Lesson example

(Starter)

You return to your school after the

holidays. What would you rather find?

- a flood.

or

- a letter from the Inspectorate,

announcing a visit!

You return to your school after the

holidays. What would you rather find?

- a flood.

or

- a letter from the Inspectorate,

announcing a visit!

Lesson example

(Starter)

1. To empathise with those that are impacted by an earthquake.

2. To understand the short and long term impact of an earthquake.

3. To manage information.

1. To empathise with those that are impacted by an earthquake.

2. To understand the short and long term impact of an earthquake.

3. To manage information.

Lesson example

(Share outcomes )

Lesson Learning Intentions:Lesson Learning Intentions:

Listen to the story.

Let your mind complete the movie

Use your prior knowledge to help you imagine

Listen to the story.

Let your mind complete the movie

Use your prior knowledge to help you imagine

Mind MovieMind Movie

Lesson example

(Connect the learning)

(Traditional Japanese music played)

• Video from the Kobe Earthquake

• Eye Witness account from the earthquake

• Pictures after the earthquake

• Video from the Kobe Earthquake

• Eye Witness account from the earthquake

• Pictures after the earthquake

Video, Images, & Eye Witness Account.Video, Images, & Eye Witness Account.

Lesson example

(Teaching VAK)

Lesson example

(Teaching VAK)

Lesson example

(Teaching VAK)

Lesson example

(Teaching VAK)

Lesson example

(Teaching VAK)

Use the pieces of information in the envelopes to help you solve the mystery.

Remember: - use as much of the information as you can.- there is no wrong answer, just better

informed answers!

Use the pieces of information in the envelopes to help you solve the mystery.

Remember: - use as much of the information as you can.- there is no wrong answer, just better

informed answers!

Who is to blame for the death of Mrs Endo?Who is to blame for the death of Mrs Endo?

Lesson example

(Activity -cognitive conflict)

Using your own research and the

information from the mystery write an

essay describing the short and long term

impacts of the Kobe earthquake7

Using your own research and the

information from the mystery write an

essay describing the short and long term

impacts of the Kobe earthquake7

Lesson example

(Demonstration)

1. To empathise with those who are impacted by an earthquake

2. To understand the short and long term impacts of an earthquake

3. To manage information

1. To empathise with those who are impacted by an earthquake

2. To understand the short and long term impacts of an earthquake

3. To manage information

Lesson example

(Review & Metacognition)

Lesson learning IntentionsLesson learning Intentions

IntroductionsIntroductions

Michael Bennett Michael Bennett

Aims of the workshopAims of the workshop

1. To reinforce that a consistent Teaching for Learning focus is essential for effective school improvement.

2. To reinforce the need for an SLT to be the central drivers for change in Teaching for Learning.

3. To suggest some practical ways to implement these changes.

1. To reinforce that a consistent Teaching for Learning focus is essential for effective school improvement.

2. To reinforce the need for an SLT to be the central drivers for change in Teaching for Learning.

3. To suggest some practical ways to implement these changes.

What has been our journey?What has been our journey?

GCSE results 2001-2010 5 A*-CGCSE results 2001-2010 5 A*-C

Slemish college GCSE results 2001-2010 (5 A*-C)

40%46%

55%61% 60%

64% 61%

80% 83% 81%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Year

Pe

rce

nta

ge

GCSE results compared to Yellis predictionGCSE results compared to Yellis prediction

Slemish actual results compared to Yellis predicted results

83% 82% 81%

52% 54%62%

68%

62%

0%

20%

40%

60%

80%

100%

2007 2008 2009

Year

Pe

rce

nta

ge

of

stu

de

nts

a

ch

iev

ing

5 A

*-C

Slemish Actual Results Yellis Predicted Results

Number of students leaving with GCSE results

compared to NI average for similar schools

Number of students leaving with GCSE results

compared to NI average for similar schools

Number of students leaving with GCSE qulaification

100% 100% 100% 100%

95%

97% 97%

98%

92%

93%

94%

95%

96%

97%

98%

99%

100%

2005 2006 2007 2008

Year

Slemish College Secondary School Average NI

Subject results compared to NI AveragesSubject results compared to NI Averages

Individual Subject results compared to NI Averages for schools of our type

-15

-10

-5

0

5

10

15

20

25

30

35

1

Different Subject areas

A2 results 3 A*-C 2004-2010A2 results 3 A*-C 2004-2010

Slemish A2 results 3 A-C from 2004-2010

33%

43%

54%58% 60%

52%

61%

0%

10%

20%

30%

40%

50%

60%

70%

2004 2005 2006 2007 2008 2009 2010

Year

Percentage of positive responses of parents regarding

‘Teaching Quality ‘ compared to national averages

Percentage of positive responses of parents regarding

‘Teaching Quality ‘ compared to national averages

Percentage of positive responses of parents regarding 'Teaching Quality' 2002-2010

77%

83%79% 81% 82%

70% 71% 70% 70% 70%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2002 2004 2006 2008 2010

Year

Percentage of positive responses

Parents

National

Source Kirkland Rowell

Percentage of positive responses of students regarding

‘Teaching Quality ‘ compared to national averages

Percentage of positive responses of students regarding

‘Teaching Quality ‘ compared to national averages

Percentage of positive responses of students regarding 'Teaching

Quality' 2006-2010

88% 85% 82%

60% 61% 62%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2006 2008 2010

Year

Percentage of positive

responses

Students

National

Source Kirkland Rowell

Our journey...Our journey...

1. Vision for teaching for learning1. Vision for teaching for learning

Our Philosophy

‘Recognised for our Teaching for Learning’

‘Teaching for Learning’

‘Good to Great & The Hedgehog Principle - Jim Collins

Our Philosophy

‘Recognised for our Teaching for Learning’

‘Teaching for Learning’

‘Good to Great & The Hedgehog Principle - Jim Collins

Assessment

for

Learning

School

Climate

Pastoral

Care

SENMonitoring

& Evaluation

Behaviour

Effectiveness

of the

Teacher

Attainment

Teaching for Learning

-Who is the key driver for learning in your school?

-How central is the Teaching for Learning agenda amongst

your SLT?

- How do / can the SLT communicate its commitment to TfL

amongst staff, students, parents?

-Do you try to have a specific Teaching and Learning focus

each year? Is it highlighted on the SDP?

-Who is the key driver for learning in your school?

-How central is the Teaching for Learning agenda amongst

your SLT?

- How do / can the SLT communicate its commitment to TfL

amongst staff, students, parents?

-Do you try to have a specific Teaching and Learning focus

each year? Is it highlighted on the SDP?

Questions

2. Clear framework for teaching for learning2. Clear framework for teaching for learning

Our Philosophy

Staff & students should know the ingredients of a good lesson.

Use an agreed framework to support staff, but7

Teaching is creative art, and encouraging innovation, not prescription.

Our Philosophy

Staff & students should know the ingredients of a good lesson.

Use an agreed framework to support staff, but7

Teaching is creative art, and encouraging innovation, not prescription.

The ETI Report on Slemish College (April 2009) states:

‘The quality of almost all of the teaching observed

ranged from good to outstanding: three-quarters of the

lessons were very good, or outstanding. In the best

practice observed, the teachers demonstrated a very

clear understanding of the learning cycle, used

assessment for learning strategies effectively, made

explicit connections in the learning process, and used a

wide range of ‘cutting-edge’ learning and teaching

approaches and resources to support learning and guide

the pupils.’

The ETI Report on Slemish College (April 2009) states:

‘The quality of almost all of the teaching observed

ranged from good to outstanding: three-quarters of the

lessons were very good, or outstanding. In the best

practice observed, the teachers demonstrated a very

clear understanding of the learning cycle, used

assessment for learning strategies effectively, made

explicit connections in the learning process, and used a

wide range of ‘cutting-edge’ learning and teaching

approaches and resources to support learning and guide

the pupils.’

The quality Indicators of Good Teaching(Together Towards Improvement - http://www.etini.gov.uk) )

The quality Indicators of Good Teaching(Together Towards Improvement - http://www.etini.gov.uk) )

1. create a supportive environment which is conducive to

learning;

2. convey and set realistically high expectations which

challenge and inspire the pupils;

3. use and build upon the pupils’ ideas, interests and prior

learning;

4. develop the pupils’ independence, creativity and ability to

manage risks in their learning;

1. create a supportive environment which is conducive to

learning;

2. convey and set realistically high expectations which

challenge and inspire the pupils;

3. use and build upon the pupils’ ideas, interests and prior

learning;

4. develop the pupils’ independence, creativity and ability to

manage risks in their learning;

The quality indicators of good teaching(Together Towards Improvement - http://www.etini.gov.uk) )

The quality indicators of good teaching(Together Towards Improvement - http://www.etini.gov.uk) )

5. use an appropriate range of teaching and learning strategies which motivate the pupils and engage them purposefully in their work both collaboratively and independently;

6. ensure that learning supports the development of the pupils’ cross-curricular skills and their thinking skills and personal capabilities (TSCP); and

7. consolidate the learning effectively.

5. use an appropriate range of teaching and learning strategies which motivate the pupils and engage them purposefully in their work both collaboratively and independently;

6. ensure that learning supports the development of the pupils’ cross-curricular skills and their thinking skills and personal capabilities (TSCP); and

7. consolidate the learning effectively.

-What do you want your lessons to look like in your school?

-How can you communicate this to staff?

-Do you have an agreed lesson framework? Can you provide one?

-What do you want your lessons to look like in your school?

-How can you communicate this to staff?

-Do you have an agreed lesson framework? Can you provide one?

Questions

3. Be a wanderer and focus on the learner!3. Be a wanderer and focus on the learner!

Washington , DC , Metro Station, January 2007

Our Philosophy

Joshua Bell

-Can you visit more classes? How often?

-Who are you leading practitioners? How do you know?

-What do the students like?

-Can you help create a more open learning community?

Student conversations?Celebrating student work? Celebrating staff achievements? Teach?Learning Walks? Coaching?

-Can you visit more classes? How often?

-Who are you leading practitioners? How do you know?

-What do the students like?

-Can you help create a more open learning community?

Student conversations?Celebrating student work? Celebrating staff achievements? Teach?Learning Walks? Coaching?

Questions

4. Encourage action research and collaborative

learning

4. Encourage action research and collaborative

learning

Our Philosophy

We are all learners (one of the few professions that does little R&D)

Isolation is a barrier to improvement

Fear of failure is the barrier to innovation

Our Philosophy

We are all learners (one of the few professions that does little R&D)

Isolation is a barrier to improvement

Fear of failure is the barrier to innovation

Operating theatre 1900

Operating theatre 2011

Classroom 1900

Classroom 2011

Y9 Learning dayY9 Learning day

Y9 Community Enquiry Day.dv

-How do you encourage collaboration amongst teachers in your own school?

-How do you get staff to share good practice?

-Is there a ‘Research & Development’ or ‘Creative learning’ group work in your school? Would introducing these be an option?

-Do you do any ‘Community of Enquiry’ days in your school? What were the outcomes?

-Could you use the master class idea?

-How could you reward staff?

-How do you encourage collaboration amongst teachers in your own school?

-How do you get staff to share good practice?

-Is there a ‘Research & Development’ or ‘Creative learning’ group work in your school? Would introducing these be an option?

-Do you do any ‘Community of Enquiry’ days in your school? What were the outcomes?

-Could you use the master class idea?

-How could you reward staff?

Questions

5. Staff development5. Staff development

Our Philosophy

Invest in teachers ‘The quality of the education system cannot

exceed the quality of it’s teachers’McKinsey & Company 2007

Aim to be great not just good!

Our Philosophy

Invest in teachers ‘The quality of the education system cannot

exceed the quality of it’s teachers’McKinsey & Company 2007

Aim to be great not just good!

-How much time, and finance do you invest in TfL?

-Where do you find the leading practitioners? Are you ‘in the know?’

-Do you subscribe to any learning journals?

-How much time, and finance do you invest in TfL?

-Where do you find the leading practitioners? Are you ‘in the know?’

-Do you subscribe to any learning journals?

Questions

Review of the workshopReview of the workshop

1. To reinforce that a consistent Teaching for Learning focus is essential for effective school improvement.

2. To reinforce the need for an SLT to be the central drivers for change in Teaching for Learning.

3. To suggest some practical ways to implement these changes.

1. To reinforce that a consistent Teaching for Learning focus is essential for effective school improvement.

2. To reinforce the need for an SLT to be the central drivers for change in Teaching for Learning.

3. To suggest some practical ways to implement these changes.