Training day 4th november
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Reasoning in maths
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Logo visual thinking
Logo Visual Thinking (LVT) is a technique that helps students make sense of complex information and enhance their thinking skills. It involves 5 stages: 1) Focus on a guiding question, 2) Gather information from memory or sources, 3) Organize information into groups and themes, 4) Understand by making meaning and seeing ideas as a whole, 5) Apply knowledge to create a product like an essay. An example is provided where students analyze evidence for and against whether the Weimar Republic had a chance of survival by 1929. They organize the evidence, share their understanding, and plan an essay. LVT can be used to explore new topics, make sense of information, and develop ideas.
Fronter assignment tool
The Fronter assignment tool allows teachers to create electronic tasks for students and receive submissions digitally. Teachers can upload files for students, assign due dates, and select individual students or groups to receive tasks. Students download assignment files, complete the work, and submit electronically. Teachers can then view and grade submissions, providing feedback and downloading all work at once if desired. The assignment tool provides an interactive way to set and receive work digitally in Fronter.
Challenge 101016
Students were given their first writing task to outline and apply the functionalist theory of society to the family. After completing a first draft, students were provided a "writer's palette" checklist to review and improve their work by adding depth, complexity, and demonstrating examinable skills. It is expected that all future written work submitted must include both a plan and draft. The benefits of requiring a draft include submitting improved work with fewer errors, engaging in self-reflection, and reducing the teacher's marking workload. Exemplar responses are also provided to students either before or after they complete their own response to demonstrate high expectations and how to apply command verbs and examinable skills.
Teaching and learning @ lls october 2016
This document discusses the personal and professional challenges faced by a teacher in adapting to changes in the computing curriculum from 2014-2017. It outlines changes to the ICT curriculum at key stages 1-3 and new GCSE and A-level syllabi. The second part lists various responses and resources the teacher uses to respond to changes, including collaborating with colleagues within the school and other networks, gathering student feedback, using online resources like blogs and social media, reading books, and engaging in professional development activities.
Challenge for all at ks5
This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.
T&l october2016
The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.
Friday briefing january 2016 ore
This document discusses promoting good reasoning and addressing misconceptions. It touches on changing statements to make them true, using Venn diagrams, characteristics of vertebrates, and mentions Henry VIII being divorced and beheaded, but provided with offspring.
Briefing nov 2016 house
This document outlines various house point opportunities at the school, including awarding points for demonstrating core values, participating in house events, taking on leadership roles, and more. It describes upcoming activities like pop-up challenges, a chess league, swimming competitions, and a short story writing contest for house points. It also establishes a biweekly tutor debating program where students can earn individual house points for presenting arguments, research, and articulation skills.
Empfohlen
Logo visual thinking
Logo Visual Thinking (LVT) is a technique that helps students make sense of complex information and enhance their thinking skills. It involves 5 stages: 1) Focus on a guiding question, 2) Gather information from memory or sources, 3) Organize information into groups and themes, 4) Understand by making meaning and seeing ideas as a whole, 5) Apply knowledge to create a product like an essay. An example is provided where students analyze evidence for and against whether the Weimar Republic had a chance of survival by 1929. They organize the evidence, share their understanding, and plan an essay. LVT can be used to explore new topics, make sense of information, and develop ideas.
Fronter assignment tool
The Fronter assignment tool allows teachers to create electronic tasks for students and receive submissions digitally. Teachers can upload files for students, assign due dates, and select individual students or groups to receive tasks. Students download assignment files, complete the work, and submit electronically. Teachers can then view and grade submissions, providing feedback and downloading all work at once if desired. The assignment tool provides an interactive way to set and receive work digitally in Fronter.
Challenge 101016
Students were given their first writing task to outline and apply the functionalist theory of society to the family. After completing a first draft, students were provided a "writer's palette" checklist to review and improve their work by adding depth, complexity, and demonstrating examinable skills. It is expected that all future written work submitted must include both a plan and draft. The benefits of requiring a draft include submitting improved work with fewer errors, engaging in self-reflection, and reducing the teacher's marking workload. Exemplar responses are also provided to students either before or after they complete their own response to demonstrate high expectations and how to apply command verbs and examinable skills.
Teaching and learning @ lls october 2016
This document discusses the personal and professional challenges faced by a teacher in adapting to changes in the computing curriculum from 2014-2017. It outlines changes to the ICT curriculum at key stages 1-3 and new GCSE and A-level syllabi. The second part lists various responses and resources the teacher uses to respond to changes, including collaborating with colleagues within the school and other networks, gathering student feedback, using online resources like blogs and social media, reading books, and engaging in professional development activities.
Challenge for all at ks5
This document provides an overview of a lesson plan focused on challenge and inclusion. It includes entry activities to interpret words related to comfort, belonging, and exclusion. Students consider how insiders and outsiders link to social and spatial inclusion. For home learning, students summarize an article on ethnic minority visits to UK national parks and complete activities from the textbook, with options for additional challenges. On review, students complete a diagram summarizing key concepts and write sentences for different types of places covered in the lesson.
T&l october2016
The document discusses the Magenta Principles, which represent a pedagogy based on the beliefs that learning requires thinking, language is central to thinking, and learning is an active process. The principles aim to get students to think, talk, and do things with the information they encounter to help them learn and retain it. Some of the key techniques mentioned include getting students to reduce, change, assemble, search for, connect, arrange, enlarge, simplify, classify, compare and contrast, deconstruct, apply, and prioritize information. The document provides examples of how to apply these techniques to a content-heavy part of a biology specification about blood composition.
Friday briefing january 2016 ore
This document discusses promoting good reasoning and addressing misconceptions. It touches on changing statements to make them true, using Venn diagrams, characteristics of vertebrates, and mentions Henry VIII being divorced and beheaded, but provided with offspring.
Briefing nov 2016 house
This document outlines various house point opportunities at the school, including awarding points for demonstrating core values, participating in house events, taking on leadership roles, and more. It describes upcoming activities like pop-up challenges, a chess league, swimming competitions, and a short story writing contest for house points. It also establishes a biweekly tutor debating program where students can earn individual house points for presenting arguments, research, and articulation skills.
Mypeexam example
- Online bank of video resources and linked questions to allow students to learn physical education at their own pace
- Created to address changes to GCSE and A-Level PE curriculums that emphasize theory more
- Used by over 600 schools nationwide to support flipped learning, revision, monitoring student progress both in and out of school, and catering to different learning needs
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Gallery critique
The document discusses introducing a mark scheme as part of gallery critique feedback to students. Using a mark scheme provides specific, focused feedback by highlighting what students have achieved with relevant check marks and showing areas for development. This clear feedback allows students to make higher quality improvements by directly referencing the specification in both check marks and targets, and better utilizes student improvement time. While the mark scheme takes initial time to implement, it provides higher quality feedback, fully involves students in the feedback process, and allows students to utilize their knowledge of the exam specification in the future.
Friday briefing s&c wall
This document provides suggestions for how to use a "Stretch and Challenge Wall" in the classroom. It can be used as an extension activity after initial lessons, as a review at the end of class, for mini-reviews during class, for group challenges, and for paired activities. It also encourages teachers to write down how they have used their wall on post-it notes, discuss different uses with other teachers, and record new potential uses to try in the future.
Teaching and learning briefing 23rd sept 2016
The document announces two CPD sessions for teachers this half-term on September 29th and October 10th. The first session focuses on improving student vocabulary and will include a discussion on strategies for developing reading skills. Teachers are asked to bring one successful vocabulary strategy to share. The second session focuses on sharing strategies for challenging all students, with teachers signing up to give short presentations of classroom ideas. The document also provides information on the benefits of using contents pages and knowledge organisers with students.
Friday briefing 24th march 2017 v2
This document provides guidance on using questioning to focus coaching. It includes a seating plan, notes on who is questioned and supported, and types of questions asked. It then gives examples of open-ended questions for different subjects like science, religion, and geography. Finally, it provides suggestions for how to use questioning at different points in the learning process, such as igniting curiosity at the start of a lesson, linking questions to learning outcomes, using questions for exam practice and feedback, and inviting students to challenge the teacher.
What is meta cognition
This document discusses meta-cognition and how to incorporate it into classroom lessons and activities. Meta-cognition refers to thinking about one's own thinking and learning processes. The document provides examples of how teachers can promote meta-cognition, including through reflection activities, starter and plenary questions, marking, and extension tasks that ask students to evaluate their learning. Regularly exposing students to meta-cognitive strategies can help them independently monitor and reflect on their learning over time.
Briefing 3rd july v3
The document provides information about two classroom techniques: gallery critique and desk graffiti.
Gallery critique involves students anonymously providing feedback on each other's work by leaving post-it notes. This allows students to learn from each other and receive feedback without stigma. Desk graffiti reimagines worksheets and desks as giant whiteboards. Stimuli and instructions are provided, transforming individual work into more interactive group activities like categorizing, discussing, and planning essays. Both techniques encourage peer learning, engagement, and save teachers time.
The magenta-principles v2
The document discusses "The Magenta Principles", which are a pedagogical approach that believes learning occurs through thinking, language is central to thinking, and learning is an active process. The key principle is that for students to understand information, they must do something with it rather than just receive, retain, and recall it. The Magenta Principles provide examples of having students reduce, connect, arrange, and apply information to make it more likely they will understand it.
Y11examinationprep2016 final
The document provides strategies and information for students to help them prepare for exams over the next 9 weeks. It recommends using time during weekends and holidays efficiently by dedicating 1-8 hours per day to revision. Specific techniques are suggested, such as creating practice tests, using revision guides like organized notebooks, and doing past papers to identify strengths and weaknesses. Less effective methods like highlighting and re-reading are discouraged in favor of active recall techniques involving testing oneself regularly.
Nqt cpd review
1. The document discusses three ideas for continuing professional development (CPD) that teachers can use: warm-up activities, an "Articulate" game, and changing one's mindset about marking.
2. Warm-up activities are suggested to prepare students' brains for learning, like warming up muscles for exercise, through quick unrelated tasks like a whiteboard jigsaw puzzle.
3. An example "Articulate" game is described where groups try to describe education buzzwords to each other without saying the words within 2 minutes.
Reading edutainment
The document discusses various strategies for developing reading skills across subjects. It describes moving beyond traditional comprehension questions by having students interact with texts in different ways, such as visual and moving image materials. The document also provides tips for decoding difficult words, including guessing meanings based on context, referring to prior knowledge, and reading passages aloud. It recommends slowly releasing full texts to encourage questioning and predictions, as well as scrambling or reordering sentences to focus on elements like chronology.
The magenta-principles v2
The document discusses The Magenta Principles, which represent a pedagogy that believes learning occurs through thinking. It states the job of educators is to get students to think and talk about information by actively engaging with it. The Magenta Principles provide a list of cognitive verbs like reduce, change, assemble, and connect that students can do with information to make it more memorable. Examples are given of how teachers can design challenges for students to apply these verbs to course content. The goal is for students to do more than just receive and recall information.
Extended writing presentation
This document provides guidance and examples for teachers to encourage students to use connectives in extended writing tasks. It recommends that teachers provide students with connectives before writing to force them to think differently about developing their writing. Sample connectives are given for different writing tasks, like comparisons, character descriptions, and setting descriptions. Teachers are advised to have students build vocabulary webs and use a variety of sentence structures and connectives to create descriptive passages. The goal is to help students improve at linking ideas in their extended writing.
Purple for progress 15 minute forum
The document discusses encouraging students to think metacognitively about their learning by reflecting on their work, evaluating their progress, and identifying strategies to improve. It outlines two steps: 1) responding to feedback to correct and deepen understanding of work, and 2) developing metacognition by monitoring and evaluating work to plan for future learning, analyzing successes and difficulties to identify effective learning strategies. Students are challenged to regularly think about what and how they learn in order to evaluate their work and progress.
Rosedale info
The Yorkshire Bunkhouse is an outdoor center located in the Yorkshire Moors that can sleep up to 19 people in tents within 100 meters of camping. It is used for activities like the Duke of Edinburgh Award, outdoor education, geography fieldwork, foreign language immersion, history studies, and creative writing by schools and youth groups. It costs £150 for sole use, £100 for schools and youth groups, and £5 per student for larger groups.
Numeracy across the curriculum
The document discusses ways to improve numeracy in five key areas:
1. Collaborating with leaders of other subject areas to identify areas of focus for numeracy.
2. Reorganizing modules in the scheme of learning to align with other curriculum areas.
3. Encouraging the use of mathematical vocabulary and identifying types of data and averages.
4. Helping students make connections between numeracy and other subject areas.
5. Finding quick ideas to improve numeracy skills through challenge and enjoyment.
Raising achievement through competition
This document discusses using competition to raise achievement in schools. It proposes developing a whole-school house system embedded across departments and subjects. Competition approaches include contests between learners, overcoming challenges as teams, and contending for recognition and rewards. Examples from PE include gymnastics routines judged by peers and football skills challenges. The principles of sports competition can be applied across the curriculum to suit learning objectives and students. Competition should be used appropriately, such as a reading league that awarded boys points for books read at home. Departments are asked to consider what competitions they already have and could develop linked to topics, and to integrate house competitions into lessons and extracurricular activities.
Teaching and Learning Summary
This document summarizes the strengths and areas for development observed in teaching and learning at the school between September and November 2015. It notes that strengths included engaging tasks, students reflecting on feedback, high expectations, cooperative learning, and clear explanations. Areas for development included some students opting out of responses, setting clear expectations for work, ensuring cooperative activities have structure and participation, and connecting cooperative and individual learning.
Purple for progress staff training v2
The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.
170706 challenge, deliberate practice, and interleaving ild
Challenge, deliberate practice, and interleaving are techniques that can help students learn computing skills. Challenge provides goals tailored to different ability levels. Deliberate practice involves revisiting skills in multiple ways to reinforce learning. Interleaving intersperses different topics in lessons and tests to improve long-term retention of information. These techniques will be applied at Lady Lumley's School by setting skills starters and short tests at the beginning of lessons to challenge students and strengthen their computing knowledge.
Research feedback
The document discusses providing effective feedback to students to improve their learning and close gaps. It notes feedback should focus on effort and process, not just being right or wrong. Too much feedback can prevent students from struggling on their own. Students need to understand making mistakes is part of learning. The teacher recommends 10 minutes for students to correct mistakes, look for other errors, and make their own changes to improve their writing. Common feedback in books encourages correcting recurring issues and adding detail to writing.
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Mypeexam example
- Online bank of video resources and linked questions to allow students to learn physical education at their own pace
- Created to address changes to GCSE and A-Level PE curriculums that emphasize theory more
- Used by over 600 schools nationwide to support flipped learning, revision, monitoring student progress both in and out of school, and catering to different learning needs
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Gallery critique
The document discusses introducing a mark scheme as part of gallery critique feedback to students. Using a mark scheme provides specific, focused feedback by highlighting what students have achieved with relevant check marks and showing areas for development. This clear feedback allows students to make higher quality improvements by directly referencing the specification in both check marks and targets, and better utilizes student improvement time. While the mark scheme takes initial time to implement, it provides higher quality feedback, fully involves students in the feedback process, and allows students to utilize their knowledge of the exam specification in the future.
Friday briefing s&c wall
This document provides suggestions for how to use a "Stretch and Challenge Wall" in the classroom. It can be used as an extension activity after initial lessons, as a review at the end of class, for mini-reviews during class, for group challenges, and for paired activities. It also encourages teachers to write down how they have used their wall on post-it notes, discuss different uses with other teachers, and record new potential uses to try in the future.
Teaching and learning briefing 23rd sept 2016
The document announces two CPD sessions for teachers this half-term on September 29th and October 10th. The first session focuses on improving student vocabulary and will include a discussion on strategies for developing reading skills. Teachers are asked to bring one successful vocabulary strategy to share. The second session focuses on sharing strategies for challenging all students, with teachers signing up to give short presentations of classroom ideas. The document also provides information on the benefits of using contents pages and knowledge organisers with students.
Friday briefing 24th march 2017 v2
This document provides guidance on using questioning to focus coaching. It includes a seating plan, notes on who is questioned and supported, and types of questions asked. It then gives examples of open-ended questions for different subjects like science, religion, and geography. Finally, it provides suggestions for how to use questioning at different points in the learning process, such as igniting curiosity at the start of a lesson, linking questions to learning outcomes, using questions for exam practice and feedback, and inviting students to challenge the teacher.
What is meta cognition
This document discusses meta-cognition and how to incorporate it into classroom lessons and activities. Meta-cognition refers to thinking about one's own thinking and learning processes. The document provides examples of how teachers can promote meta-cognition, including through reflection activities, starter and plenary questions, marking, and extension tasks that ask students to evaluate their learning. Regularly exposing students to meta-cognitive strategies can help them independently monitor and reflect on their learning over time.
Briefing 3rd july v3
The document provides information about two classroom techniques: gallery critique and desk graffiti.
Gallery critique involves students anonymously providing feedback on each other's work by leaving post-it notes. This allows students to learn from each other and receive feedback without stigma. Desk graffiti reimagines worksheets and desks as giant whiteboards. Stimuli and instructions are provided, transforming individual work into more interactive group activities like categorizing, discussing, and planning essays. Both techniques encourage peer learning, engagement, and save teachers time.
The magenta-principles v2
The document discusses "The Magenta Principles", which are a pedagogical approach that believes learning occurs through thinking, language is central to thinking, and learning is an active process. The key principle is that for students to understand information, they must do something with it rather than just receive, retain, and recall it. The Magenta Principles provide examples of having students reduce, connect, arrange, and apply information to make it more likely they will understand it.
Y11examinationprep2016 final
The document provides strategies and information for students to help them prepare for exams over the next 9 weeks. It recommends using time during weekends and holidays efficiently by dedicating 1-8 hours per day to revision. Specific techniques are suggested, such as creating practice tests, using revision guides like organized notebooks, and doing past papers to identify strengths and weaknesses. Less effective methods like highlighting and re-reading are discouraged in favor of active recall techniques involving testing oneself regularly.
Nqt cpd review
1. The document discusses three ideas for continuing professional development (CPD) that teachers can use: warm-up activities, an "Articulate" game, and changing one's mindset about marking.
2. Warm-up activities are suggested to prepare students' brains for learning, like warming up muscles for exercise, through quick unrelated tasks like a whiteboard jigsaw puzzle.
3. An example "Articulate" game is described where groups try to describe education buzzwords to each other without saying the words within 2 minutes.
Reading edutainment
The document discusses various strategies for developing reading skills across subjects. It describes moving beyond traditional comprehension questions by having students interact with texts in different ways, such as visual and moving image materials. The document also provides tips for decoding difficult words, including guessing meanings based on context, referring to prior knowledge, and reading passages aloud. It recommends slowly releasing full texts to encourage questioning and predictions, as well as scrambling or reordering sentences to focus on elements like chronology.
The magenta-principles v2
The document discusses The Magenta Principles, which represent a pedagogy that believes learning occurs through thinking. It states the job of educators is to get students to think and talk about information by actively engaging with it. The Magenta Principles provide a list of cognitive verbs like reduce, change, assemble, and connect that students can do with information to make it more memorable. Examples are given of how teachers can design challenges for students to apply these verbs to course content. The goal is for students to do more than just receive and recall information.
Extended writing presentation
This document provides guidance and examples for teachers to encourage students to use connectives in extended writing tasks. It recommends that teachers provide students with connectives before writing to force them to think differently about developing their writing. Sample connectives are given for different writing tasks, like comparisons, character descriptions, and setting descriptions. Teachers are advised to have students build vocabulary webs and use a variety of sentence structures and connectives to create descriptive passages. The goal is to help students improve at linking ideas in their extended writing.
Purple for progress 15 minute forum
The document discusses encouraging students to think metacognitively about their learning by reflecting on their work, evaluating their progress, and identifying strategies to improve. It outlines two steps: 1) responding to feedback to correct and deepen understanding of work, and 2) developing metacognition by monitoring and evaluating work to plan for future learning, analyzing successes and difficulties to identify effective learning strategies. Students are challenged to regularly think about what and how they learn in order to evaluate their work and progress.
Rosedale info
The Yorkshire Bunkhouse is an outdoor center located in the Yorkshire Moors that can sleep up to 19 people in tents within 100 meters of camping. It is used for activities like the Duke of Edinburgh Award, outdoor education, geography fieldwork, foreign language immersion, history studies, and creative writing by schools and youth groups. It costs £150 for sole use, £100 for schools and youth groups, and £5 per student for larger groups.
Numeracy across the curriculum
The document discusses ways to improve numeracy in five key areas:
1. Collaborating with leaders of other subject areas to identify areas of focus for numeracy.
2. Reorganizing modules in the scheme of learning to align with other curriculum areas.
3. Encouraging the use of mathematical vocabulary and identifying types of data and averages.
4. Helping students make connections between numeracy and other subject areas.
5. Finding quick ideas to improve numeracy skills through challenge and enjoyment.
Raising achievement through competition
This document discusses using competition to raise achievement in schools. It proposes developing a whole-school house system embedded across departments and subjects. Competition approaches include contests between learners, overcoming challenges as teams, and contending for recognition and rewards. Examples from PE include gymnastics routines judged by peers and football skills challenges. The principles of sports competition can be applied across the curriculum to suit learning objectives and students. Competition should be used appropriately, such as a reading league that awarded boys points for books read at home. Departments are asked to consider what competitions they already have and could develop linked to topics, and to integrate house competitions into lessons and extracurricular activities.
Teaching and Learning Summary
This document summarizes the strengths and areas for development observed in teaching and learning at the school between September and November 2015. It notes that strengths included engaging tasks, students reflecting on feedback, high expectations, cooperative learning, and clear explanations. Areas for development included some students opting out of responses, setting clear expectations for work, ensuring cooperative activities have structure and participation, and connecting cooperative and individual learning.
Purple for progress staff training v2
The document discusses effective marking and feedback practices that support student progress, such as feedback close to completion and allowing time to implement feedback. It also emphasizes the importance of developing student metacognition through reflection on successes, difficulties, and planning for improvement. Next steps include departments evaluating their marking policies and progress trackers and developing a whole-school approach to metacognition.
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Mehr von bdavis2014
170706 challenge, deliberate practice, and interleaving ild
Challenge, deliberate practice, and interleaving are techniques that can help students learn computing skills. Challenge provides goals tailored to different ability levels. Deliberate practice involves revisiting skills in multiple ways to reinforce learning. Interleaving intersperses different topics in lessons and tests to improve long-term retention of information. These techniques will be applied at Lady Lumley's School by setting skills starters and short tests at the beginning of lessons to challenge students and strengthen their computing knowledge.
Research feedback
The document discusses providing effective feedback to students to improve their learning and close gaps. It notes feedback should focus on effort and process, not just being right or wrong. Too much feedback can prevent students from struggling on their own. Students need to understand making mistakes is part of learning. The teacher recommends 10 minutes for students to correct mistakes, look for other errors, and make their own changes to improve their writing. Common feedback in books encourages correcting recurring issues and adding detail to writing.
Friday briefing 24th march 2017 v2
This document provides guidance on using questioning to improve coaching and student learning. It includes:
- A seating plan and notes on tracking who is questioned and receives support.
- A table with question starters to generate different types of questions, such as describe, explain, analyze.
- Examples of subject-specific questions that teachers could ask in science, religion, and geography.
- Suggestions for how teachers can use questioning at different stages, like sparking curiosity at the start of a lesson or providing feedback and additional challenges.
Extended writing 1
This document discusses extended writing across subject areas and provides resources to support its use. It explains that all teachers are responsible for developing students' literacy skills, and that better literacy leads to stronger academic performance overall. The document then describes a booklet with activities, word banks, and style guides for different writing forms and purposes to support extended writing. It concludes by offering assistance to other departments in incorporating more extended writing opportunities and developing additional resources.
Stretch and challenge the high attaining students v2
The staff meeting agenda focused on stretching and challenging the highest attaining students. Teachers were asked to prepare an idea to share with others on how they provide extension activities in their classrooms. Examples mentioned at the school included teaching to the top ability levels with scaffolding, extension tasks in lessons, promoting higher-level skills in lower year groups, and using higher-attaining students to model work. Feedback was also identified as an area to provide stretch, such as asking higher-order thinking questions. The document outlined specific strategies across subjects like using word mats, meta-cognitive questioning, and formulated response tasks in feedback.
Training day 4th jan v3
This document summarizes discussions from several staff meetings at Lady Lumley's School. It outlines updates on the house system, teaching and learning, literacy, and knowing students. Key points include:
- The introduction of a new house system to build community and competition with core values of respect, determination, courage, equality, and cooperation.
- A focus on cooperative learning, reflection time, and ensuring teaching is balanced across different skills.
- Emphasis on literacy including subject-specific vocabulary, command words, and metacognitive language.
- A session to collect information about students' barriers to learning from all staff to inform classroom strategies and seating plans.
Metacognition kda
This document discusses meta-cognition, or thinking about thinking. It consists of monitoring one's progress as they learn and adapting strategies if needed. The document provides examples of how to support meta-cognition through questioning students and scaffolding. Specific questioning strategies are divided into "meta-starters," "meta-main courses," and "meta-desserts." Students should review and reflect on their learning, evaluating successes, mistakes, and setting goals for future learning. Teachers can support meta-cognition by having students evaluate prior knowledge, discuss their thinking, keep records, plan their work, and evaluate their work.
T and l toolkit nov 15
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
T and l toolkit nov 15
This issue of the Lady Lumley's Teaching & Learning Journal provides strategies for differentiated questioning and seating arrangements to promote high-quality discussion. It also offers ideas for embedding learning, such as using hexagons to link concepts across topics. Suggestions are given for adapting activities like "Stolen Poetry" for different subjects by having students write responses and share phrases with each other. The journal encourages using higher-order questioning and provides exemplars to model this.
Mehr von bdavis2014 (9)
170706 challenge, deliberate practice, and interleaving ild
170706 challenge, deliberate practice, and interleaving ild
Stretch and challenge the high attaining students v2
Stretch and challenge the high attaining students v2