This document outlines the agenda for a teaching and learning inset day at Roding Valley High School. The day includes sessions on examples of good practice in teaching, effective professional learning communities, interventions in lessons, and a data drop update for Year 11 students. Faculty time is scheduled for sharing resources and strategies in subject areas. The document provides information on developing personal learning checklists, building skills, effective intervention strategies both inside and outside the classroom, and using emotional intelligence in teaching.
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
Teaching and learning January 2015 Inset
1. TIME TO SHARE AND
IMPLEMENT
OUTSTANDING
TEACHING AND
LEARNING
Teaching and Learning
INSET
5th January 2015
2. Teaching and Learning
8.45am Roding Valley 10
Examples of Good Practice
9.30am PLCs
How they can be effective
Skills - the bigger picture
9.50am Interventions in Lessons
Examples of Good Practice
10.00am Data Drop for Year 11 and Online Fire Safety
11.00am Break
11.20am Faculty time
1.00pm Lunch - Canteen
1.45pm Faculty time
3.15pm Venue: Hall
Evaluation and Showcase
3. Faculty Time
At the end of the day faculties can showcase and share in the Hall
what they have found useful and resources/ideas they have developed
during the afternoon.
Planning for intervention / Use of Tracking Grids
Creation/modification of PLCs
Roding Valley 10 – collaborative planning in Faculties
Create T & L boards in classrooms
Implementing Literacy strategies
Preparation for Post 16
Considering extra curricular
Exploring the GCSEpod
4. The Roding Valley 10
1. Big picture and measurable learning objectives
2. High challenge
3. Engage and speak to every student
4. Differentiate
5. Positive behaviour and environment for learning
6. Optimal use of time and pace
7. Student led learning
8. Check all students make progress
9. Ensure students know how to improve
10. Review the learning regularly
5. Poster
Big Picture
Challenge
Engagement
Differentiation
Positive Behaviour
Pace
Independent Learning
Feedback
Close the Gap
AFL
6.
7. Poster for every teaching room
SGP
JCL - Behaviour Plan
SMC - Literacy
JQU - Questioning
KNA - Emotional Intelligence
SJE - AFL
11. Every member of staff, every lesson…
• Full stops and capital letters.
• No single word/single phrase answers – must
give answers in full sentences.
• All work presented in the same way with the
date written in full.
12.
13. Socratic Questioning
1: Clarification of a key concept
2: Challenging assumptions and
misconceptions
3: Arguments based on evidence
4: Looking at alternatives
5: Consequences, implications and analysis
6: Questioning the question
14. Six Types of Socratic Questions
1: Clarification of a key concept
'Could you explain that answer further?', 'What led you to that judgement?', 'Why
did you come to that conclusion?'. 'What made you say that?'
2: Challenging assumptions and misconceptions
'Is there another point of view?', 'Is this always the case?'
3: Arguments based on evidence
'What evidence do you have to support that view?', 'Is there any other information
that would help support this?', 'Could we challenge that evidence?'
4: Looking at alternatives
'Did anyone look at this from a different angle/ perspective?', 'Is there an
alternative to that point?', 'Could we approach this from a different perspective?'
5: Consequences, implications and analysis
'What are the long-term implications of this?', ' However, what if.......happened?',
'How would ......affect..?'
6: Questioning the question
'Why do you think I asked you that question?', 'What was the importance of that
question?', 'What would have been a better question?'
15.
16. The term Emotional Intelligence gained publicity in 1990
when Peter Salovey and John Mayer explained their
thoughts on the subject.
This term was popularised by Daniel Goleman with his
1995 publication, Emotional Intelligence: Why it can
matter more than IQ.
Emotional Intelligence
17.
18. How you relate to your learners?
Can you find a metaphor which best captures how you see yourself in
relation to groups of learners?
• law enforcer to the potentially criminal
• carer to the vulnerable
• salesperson to potential buyer
• preacher to the sinful
• sheepdog to sheep
• website to surfers
• gardener to plants
• tour guide to tour bus
21. Personal competence is made up of your self-awareness
and self-management skills, which focus more on you
individually than on your interactions with other people.
Personal competence is your ability to stay aware of your
emotions and manage your behaviour and tendencies.
• Self-Awareness is your ability to accurately perceive
your emotions and stay aware of them as they happen.
• Self-Management is your ability to use awareness of
your emotions to stay flexible and positively direct your
behaviour.
22. Social competence is made up of your social awareness
and relationship management skills; social competence is
your ability to understand other people’s moods, behavior,
and motives in order to improve the quality of your
relationships.
• Social Awareness is your ability to accurately pick up on
emotions in other people and understand what is really
going on.
• Relationship Management is your ability to use
awareness of your emotions and the others’ emotions to
manage interactions successfully.
23. In the Classroom
Create an environment of respect.
If you want your students to respect you and your classroom rules,
you must respect each of them.
- acknowledge all forms of diversity (e.g., race or religion) and
disabilities (e.g., physical or learning)
- Do not get frustrated if some students are not learning the
material as quickly as you expect. A major part of emotional
intelligence is showing empathy.
- If you can try a different teaching technique or a different way of
explaining a concept, this could alleviate some of the stress of
learning.
24. In the Classroom
Manage your emotions while taking responsibility.
There will be situations that frustrate you, but not only should you
obviously learn to hold back visible anger, you should also take
responsibility for your emotions without placing blame on your
students.
Focus on using "I" instead of "You" when making a statement. For
example, instead of saying, "You are not working hard enough to
understand this concept," say, "I am confused about what is
making this concept difficult to understand. Let's try together to
understand what is not making sense."
Avoiding putting the students on the defensive may help open
their minds to learning.
25. In the Classroom
Validate students.
We as humans like to feel valued rather than dismissed.
So, make an effort to understand what your students may be feeling
and relay this to them while also helping them resolve their own
issues.
If you empower your students to figure out on their own why
something is necessary compared to you just telling them that it is,
they may be more accepting of the task. It is hard being told what to
do, so encourage self-management.
26. Characteristics of a non-confrontational style
• using a quiet and calm voice and avoiding finger stabbing and
prolonged eye contact in general classroom interaction, thereby
creating a non-threatening environment;
• using low-level interventions and walking around the classroom to
maintain close proximity to students.
• using humour and distraction, where appropriate, to reduce the
tension and help students recognise the need to match their
conduct to the situation.
In these ways, the teacher demonstrates empathy and appropriate
patterns of social interaction so as to promote these skills on the part
of all students. As students learn these skills, the incidence of
confrontation between them also diminishes.
27. Using emotional intelligence is a prerequisite for
developing a good relationship with a group of
learners, which then can be the basis for producing
learners who have:
• More engagement,
• Greater motivation,
• A greater readiness to take risks in their learning,
• A more positive approach,
• A readiness to collaborate,
• More creativity and more tenacity.
28. Students will forget what you say,
students will forget what you do
but students will never forget how
you made them feel.
29. Personal Learning Check lists
PIXL Huddle website
There are PLC' s already written for nearly every
subject area.
https://pixl.huddle.net/workspace/20737335/files/
#/folder/28452880/list
user name sdyer@roding
password Roding@123
33. PLC
• A Personal Learning Checklist is a tool for
students and teachers to monitor and track
where their learning is at.
= Based on skills that students need to learn
= Based on knowledge/learning objectives that
students need to learn
38. WISE WORDS……………….
• “Man often becomes what he
believes himself to be. If I keep on
saying to myself that I cannot do a
certain thing, it is possible that I
may end by really becoming
incapable of doing it. On the
contrary, if I have the belief that I
can do it, I shall surely acquire the
capacity to do it even if I may not
have it at the beginning.”
Mahatma Gandhi
41. Trips and Visits
• Anglian Ruskin
University
• Burns Unit
• Local High Road (Pizza
Express / Olive tree)
• Chefs
• Fitness Instructor
• Midwives, Mothers,
and Nurses
45. Comments…………….
• Parent:
• Pupil:
The after school session where students
were able to extend their skills to make
coconut ice and chocolate brownies was a
great idea. The treats were delicious too.
It was a lot of fun and I learnt a lot more.
It was really yummy at the end, I think it
was a great way to learn how to be a
great team. I love to cook and it was a
great life skill. Thanks
50. Intervention
(Joseph Rowntree Foundation April 2012)
● Mentoring
● Parental Involvement
● Building Relationships
● Extra Curricular Activities - (academic and study support)
Some good evidence of impact on Attitude and Attainment
● Keeping ambition ‘on track’ rather than raising aspiration
51. Purpose of Intervention?
Per task/skill
Literacy /Numeracy
Attitude
Attainment
Exam
Low income / disadvantage
Closing the Gap
What does the outcome look like?
52. Parental Involvement
“The research identified a number of programmes where there are strong
indicators of success. It found that the most effective way of helping children
from low-income households to achieve their ambitions is involving parents in
school; engaging parents in their children’s learning and in their own
learning; and aligning school-home expectations. Parents need to understand
how the education system works and what choices are available for their
children and, critically, how they can work with schools to help their
children reach their full potential”
ARE WE TELLING PARENTS HOW TO HELP?
53. ● Testing / Assessment
● Additional classes / by issue / grade / task
● Contact with home / telephone / letters
● Student packs
● In-lesson additional help /support
● Additional homework
● Mentoring
● Contact with HOY ( for any external issues )
● Pairing students
● Small study groups
● Extended writing tasks to build knowledge
● Quick quizzes
● Parents evening /meetings
● Mock examinations
● Skills and approaches to CA or Exam
● Removal of lunch pass to complete missed work - temporary measure only
● Compulsory sessions at lunch/after school
● Deadlines
● Bibliography / websites /reading lists / docs to read and summarise
54. Building relationships
Clear explanation ( one to one/ group / whole group)
Differentiation( sentence starters/ grouping by level / grade / mixed / peer support /homework)
Individual conversations
Individual tasks
Seating plan
Identifying ‘priority’ students
Intensive marking/feedback for individuals
Lesson planning
Using GO / Marksheet to motivate
Using one lesson as ‘Independent learning time’
Mobile phones /chrome books
Closing the Gap
PLC
Setting challenges throughout
‘Exit Pass’ check and sign books prior to end of lesson - works well P2 /P4 /P5
***Student - exemplar material***
Inside the Classroom
55. Outside
Form Tutor / HOY /HOF / SLT interventions
Utilising extra reading
Doddle
Revision Classes
Intervention Classes
Mentoring
GCSEPOD
Posting work home
Email
‘Bespoke’ website
One to one review / feedback
Home Learning Support
Communications with other supporters
56. Individuals
What works best with whom?
e.g. Christianah Amuwa
My relationship with Christianah?
Found out where things were going well? what exactly
was going well? Methods used? Applying to my
subject? Conversations /confidence building- contact
with parents/tasks to demonstrate -what should the
outcome look like?
