Building Learning Power’ and ‘SEAL’
http://www.teachingexpertise.com/articles/why-seal-lies-heart-learning-9926
o My Learning Journey http://reflectionsofmyteaching.blogspot.co.uk/2013/04/creating-culture-of-
critique.html
o The ‘Washing Hands’ of Learning: Think Pair Share http://headguruteacher.com/2012/07/17/the-
washing-hands-of-learning-think-pair-share/
o Questioning – Top Ten Strategies http://huntingenglish.wordpress.com/teaching-learning-strategies/
o Marking in Perspective http://headguruteacher.com/2012/06/17/264/
o Making Feedback Count http://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-gap/
o Targeting Visible Progress http://www.edutait.com/?p=339
o Where’s your head at? http://deeplearning.edublogs.org/category/uncategorized/#.Ucw69jvVCSo
o Thinking on Learning http://thinkingonlearning.blogspot.co.uk/2012/07/afl-from-pale-to-pure.html
o The in and out of a lesson http://classteaching.wordpress.com/2013/02/09/the-in-and-out-of-a-lesson/
o The Learning Spy http://learningspy.co.uk/2013/02/08/improving-peer-feedback-with-public-critique/
o The Learning Spy http://learningspy.co.uk/2012/09/30/the-matthew-effect-why-literacy-is-so-
important/
o Preparing for an OFSTED Inspection http://johntomsett.wordpress.com/2013/04/14/this-much-i-
know-about-preparing-for-an-ofsted-inspection/
o http://teachingbattleground.wordpress.com/2012/10/13/what-ofsted-say-they-want/
o Depart for Education
http://www.education.gov.uk/schools/teachingandlearning/reviewofstandards/a00192172/review-of-
teachers-standards-first-and-second-reports
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Appendix 1
TEACHERS’ STANDARDS
PREAMBLE
Teachers make the education of their students their first concern, and are accountable for
achieving the highest possible standards in work and conduct. Teachers act with honesty
and integrity; have strong subject knowledge, keep their knowledge and skills as teachers
up-to-date and are self-critical; forge positive professional relationships; and work with
parents in the best interests of their students.
PART ONE
TEACHING
A teacher must:
1. Set high expectations which inspire, motivate and challenge students.
Establish a safe and stimulating environment for students, rooted in mutual
respect.
Set goals that stretch and challenge students of all backgrounds, abilities and
disposition.
Demonstrate consistently the positive attitudes, value and behaviour which are
expected of students.
2. Promote good progress and outcomes by students
Be accountable for students’ attainment, progress and outcomes.
Be aware of student’ capabilities and their prior knowledge, and plan teaching to
build on these.
Guide students to reflect on the progress they have made and their emerging
needs.
Contribute to the design and provision of an engaging curriculum within the
relevant subject area (s).
Demonstrate knowledge and understanding of how students learn and how this
impacts on teaching.
Encourage students to take a responsible and conscientious attitude to their own
work and study.
3. Demonstrate good subject and curriculum knowledge
Have a secure knowledge of the relevant subject (s) and curriculum areas, foster
and maintain students’ interest in the subject, and address misunderstanding.
Demonstrate a critical understanding of developments in the subject and
curriculum areas, and promote the value of scholarship.
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Demonstrate an understanding of and take responsibility for promoting high
standards of literacy, articulacy and the correct use of standard English, whatever
the teacher’s specialist subject.
If teaching early reading, demonstrate a clear understanding of systematic
synthetic phonics.
If teaching early mathematics, demonstrate a clear understanding of appropriate
teaching strategies.
4. Plan and teach well-structured lessons
Impart knowledge and develop understanding through effective use of lesson
time.
Promote a love of learning and children’s intellectual curiosity.
Set homework and plan other out-of-class activities to consolidate and extend
the knowledge and understanding students have acquired.
Reflect systematically on the effectiveness of lessons and approaches to teaching.
5. Adapt teaching to respond to the strengths and needs of all students
Know when and how to differentiate appropriately, using approaches which
enable pupils to be taught effectively.
Have a secure understanding of how a range of factors can inhibit students’
ability to learn and how best to overcome these.
Demonstrate an awareness of the physical, social and intellectual development of
children, and how to adapt teaching to support students’ education at different
stages of development.
Have a clear understanding of the needs of all students, including those with
special educational needs; those of high ability; those with English as an additional
language; those with disabilities; and to be able to use and evaluate distinctive
teaching approaches to engage and support them.
6. Make accurate and productive use of assessment
Know and understand how to assess the relevant subject and curriculum areas,
including statutory assessment requirements.
Make use of formative and summative assessment to secure students’ progress.
Use relevant data to monitor progress, set targets, and plan subsequent lessons.
Give pupils regular feedback, both orally and through accurate marking, and
encourage students to respond to feedback.
7. Manage behaviour effectively to ensure a good and safe learning environment
Have clear rules and routines for behaviour in classrooms, and take responsibility
for promoting good and courteous behaviour both in the classrooms and around
the school, in accordance with the school’s behaviour policy.
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Have high expectations of behaviour, and establish a framework for discipline
with a range of strategies, using praise, sanctions and rewards consistently and
fairly.
Manage classes effectively, using approaches which are appropriate to students’
needs in order to involve and motivate them.
8. Fulfil wider professional responsibilities
Make a positive contribution to the wider life and ethos of the school.
Develop effective professional relationships with colleagues, knowing how and
when to draw on advice and specialist support.
Deploy support staff effectively.
Take responsibility for improving teaching through appropriate professional
development, responding to advice and feedback from colleagues.
Communicate effectively with parents with regards to students’ achievement and
well-being.
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A Teacher is expected to demonstrate consistently high standards of personal and
professional conduct. The following statements define the behaviour and attitudes which
set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high
standards of ethics and behaviour, within and outside school, by:
Treating students with dignity, building relationships rooted in mutual respect,
and at all times observing proper boundaries appropriate to a teacher’s
professional position.
Having regard for the need to safeguard students’ well-being, in accordance with
statutory provisions.
Showing tolerance of and respect for the rights of others.
Not undermining fundamental British vales, including democracy and the rule of
law.
Individual liberty and mutual respect, and tolerance of those with different faiths
and beliefs.
Ensuring that personal beliefs are not expressed in ways which exploit students’
vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos,
policies and practices of the school in which they teach, and maintain
high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the
statutory frameworks which set out their professional duties and
responsibilities.
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Acknowledgements:
With grateful thanks to the staff and students of Ilkley Grammar School:
working together we achieve our personal best.