lady lumley's school teaching and learning journal

Lady Lumley’s Teaching & Learning

JournalTermly teaching and learning toolkit

May 2015

Issue 2: May 2015

This IssueRotation SquaresDesk GraffitiHexagon GeneratorsDifferentiation & Peer AssessmentEnsuring ChallengePlanning for Progress

Cooperative: Student’s work together to make links Challenge students by providing blank hexagons for them to fill in.Support by providing pre-populated key word hexagons



Issue 2: May 2015

Hexagon Generator

A simple but effective tool for generating pre-populated hexagons which can be used by students in a range of contexts.

http://pamhook.com/solo-apps/hexagon-generator/

http://pamhook.com/solo-apps/hexagon-generator/

MATHS: H.L. task to find a cylinder and show workings to find its volume (lots of similar H.L.s possible e.g. surface area of cuboid or cylinder depending on ability). Peer assessed in lesson using SJE's idea - worked really well to get them thinking about what a good piece of work looked like and to get feedback on their own. Gave me time to spot misconceptions which could be addressed immediately.

Punctuation- Variety and accuracy: Sentence lengths for effect- Tension, emphasis and variety. Ext: demonstrate the correct use of a piece of punctuation they have not used so they can use it in their work. Suggest a section of the story that would benefit from short sentences.

Connectives: More than ‘and’ and ‘but’. Despite Although However Unless etc. Ext: Suggest places they could think about adding these connectives in.

Descriptive language and imagery: Adjectives Adverbs Personification Metaphors Similes Ext: Instead of just identifying if it has been used, judge the quality and effectiveness of their description and imagery. Suggest improvements.

Sentence openers: Adjective Verb Adverb Simile Connective Ext: Suggest places they could think about adding varied sentence openers.

ENGLISH: used to assess their spooky

stories in Yr9.



Differentiation through

peer assessment

Issue 2: May 2015

Find Someone WhoOnce any sort of peer or self assessment is completed, students have to find someone who has the same target as them. As a pair (or small group), they need to devise a way of making sure they meet their specific target.

To achieve my target I should…

Carousel Feedback (Gallery Tour) Once students have completed a task e.g. to design a revision poster on a topic, groups (or individuals) leave their work and assessment card displayed on their table. Students then move around the room to offer feedback by adding ideas to the card. Depending on the nature of the initial task, students could then act on the feedback (in purple) or discuss the feedback with their original table (RallyTable) (Carousel feedback assessment cards in Fronter Room to edit as required)

Simultaneous Round Table

As the work is completed, students pass it around the table to offer

written feedback. This could be as open or as specific as you need it to

be e.g. two good things and a target (with each of the remaining 3 students adding one thing to each piece of work) or the first assessor

comments on x, the second assessor on y etc.

Timed Pair Share

Give a set amount of time for students to look at the work of others and feedback. Studentsthen reply with the one ideathey will take back to their work to act on in purple.

Pairs CompareShoulder partners swap work to assess making notes on mini white boards).

Facing partners then get the work to assess (again, on white boards).

Pairs then compare and discuss the final feedback that will be offered to each piece of work.

Structures for Peer AssessmentFocusing on ways to make assessment opportunities more cooperative with a range of different approaches.



Issue 2: May 2015

Issue xxxxxxxxxxxxxx

Some methods of differentiation

By outcome

This method of differentiation is particularly suited to tasks which are open-ended, & where a common stimulus or title can be approached at many different levels. Negotiation of expectations with individuals is essential.

By language

As teachers talk, they modulate their language, to differentiate concepts for individuals. More importantly, they will repeat ideas & instructions for groups using differentiated terms & levels of language

By intervention

Students will usually receive differentiated interventions as they work, whether from the teacher or from teaching assistants. These interventions may include advice, prompts, questioning & encouragement.

By support materials

Sometimes, students undertaking the same activity will be offered differentiated support & stimulus materials, such as writing frames, help-sheets or question banks.

By project approach

Project-style assignments allow for extended independent learning & great differences in the way different students can be supported and can achieve.

By questioning

Teachers vary the way they frame questions, & will reiterate oral questions using differentiated language. They also differentiate in the way they use follow up questions, to extend, probe & challenge individuals in targeted ways.

By task

Often, this takes place as a result of the negotiation of expectations with individuals. Sometimes, distinct tasks are set by the teacher; sometimes students set themselves different tasks, as individuals or in groups. Often, the core task is similar & is simply tweaked for different students.

By grouping

Sometimes the way students are grouped within the class will allow a natural differentiation to occur: students of similar abilities or approach will reinforce a particular level or style of working; students of differing ability will adopt differentiated roles as they work together.

By extension When most tasks are set, extension tasks can be offered. These may be graded – easy, harder, very hard – so that there are opportunities for all students (not just the most able) to stretch themselves. Extension work is genuinely challenging – not just ‘more of the same’.

By role Students might be assigned different roles in group work, or at a table. These might be ‘social’ (leader, questioner, spokesperson, etc) or fictional (characters, experts, etc.)

By feedback Formative assessment will be pitched to the needs of the individual - setting particular next steps, advising on how to build on particular strengths or giving guidance on how to address gaps and weaknesses.





Issue 2: May 2015

Ensuring challenge in

lessons

Thinking about differentiation

Planning for progress Key Questions to ask at the planning stage

1. WIIFM(What’s in it for me?)- Can you explain the ‘big picture’?

2. What do you want your students to learn in this lesson?

3. What do they already know? How will you assess their

prior knowledge?

4. Have you outlined the activities and question(s) which

will challenge students to make at least good progress?

5. How are you going to ensure that you and the

students both know they have made progress?

PRINCIPLES OF EXPERT TEACHINGFive key principles of ‘expert’ teaching. Thanks to the blog https://classteaching.wordpress.com/ this diagram provides a good reminder of what we should be providing our students with in lessons



Issue 2: May 2015

Planning for progress

https://classteaching.wordpress.com/



Issue 2: May 2015

NOTES:

lady lumley's school teaching and learning journal

Education