1 / 10

The Context in Wales

The Context in Wales. School effectiveness framework with emphasis on improved learning & wellbeing Focus on AfL Revised curriculum & assessment framework from 2008 Greater flexibility – less content Changes underpinned by non statutory skills framework Developing thinking

brede
Télécharger la présentation

The Context in Wales

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Context in Wales • School effectiveness framework with emphasis on improved learning & wellbeing • Focus on AfL • Revised curriculum & assessment framework from 2008 • Greater flexibility – less content • Changes underpinned by non statutory skills framework • Developing thinking • Developing communication • Developing ICT • Developing number

  2. The Whole Curriculum

  3. Developing thinking & Assessment for Learning • Overlapping principles: • Cognitive challenge, thinking about thinking, active engagement • Learning from mistakes, application & transfer of skills • Communication, collaboration, (questioning, adult/peer mediation) • Increased independence in learning

  4. Developing thinking – Plan, Develop, Reflect • Plan - questioning, using prior learning, gathering info, choosing strategy, knowing what’s expected • Develop - Ideas! Learning from the unexpected, seeking patterns, cause & effect, collecting evidence, making decisions, monitoring progress • Reflect – reviewing outcomes/method, evaluating learning, linking to new areas http://old.accac.org.uk/eng/content.php?mID=708 (E)

  5. Assessment for Learning • Questioning-understanding outcomes/success criteria • Feedback – to and from learners, knowing how they learn & how to improve • Self/peer assessment – range of strategies giving greater involvement in own learning • Celebrating achievement, increasing motivation

  6. What works for learners with SEN? • Wait time/time for thinking/space to make mistakes • Visual techniques for planning and feedback • Attention to language, questioning, review – in activity, with prompts, teacher modelling • Focus on children’s schemas, level of development • Specific teaching of techniques such as mind mapping/interactive & concrete mind maps • Increasing pupil flexibility • Putting skills at the fore when planning

  7. …and for learners with more complex needs? • Focus on learning process – Routes for Learning • Early development of memory • Consistent responses to stimuli • Anticipation • Cause & effect • Object permanence • Organising information, seeking patterns • Generalising • Expressing choice

  8. Pedagogy for ThinkingClassrooms Infusion across the curriculum Designing infusion lessons Making thinking explicit Using thinking diagrams Developing a thinking vocabulary Modelling thinking Time to think Teacher prompting Questioning Feedback Thinking aloud Scaffolding Reflecting Sustained dialogue Making connections Evaluating Thinking dispositions Beliefs about learning and thinking

  9. www.tlrp.org/pub/commentaries.html

  10. Assessing learning • Focus on characteristics of a learner’s achievements rather than on NC outcomes and level descriptions • Support learners to gain an understanding of specific learning goals and associated success criteria • Help learners to use these to develop self and peer assessment . • Include and value wider goals – personal, social, emotional, participation • Use many/varied sources of information

More Related