Planning the PDA

1. Planning the PDA by Fiona Cregan EPD Teacher 2005 - 2007 Tuesday 16th October 2007

2. Moving from Induction to EPD • The Inductionprogramme is designed to introduce the beginning teacher to the breadth of school life. • The ActionPlan is used to highlight a broadareafordevelopment. Example: SEN, providing appropriate support • The teacher-tutor gives the beginning teacher a lotofdirection.

3. The aim of EPD EPD should: • Supporttheteacher and remainmanageable. • Focus on the specificprofessionaldevelopmentneedsof the individualteacher within the contextof her/his school. • Allow the beginning teacher to demonstrate greater self-direction and to select a focus that is of personal interest.

4. Guidelines for the PDA • The PDA should be meaningful, useful and beneficial to teaching and learning. • It should have a narrowerfocus than the Induction Action Plan. • It should bear reflectionon previous practice, inc. issues raised in the summativereport on induction. • You should plan a focusthat will enhance pupillearning. • You should highlight a purpose that is of personalinterestandprofessional use.

5. Phase Topic Focus of PDA Purpose of PDA Background Information PDA Outline Focus of PDA What you expect your pupil(s) to achieve as a result of your teaching: Purpose of PDA How do you expect to develop as a teacher, as a result of reflecting on your own practice?

6. Establishing the Focus • Establish the focus: Focus of PDA What you expect your pupil(s) to achieve as a result of your teaching: This is an important process. Taketime to establish a focus that you are comfortable with and that you think is worthwhile.

7. Start by asking questions... • Which class could benefit from focused work? • What issues could you seek to address? • What skills, competences and attitudes might students need to develop? • How can I promote students’ involvement in their own learning?

8. Class, Pupil(s) or Group(s) of Pupils For the PDA, you will be asked to: Make a factual note of the pupil(s) or group(s) of pupils within the class(es) with whom you intend to carry out this PDA. For the purpose of Data Protection, do not identify individuals by name.

9. Selecting a target group Which class could benefit from focused work? Example: An exam class – A-level? GCSE? KS3? SEN students? Your form class? • Be realistic! • Choose a class that you have a good relationship with, or students who are challenging but who you have been able to work well with. • Remember: You will be observed teaching them.

10. What issues could you seek to address? • Poor student motivation, for example, following KS3 examinations towards the end of Year 10. • Lack of awareness about KS3, GCSE, AS/A2 examination requirements, mark scheme etc. • Students’ poor understanding of or lack of interest in a specific module. • Poor social skills, lack of experience of working in a small group. • Poor oral language skills, few opportunities for oral presentation. • Low self-esteem, self-confidence.

11. Following this reflective process...I decided to tailor my PDA: to the needs of my Year 10 students’ in the last term of Year 10, at the end of the KS3 curriculum in order to facilitate the development of: Their ThinkingSkillsandPersonalCapabilities: -Managinginformation, Decision-making, Problem- solving and Being Creative -Self-Management skills: abilities to “evaluate strengths and weaknesses, set goals and targets, manage and regulate self” -WorkingwithOthers My Chosen Focus and Target Group

12. Defining the Focus of my PDA My objectives were to: • Promote my students’ motivation for learning and positivebehaviour following the KS3 examinations • Develop oral language skills, facilitating transition from KS3 to KS4 GCSE Speaking and Listening requirements • Develop extended writing skills • Promote my students’ involvement in their own learning – self-assessment andpeer-assessment;evaluation of active Learning strategies, suggesting improvements • Foster my students’ social competence, emotional intelligence, self-esteemandself-confidence

13. The reasons for my choice Using a log of significant incidents, I had noted: • My students' lackofmotivationin English, following the completion of the KS3 examinations and noting their awareness that there was no other assessedcomponent. • That the focus on the Reading and Writing requirements of the KS3 examination had skewed the curriculum at KS3. Students needed opportunities to develop their orallanguageskills, working in groups and in a formal manner delivering individual presentations.

14. The reasons for my choice Using a log of significant incidents, I had noted: • The effectiveness of the Active Learning Strategies to promote students’ Thinking Skills and Personal Capabilities at a PMB whole-school classroom teaching training course at Ulidia RC • That students in my Year 10 class needed opportunities to develop social andemotional competences • Useful research on the development of students’ emotional intelligence e.g.: Daniel Goleman’s writing on emotional intelligence.

15. What skills, competences and attitudes do your students need to develop? Consider: • Your own observations of students. • Subject requirements. • The Departmental Development Plan-highlight departmental targets that the PDA will relate to. • YourHead of Departmentandteacher-tutor’s advice. • The Revised Curriculum requirements. • The School Development Plan- highlight whole-school targets that the PDA will relate to.

16. In my case, I wanted my students to develop: Thinking, Problem-Solving and Decision-Making Skills Thinking Skills Managing Information BeingCreative & Personal Capabilities Working with Others Self-Management

17. Thinking, Problem-Solving • and Decision-Making Skills • distinguishing fact from opinion • making links between cause and effect • generating possible solutions • justifying methods and conclusions • Managing Information • asking questions • breaking down a task • evaluating information Thinking Skills • BeingCreative • seeking out questions to explore • experimenting with • ideas, e.g. green hat & Personal Capabilities • Working with Others • listening • sharing opinions • respecting others’ views • collaboration, negotiation • Self-Management • evaluating strengths and • weaknesses • setting targets • managing self, e.g. time

18. Managing Information Learning intentions I wanted my students to develop their skills in: • asking focused questions. 5 • planning and setting goals, break tasks into sub-tasks. 5 • Using their own and other’s ideas to locate sources of information. 5 • selecting, classifying, comparing and evaluating information. 5 • selecting most appropriate method(s) for a task. 5 • using a range of methods for collating, recording and representing information. 5 • communicating with a sense of audience and purpose. 5

19. Thinking, Problem Solving, Decision Making • Learning intentions • I wanted my students to be able to: • sequence, order, classify, make comparisons. 5 • make predictions, examine evidence, distinguish fact from opinion. 5 • make links between cause and effect. 5 • justify methods, opinions and conclusions. 5 • generate possible solutions, try out alternative approaches, evaluate outcomes. 5 • examine options, weigh up pros and cons. 5 • use different types of questions. 5 • make connections between learning in different contexts. 5

20. Self Management Learning intentions I wanted my students to be able to: • be aware of personal strengths, limitations and interests 5 • set personal targets and review them 5 • manage behaviour in a range of situations 5 • organise and plan how to go about a task 5 • focus, sustain attention and persist with tasks. 5 • review learning and some aspect that might be improved 5 • learn ways to manage own time. 5 • seek advice when necessary. 5 • compare own approach with others and in different contexts 5

21. Being Creative Learning intentions I wanted my students to be able to: • seek out questions to explore and problems to solve 5 • experiment with ideas and questions 5 • make new connections between ideas/information. 5 • learn from and value other people’s ideas 5 • make ideas real by experimenting with different designs, actions, outcomes. 5 • challenge the routine method. 5 • value the unexpected or surprising 5 • see opportunities in mistakes and failures 5 • take risks for learning 5

22. Working with Others Learning intentions I wanted my students to be able to: • listen actively and share opinions 5 • develop routines of turn-taking, sharing and cooperating. 5 • give and respond to feedback 5 • understand how actions and words effect others 5 • adapt behaviour and language to suit different people and situations 5 • take personal responsibility for work with others and evaluate own contribution to the group. 5 • be fair. 5 • respect the views and opinions of others, reaching agreements using negotiation and compromise. 5 • suggest ways of improving their approach to 5 • working collaboratively 5

23. How could I promote my students’ involvement in their own learning? • Adhere to principles informing AssessmentforLearning: • Share learningintentions with students • Share successcriteria for tasks • Provide opportunities for self-assessment • Provide opportunities for peer-assessment • Provide opportunities forstudents to evaluate teaching strategies. • Record oral presentations (e.g. camcorder) and invite students to evaluate their presentation skills.

24. How could I promote Assessment for Learning • I gave each student a handout of the TS &PCframework – naming the five strands and the specific skills and capabilities. • I provided students with the learningintentions for each task so that students could self-monitor their progress. • I highlighted that students would self-assess their performance and that a member of the group would peer-assesstheir performance at the end of each task.   

25. Task:  In a group, explore Buddy’s problem and investigate possible solutions This task will develop the following thinking skills and personal capabilities: • ManagingInformation • I will be able to... • Self-assessmentPeer-assessment • ask focused questions 5 5 • plan and set goals and break tasks into sub-tasks5 5 • use own and others ideas to locate sources of information 5 5 • Score:  5 5 /3 • Thinking, Problem Solving, Decision Making • I will be able to... • examine evidence, distinguish fact from opinion5 5 • make links between cause and effect 5 5 • generate possible solutions, try out alternative approaches,5 5 • evaluate outcomes • justify methods, opinions and conclusions         5 5 • Score:  5 5/4

26. Working with Others • I will be able to... • listen actively and share opinions5 5 • develop routines of taking turns, sharing and co-operating5 5 • give and respond to feedback 5 5 • respect the views and opinions of others, reaching 5 5 agreements using negotiation and compromise        • Score:  5 5/4 • Total:55/11 Self-assessment:(Focus on one learning intention) Strength: ________________________________________________________________________ Weak area: ________________________________________________________________________ Peer-assessment:(Focus on one learning intention) Strength: ________________________________________________________________________ Weak area: ________________________________________________________________________ Students can achieve a Merit (3-9/11) or Distinction (10-11/11) for the task.

27. Purpose of the PDA This section should outline the beginning teacher’s own opinion of his/her professionalneedsand objectives that are of personalinterest. Take time to consider worthwhile goals. Purpose of the PDA How do you expect to develop as a teacher, as a result of reflecting on your own practice and which competences do you expect to develop?

28. Start by asking questions... Whatareasforcontinuingprofessionaldevelopment were raised in the summative report on induction? What do you feel are your professional needsandinterests? How could revised curriculum initiatives be incorporated into your practice? What teaching strategies would like to develop competence in? What would you be enthusiastic about? Have staff development courses raised anything of interest to you?

29. Teachers' Competences RELATED COMPETENCES This relates to the following competences referred to in section 2:1 'Teachers' Competences and Core Criteria' in The Teacher Education Partnership Handbook, DENI. Source: http://www.deni.gov.uk/teacher_education_partnership_handbook-3.pdf

30. Choose 6 competences, from the following headings • Focus on no more than sixcompetences in total. • Enter the competences under the appropriate heading 1. Understanding of the Curriculum, and Professional Knowledge 2. Subject Knowledge and Subject Application 3. Teaching Strategies and Techniques, and Classroom Management 4. Assessment and Recording of Pupils’ Progress 5. Foundation for Further Professional Development

31. Purpose of the PDA Examples: I hope to: develop competence in usingICTto teach my subject implement the requirements of the RevisedCurriculum in and through subject teaching, e.g. TS & PC develop greater skills in teaching SENstudents pilot innovativeteachingstrategies, for example, ActiveLearningStrategies. Youmustthenoutline a narrower focus -specificobjectives within the identified area.

32. Purpose of PDA v Curriculum initiatives Which new curriculum initiatives could be incorporated into your practice? September 2007 marks the official change-over to the Revised Curriculum. Connected Learning, Assessment for Learning, Thinking Skills and Personal Capabilities, Personal Development, and Learning for Life and Work are fundamental components of the revised curriculum.

33. Purpose of PDA v School Priorities For the PDA, you will be asked to refer to: School Priorities Reference priorities in the SchoolDevelopmentPlanwhich relate directly to teaching and learning in your classroom. Example: A planned objective of this PDA is to contribute to the Implementation of Thinking Skills and Personal Capabilities, as one of the areas of curriculum change identified in the revised curriculum

34. Purpose of PDA v Departmental Priorities For the PDA, you will be asked to refer to: Departmental or Key Stage PrioritiesReference priorities set out in your departmental or key stage development plans which relate directly to teaching and learning in your classroom. Implementation of ThinkingSkillsandPersonalCapabilities TS & PC will be developed in and through the AreasofLearning. Therefore, subject teachers, as facilitators, need to establish appropriate subjectcontent.In English, this might relate to identification of a character’s experience of a problem in a novel.

35. My chosen purpose in the context of DepartmentalPriorities • To develop a structured teaching programmeto support teachers in the English Department to deliver Thinking Skills and Personal Capabilitiesinand through English subject teaching.  Implementation of Active Learning strategies • To pilot Active Learning strategies - the Six Thinking Hats and Jigsawing approaches to problem-solving.

36. As a result of this PDA, I wanted to: develop my awareness of the ThinkingSkillsandPersonalCapabilities framework act on CCEAcurriculumguidance on infusion, to establish problem-solvingcontexts drawn from the novel, and to develop a series of lessons and resources that will facilitate the parallel development of knowledge, understanding and skills in English and TS & PC. pilot ActiveLearningStrategies, focusing on thought showers, the SixThinkingHats problem-solving approach and Jigsawing, and to investigate students’ responses to these learning strategies. Refining the purpose of the PDA

37. use Active Learning Strategies to address the decline in student motivation for learning, and to promote positive learning behaviours.  use student evaluations of the teaching programme and the specific Active Learning Strategies to reflect on my own practice and to plan for future implementation. build confidence in delivering curriculum initiatives, in sharing my experience of a developing and implementing an innovative teaching programme with members of the English department and in delivering presentations to members of staff, to disseminate good practice.

38. Which teaching strategies would be useful? Example:Active Learning Strategies “Learners need to be thoroughlyengagedwiththeirownlearning and given opportunities to practicetheirskills, reflectontheir achievements and to recognise their strengths and weaknesses,” and to have “opportunities for collaboration and dialogueabout learning.”  Focus on selected teaching strategies, for example, thoughtshowers, the SixThinkingHats problem- solving approach and Jigsawing. http://www.nicurriculum.org.uk/docs/key_stage_3/ks3_stat_supplementary_3004.pdf

39. Thought Showers fear ‘Thought showers’ refers to the traditional ‘brainstorming’ technique and is used at the beginning of a lesson to generate students’ ideas.  The objective is to generate as wide a range of students’ ideas as possible, inviting all students to participate, before filtering ideas.  The facilitator will record students’ ideas on the blackboard.

40. Six Thinking Hats problem-solving approach • Edward de Bono invented the Six Thinking Hats as a framework for thinking.  It is a problem-solving approach that encourages students to reflect on their thinking and to recognise that different modes of thinking are required in different situations. • White hat thinking identifies the facts and details of a topic • Red hat thinking looks at a topic from the point of view of emotions and feelings • Black hat thinking examines the problems associated with a topic • Yellow hat thinking focuses on the positive aspects of a topic • Green hat thinking requires creativeness, imagination and unfettered thinking about a topic • Blue hat thinking focuses on reflection, metacognition (thinking about the thinking that is required), and the need to understand the bigpicture.

41. Jigsawing The facilitator creates a largejigsaw – each of the 4 pieces will be A3 size and the pieces should fit together when fixed to the blackboard, to emphasise that the learning is connected to a central question. The facilitator writes a question or challenge on each of the pieces.  The resources have a strong visual effect – connecting the jigsaw pieces at the end of the lesson emphasises that the leaning is connected. This approach provides opportunities for students to evaluatethe previous group's responses. 

42. Engaging students Plan how best to engage students in the lessons: • Explain the focus of the work to students. • Explain clearly to students what is required of them. Take time to establish a secure foundation in lessons prior to the observed lesson. • CCEA advocate the Launch-Activity-Debrief lesson model. • Highlight the significance of the work – its relevance, high standards, clear instructions. • Establish levels/grades and rewards. Example: Certificates - Merit and Distinction • Nurture a sense of achievement • Inform parents, e.g. parental letter

43. Roles within the group The learning experiences are intended to promote student participation and one student in each group will fulfil the role of scribe,chairperson, and spokesperson. These individuals must fulfil certain responsibilities in order to fulfil the requirements of the task: • the scribewill record the group’s ideas, • the chairperson will manage the group, for example, time management, fair opportunities for participation; • the spokesperson will be responsible for writing and presenting the spokesperson’s report, evaluating the group’s responses to the whole class. These roles will be rotated during the programme to ensure that each student gains experience of fulfilling each role at least once.

44. The spokesperson’s role The spokesperson must fulfil additional responsibilities following the group task. She is responsible for reading and collating each group member’s responses to the evaluation of the task and writing the spokesperson’s report. The spokespersonalsopresentsthe reportto the whole class.This role provides opportunities for students to develop oral presentation skillsandself-confidence. Students will have opportunities to develop independentwriting skills in writing the spokesperson’s report.

45. Reflection 5 To what extent do you feel you have developed in relation to the stated related competences?

46. Background Reading For Section 5 of the PDA, Reflection on My Practice, you will be asked: How did the background information challenge and extend your thinking about teaching and learning?

47. Background Reading Possible sources: • ‘Thinking Skills and Personal Capabilities for Key Stage 3’ http://www.nicurriculum.org.uk/docs/skills_and_capabilities/training/TSPC-Guidance-KS3.pdf • Planning Presentation http://www.nicurriculum.org.uk/key_stage_3/index.asp • The Statutory Curriculum at Key Stage 3: Supplementary Guidance http://www.nicurriculum.org.uk/docs/key_stage_3/ks3_stat_supplementary_3004.pdf

48. Background Reading The Revised Curriculum minimum content objectives: • http://www.nicurriculum.org.uk/docs/key_stage_3/ks3_stat_supplementary_3004.pdf The ACTS (Activating Children’s Thinking Skills) project: http://www.rewardinglearning.com/development/docs/termtalk/termtal k_article.pdf Personal Development, one of the strands of  Learning for Life and Work (LLW) identified in the revised curriculum at KS3: http://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/ guidance/ks4_personal_development_guidance_16407.pdf

49. Background Reading EmotionalIntelligence: Why it can Matter More than IQ (Daniel Goleman, 1998) “The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships."

50. What does Active Learning mean? “… team work, working together as friends and sharing all our ideas…thinking and listening.” - C R, Pupil 1 “…working in a group and discussing things.” - J J, Pupil 2 “People in a group who listen to each others’ opinions. It is fun and interesting.” - R C, Pupil 4 “…fun group work!” - C M, Pupil 3