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User notes This PowerPoint includes a video clip which can be accessed via the internet. Alternatively, you can find the video clip on the TfEL DVD. Select ‘Using TfEL through Domains’ and then ‘Personalise and connect learning’ (Domain 4). Select from the new screen ‘Apply & assess learning in authentic contexts’. From the ‘Making meaning’ menu, under ‘Assessment for learning’, select the second item, also called ‘Assessment for learning’. This will open the video clip. You will also need to find and print off the following resources, which you will find in the‘Print materials’ folder attached to this PowerPoint: • Give one get one • SA TfEL Framework chart • TfEL justice alerts • Assessment for learning • Problem of the day • Quick ways into TfEL • Prisoners puzzle • Teacher expectations • School numeracy audit • Big Ideas in number • In addition you will need: • For each participant a copy of the SA TfEL Framework guide • Different coloured sticky dots
Key messagesThe ‘through lines’ in the TfEL Framework that characteriseeffective teaching and learning 2. Drilling down into TfEL An in-depth understanding of one or more TfEL elements 3. Examples of ways into TfEL ● An appreciative lens ●A connection ● Using ‘Quick ways into TfEL’ ● A diagnostic lens Overview 60 mins 120 mins 60 mins 120 mins
Go to Page 9 in the SA TfEL Framework guide Each person reads the TfEL key messages Find a nearby partner to talk over new ideas and make sense of the information Each pair shares a response with the whole group Process – TfEL key messages
TfEL Key Messages Teaching is a highly intentional act Achievement of learning outcomes AND learning how to learn are our twin goals Build on learner’s strengths High expectations, with appropriate support make the difference
Reciprocal teaching process (expert jigsaw) Process – Drilling down into TfEL • Groups of three – identify an element for each group in a TfEL domain • Select one page per person (not including the notes page) • Read for meaning • Brainstorm keywords individually • Share brainstormed list with the other two group members • Agree on the three big ideas for your element and develop your own shared definition of the element • Make a link from the big ideas to your own work i.e. “In my practice this means…”
Process – Drilling down into TfEL 3.1 3.4 PART 1 3.2 3.3
3.1 3.4 3.4 3.4 3.4 3.2 3.2 3.2 3.2 3.1 3.1 3.1 3.1 3.3 3.3 3.3 3.3 Process – Drilling down into TfEL 3.4 PART 2 3.3 3.2
Process – Drilling down into TfEL How did the reciprocal teaching process help us to make meaning? In what ways? How could we use this process in our teaching with the young people we work with? Connecting the learning
Drilling down into TfEL Having a shared language and common meaning about what we do helps us develop our practice
Four ways into TfEL 1. An appreciative lens 1a Give one – get one 1b Hot dots 1c Where does our collective strength lie? 2. A connection 2a The TfEL sieve 2b A site priority – assessment 2c Enriching current practices 3. Using the ‘Quick ways into TfEL’ 3a Activity – Prisoners puzzle 3b TfEL tan panels 3c Quotes for professional learning 4. A diagnostic lens 4a Teacher expectations 4b School numeracy audit 4c Big ideas in number diagnostic tools
Process – An appreciative lens 1a Give one – get one • Fill in a current practice in • one section of each domain • Walk, talk and share. • Share and receive an idea from each • other until the grid is completed • As a whole group share • one idea you would like to try
Process – An appreciative lens 1b Hot dots • Place purple dots on • elements of TfEL you feel are your strengths • Place one or two greendots on elements you seeas a personal growth area
Process – An appreciative lens 1c Where does our collective strength lie? • As a site: • Place purple dots on • justice alerts we think • we are doing well • Place one or two green • green dots on one/s we • could focus on next • Which one shall we • choose to focus on • next?
Using TfEL learning principles to guide what we do through the sieve process… A connection • Reviewing a site practice/priority • Using it as part of a Professional Learning Community – discuss a practice which has raised questions. • Enriching current practices • Designing learning to achieve intended learning outcomes
Contextualising to your site Image from http://www.wordle.net/create
Process – A connection 2a The TfEL sieve • Choose a practice we want to review. • Divide into 3 groups: • – Group 1: Domain 2 • – Group 2: Domain 3 • – Group 3: Domain 4 • Look at the indicators in Appendix A under each elementin the domain which provides a reason for WHY we do this. • Is this what we really do? • What can we do to enrich this practice? NOTE: After each part of this process each group shares back with the whole group
A connection Element 4.3: Apply and assess learningin authentic contexts Using TfEL through Domains: Element 4.3 4_3M5a Module 1 – Assessment for learning
Process – A connection 2b A site priority – assessment • Watch the Dylan Wiliam video: • Assessment for learning • http://www.journeytoexcellence.org.uk/videos/expertspeakers/assessmentforlearningdylanwiliam.asp • In pairs discuss the questions from • the resource: 4 Assessment for learning • Share back to the whole group: • – an insight • – any questions the video raises • – where to next?
A connection Perspectives – Numeracy Problem of the day
Process – A connection 2c Enriching current practices • Read ‘Problem of the Day’ • In small groups discuss this question: • What impact will problems of the day have in engaging • and challenging our students? • Each group to share back with whole group • In groups share: • current ideas/practices of problems which engage and • challenge our students
Process – Quick ways into TfEL 3a Activity – Prisoners puzzle • Individually or in small groups work out the answer to this problem • Reflect on how you worked out the problem • Share all the different strategies used and reflect on: • Did I persist? • What insights did I gain about learning? • Read about the class who tried this problem in the SA TfEL Framework guide on Page 46 • Discuss
Process – Quick ways into TfEL 3b TfEL tan panels • Choose an element to focus on • Read the tan panels for that element • Discuss with a partner an idea you would like to try out in class • Commit to trying it in the next week
Process – Quick ways into TfEL 3c Quotes for professional learning • Look in the SA TfELFramework guide and look at the quotes in an element or domain • Share with a partner your favourite quote and why • Share personal educational quotes and what impact, if any, they have made on your teaching and learningpractices The role of the educatoris not to put knowledge where knowledge does not exist but rather to lead the mind’s eye that it might see for itself. Plato
Process – A diagnostic lens 4a Teacher expectations • Read the article ‘Teacher expectations play a key role’ • In pairs discuss the article and share: • What resonates with you? • What niggles you? • What further questions you have? • Share back with the whole group The role of the educator is not to put knowledge where knowledge does not exist but rather to lead the mind’s eye that it might see for itself Plato
A diagnostic lens Perspectives – Numeracy Domain 1 School numeracy audit
Process – A diagnostic lens 4b School numeracy audit • Read the article ‘School numeracy audit’ • Share with a partner thoughts on the value of each • section of the audit: • School structures and processes • School culture • Pedagogy • Student attitude audit • Teacher attitude audit • Share with the whole group how it would help • our teaching and learning practices The role of the educator is not to put knowledge where knowledge does not exist but rather to lead the mind’s eye that it might see for itself Plato
A diagnostic lens Perspectives – Numeracy Domain 1 Big ideas in number diagnostic tools
Process – A diagnostic lens 4c Big ideas in number diagnostic tools • Read the article ‘Big ideas in number diagnostic tools’ • Discuss in small groups the purpose and use of these diagnostic tools The role of the educator is not to put knowledge where knowledge does not exist but rather to lead the mind’s eye that it might see for itself Plato
Examples ofways into TfEL An appreciative lens A connection Quick ways into TfEL A diagnostic lens
