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Re-thinking Learning. Twynham School 20 th June 2011. Where are we as a school?. C urrently an Outstanding School with high performance. However; we were graded ‘2’ for teaching and learning in 2006 Ofsted.
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Re-thinking Learning Twynham School 20th June 2011
Where are we as a school? • Currently an Outstanding School with high performance. • However; we were graded ‘2’ for teaching and learning in 2006 Ofsted. • The proportion of Good and Outstanding lessons has risen significantly since this time.
The impact of the National Agenda • Changes at KS3 with the removal of SATs now allow greater flexibility to prepare students for GCSE, A-level and beyond. • Do we need to distinguish between KS3 and KS4? • At the same time the school’s major pressure is the national examination system at KS4 and KS5. • Can the freedoms of Academy and other changes help us to rethink the model for effective learning within our school?
ATLs – do we need to think what we are saying? • There is little consistency within departments or across departments. • Over 50% of students in Year 7 are on an ‘A’ for ATL in some subjects – if you read the criteria… is this actually true? • If we are really going to focus on learning, then shouldn’t we be getting this right? • But to do so, we need to understand what we are expecting (in terms of students’ learning).
What about us? • Whilst we can’t influence the whole of our education system, there are a number of aspects which we can influence; such as: • Having a real focus on students’ learning’and focussing on what children need to ‘understand’. • Looking at howwe feedback to students. • Thinking about how we structure lessons and how we use group work and whole class work effectively. • Focussing CPD even more on classroom practice so that people can learn from one another. • Having a consistent, whole school approach to developing students’ literacy from Year 7 to Year 13.
What does this mean for us? • Extending learning – an example of a student’s work. • Thinking about what you have seen in the video, and reflecting on what you know about students’ learning: What does this mean for us (if anything) (a) In our subject area? (b) As a school?
ELT and LDG meetings • Over the last fortnight we have been looking at the idea of rethinking learning in these meetings. • This has involved two key questions: • What are the main features of outstanding learning? • What are the challenges we currently face in creating an environment of outstanding learning?
ELT and LDG- Features of outstanding learning • Successful, challenged and engaged students. • Enjoyment and passionate (from both the teachers and students.) • Buzz, intrinsic motivation and trust in lessons. • Enthusiasm, confidence and taking risks. • Talking about the subject – beyond the classroom • Transferable skills and students recognising them – apply elsewhere, real world.
ELT and LDG- Features of outstanding learning • Students generate questions and challenge themselves • Objectives and expectations exceeded • Depth of learning • Unpredictable learning
ELT and LDG- challenges we face • Exams and league tables and a pressure on staff with these groups • Post-16 – focused on the exam: Grades BUT….at Uni???? • KS2-KS3 How do we keep enthusiasm going? • Passion for learning and positive mind set? • Students need a basic skills set (eg. Literacy) for Year 7. • Routines….. but if too predictable?! • Engaging parents
ELT and LDGChallenges we face • Many students have lots, materially, so do they have a hunger? • Students personal lives • Time? Peer pressure not to learn for some? • Class sizes – eg: marking/feedback/moving students • Shared Groups • Modern World • Staff teaching with a variety of styles. • Initiatives – moving goal posts.
In Departments • Thinking about what we considered earlier, and reflecting on what the ELT and the LDGp have been discussing – • How do we move to a more ‘learning’ focussed approach to teaching in our department?
5 Key things • Summarise your discussion in to 5 Key Points which you will take away with you. • Please write them on the flip chart paper so we can collate them and share them
What makes a difference? • The Sutton Trust points to three key things which make a difference to children’s learning: • The teacher providing effective feedback to the learner about their progress. • ‘Meta-cognition strategies’ – teaching approaches which ‘make learners’ thinking about learning more explicit in the classroom’. • ‘Peer tutoring’ where ‘learners work in pairs or small groups to provide each other with explicit teaching support’.
