Raising Performance

Raising Performance

Teacher (s) Pupils Parents

Raising Performance • Differentiation • Long term planning • Student Input • Teacher Input • Parents / Guardians • Short term planning • Practical ideas & questions

Position Statement‘Differentiation is an entitlement, not a teaching strategy.’When I was at school, the teacher stood at the front of the class and taught. Learning was an optional extra. By contrast, the latest Ofsted observation framework for teaching and learning downsizes the role of teaching, and emphasises rather the pupils’ learning – their response, progress and achievement. One of the key lesson-components evaluated – a ‘process’ element within that learning – is ‘differentiation’. In a world where all pupils’ learning is being assessed, and the teacher’s ability to get all pupils to learn is being evaluated, teachers are obliged to make sure that EVERY pupil learns as much as possible.

Differentiation is the right of each pupil to be taught in a way specifically tailored to their individual learning needs. The process of differentiation, consequently, is the adjustment of the teaching process to meet the differing learning needs of the pupils, and it involves every teacher having sufficient appropriate knowledge of the pupils, PLUS the ability to plan and deliver suitable lessons effectively, so as to help all pupils individually to maximise their learning, whatever their individual situation.

Differentiation is the right of each pupil to be taught in a way specifically tailored to their individual learning needs. The process of differentiation, consequently, is the adjustment of the teaching process to meet the differing learning needs of the pupils, and it involves every teacher having sufficient appropriate knowledge of the pupils, PLUS the ability to plan and deliver suitable lessons effectively, so as to help all pupils individually to maximise their learning, whatever their individual situation. J.D.Clare

Differentiation is NOT:a) Writing 30 different lesson plans.b ) Saying that differentiation is not necessary because the pupils are setted.c) Teaching at a slow pace so that everyone can keep up.d) Abandoning whole-class teaching, setting a task, and then letting pupils/groups work at their own pace through a worksheet.e) Expecting some students to do better than others and calling it ‘differentiation by outcome’.f) Humiliating the slow learners by drawing attention to their limitations.g) Allowing less able learners to copy or draw.h) Making more advanced learners do extension assignments after completing their "regular" work ("regular work, plus" inevitably seems punitive to pupils).

Teaching cannot be good without differentiation. All good teachers differentiate – even if they only do so intuitively.And a modern teacher should consciously differentiate every lesson. Since all pupils are different – there will NEVER be a lesson where the teacher will not have to make adjustments to differentiate the lesson to meet individual pupil’s individual needs.

Her explanations for achieving an A* • Because I enjoyed History, which made it easier to want to do well and excel in the subject. • I made a point to read teachers comments and helpful hints that were written on my essays. • During the exam and even for all my essay questions I always re read the question between each paragraph which helped me stay focused and on task and also helped me directly answer the question more. • I paid attention and did all the work from the beginning of the 2 year GCSE course as opposed to some of my classmates who only started paying attention at some point in year 11. • Because I had an enthusiastic teacher, who enjoyed the subject and made it fun.

My explanations about why she got an A* • Because she was a committed student. • Because she did all of her homework. • Because she was enthusiastic and asked lots of questions. • Because she wanted to do well. • Because she has a good work ethic. • Because she did extra work and assessments. • Because she paid attention to my comments.

You as an individual1.Consistent2.Approachable3.Be aware of your predictability4.Hold the moral high ground5.’Bend in the breeze’

You as a representative of your subject and profession1.Do you plan strategically to achieve the highest of grades?2.Be relevant to them – Children think in the now (World Cup, TV news, popular culture) through Plts, ‘where can you use today’s ideas and skills’. We are educating kids for jobs that do not yet exist. Take an anachronism and through content or skill make it relevant 2.Be aware of the generational differences and norms that divide us - Not being anachronistic3.Be aware of your teaching and learning preferences – get out of your ‘comfort zone’4.Make your lesson unpredictable but not threatening – mix up lessons and styles of teaching. Put variety & continuity at the heart of your SoL

Child Centred1.‘He is behaving childishly’ – he is a child! Don’t be so unreasonable, especially as we age and the generational gulf widens. We are not just responsible for sharing knowledge we are responsible for developing them as citizens2.I challenge you to praise more than you sanction3. Is your lesson worthy of their interest / achievement/ behaviour?4.Change the purpose from ‘How intelligent are you?’ to ‘How are you intelligent’5.Boys like competition and physical learning6.They all like humour

Raising Performance • Nurture • Talk Long Term & Relevance • Be Aspirational - a B at GCSE = A Levels • Relevance / Short Term Transparency / Long Term Transparency • Do you consciously plan to over achieve? • Who are your achievers? Do they know? Do they know why they are successful? • Who are your underachievers? Do they know? Do they know why they are not as successful? • How do your students best learn? – Impacts on Teaching & Revision • What does ‘Outstanding’ look like in your subject? • Who are your exam markers? • Which Departments city-wide do deliver? • Maximising Coursework Opportunities • Effective use of Data – Do interact with your data? - Competition

Raising Performance • Strategic setting of students • Intervention • Skills based lessons are essential, as opposed to continuous emphasis on content • Design rules for skills • Practice makes perfect – Planned HW programme • Repetition • Communication • Plan your Assessments • Reflect on all Assessments and make them purposeful • AFL - Detailed, target driven feedback on important pieces of work (once a month) • Modelling – so they get to recognise good and bad work • Celebrate EFFORT more than OUTCOME • Nurture

Raising Performance

Raising Performance

Presentation Transcript

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Raising Attendance , Raising Chances !

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Heifer Raising

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PIG RAISING

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Concrete raising

Raising Academic Performance for Students in the Middle

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