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“Ask me my three main priorities for
government, and I will tell you; education,
education and education” – Tony Blair
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When you get feedback in your sketch
book or booklet then you NEED to
write a response!
• Read your feedback carefully and...
 =
 =
 =
Confident - I’m finding it easy!
Close - I sort of understand it.
Clueless - It’s too difficult!
I don’t know ...
YOU CAN DO
NOTHING TO
CHANGE YOUR
TALENT OR
INTELLIGENE
YOU CAN
CHANGE YOUR
INTELLIGENCE
OR TALENT
THROUGH
EFFORT
FIXED
MI...
FIXED
MINDSET
GROWTH
MINDSET
A desire to LOOK smart A desire to LEARN
Avoids challenge Embraces challenge
Gives up easily ...
Can you think of a student at AG
who is a FIXED Mindset and why
are they?
Can you think of a student at AG
who is a GROWTH...
• Challenge; Because this is the way to ensure that
expectations are high and learners are working to
make progress in the...
Low
challenge
Low
Stress
Limited
thinking
Limited
learning
High
challenge
Low
Stress
Thinking
required
Effective
learning
...
1. Select a topic area within your subject/theme
2. Write numbers 1 – 6 down a page
3. Place your topic at no. 6
4. Get fr...
Developing Great Teaching:
• Long term focus to CPD
• Step away for ‘one size fits all’
• Subject Knowledge & subject spec...
A Layered approach to CPD
BLANKET
Important developmental work that all teachers need to be
involved in that aligns with w...
TLC Groups 2015/16
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6
Monday 1 Monday 2 Monday 4 Monday 7 Thursday 1 Thursday...
• Is confident in the content to be taught
• Is confident in how the content taught will be assessed
• Knows the existing ...
o Teaching & Learning Communities – (x10 year)
o GROW Coaching
o Teaching & Learning Briefings – Fortnightly
o Teaching & ...
Discuss why Quality Assurance is
split into Achievement, Teaching
& Behaviour?
What would each QA be made up
of and look l...
o AP data
o Baseline tests
o Progress Board Exams
o Faculty Reviews
o ML & SLT Student RAG &
Data Reports
o Lesson Observations
o Learning Walks
o Work Scrutinies
o Faculty Reviews
o Student Voice
o P9 drop ins
o Work scrutiny
o Consequences analysis
o Student voice
o Learning walks
• 16 words
• 8 words
• 4 words
• 2 words
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
Teaching & Learning @ Alfreton Grange 2015/16
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Teaching & Learning @ Alfreton Grange 2015/16

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Jim Smith's presentation about T&L for 2015/16

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Teaching & Learning @ Alfreton Grange 2015/16

  1. 1. “Ask me my three main priorities for government, and I will tell you; education, education and education” – Tony Blair
  2. 2. Text box
  3. 3. Text box Text box Text box Text box
  4. 4. Text box Text box
  5. 5. When you get feedback in your sketch book or booklet then you NEED to write a response! • Read your feedback carefully and think about how you can apply these steps. • Respond thoughtfully to any questions your teacher has asked. USE A GREEN PEN • If your teacher has set a task complete it to the best of your ability. USE A GREEN PEN • Let your teacher know how you found the task and write down any questions you have. USE A GREEN PEN Make your work outstanding Dedicated Improvement & Reflection Time
  6. 6.  =  =  = Confident - I’m finding it easy! Close - I sort of understand it. Clueless - It’s too difficult! I don’t know what I’m doing.
  7. 7. YOU CAN DO NOTHING TO CHANGE YOUR TALENT OR INTELLIGENE YOU CAN CHANGE YOUR INTELLIGENCE OR TALENT THROUGH EFFORT FIXED MINDSET GROWTH MINDSET
  8. 8. FIXED MINDSET GROWTH MINDSET A desire to LOOK smart A desire to LEARN Avoids challenge Embraces challenge Gives up easily when faced with an obstacle Persists when faced with an obstacle Views effort as pointless and a sign of weakness Views effort as an admirable quality that results in success Threatened by others’ success Inspired by others’ success Gets defensive when criticised Learns from criticism DOES NOT REACH FULL POTENTIAL REACHES HIGH LEVELS OF ACHIEVEMENT
  9. 9. Can you think of a student at AG who is a FIXED Mindset and why are they? Can you think of a student at AG who is a GROWTH Mindset and why are they? And
  10. 10. • Challenge; Because this is the way to ensure that expectations are high and learners are working to make progress in their learning • Collaboration; Because students should be talking more than teaches and working together to achieve the ‘brilliant outcomes.’ • Choice; Engages the learners and make them feel committed to the task
  11. 11. Low challenge Low Stress Limited thinking Limited learning High challenge Low Stress Thinking required Effective learning Very high challenge High Stress Cognitive overload Limited learning
  12. 12. 1. Select a topic area within your subject/theme 2. Write numbers 1 – 6 down a page 3. Place your topic at no. 6 4. Get from the stimulus (Clip/picture/word/number) to your chosen topic in NO MORE AND NO FEWER THAN 6 STEPS 5. Focus on the explanation of how each of these steps is taken 6. Add more degrees or steps to increase the challenge or develop the exercise into a collaborative thinking activity 7. Add deliberate milestones that you ask learners to get to along their journey 8. Close down the activity by selecting a destination FOR learners if you want them to focus in on a particular theme or topic
  13. 13. Developing Great Teaching: • Long term focus to CPD • Step away for ‘one size fits all’ • Subject Knowledge & subject specific pedagogy • Discussion & Action • Input for providers should give a diverse perspective • Peer learning & collaboration • Culture Change
  14. 14. A Layered approach to CPD BLANKET Important developmental work that all teachers need to be involved in that aligns with whole school priorities Delivered through: TLCs, INSET days, factulty meetings & PM. BESPOKE A range of developmental activities that teachers can opt into with a view to personalising their CPD and allowing them to following needs and interest Delivered through: coaching, action research, peer obs, school visits etc. DIRECTED When staff are underperforming they are directed to engage in specific developmental/support work Delivered through: Mentoring & coaching.
  15. 15. TLC Groups 2015/16 Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Monday 1 Monday 2 Monday 4 Monday 7 Thursday 1 Thursday 7 Rhianna Jarvis Hannah Bacon Rachel Brown Jim Smith Emma Howard Penny Cowell Andy Covell David Fugill Chris Smith Daniel Fleet Bernard Brankin Liz Worthy Chris Ruddy James Hart Graeme Smith Debbie McGory Chris Hill Lucy Speed Karina Gogna Jane Johnson Graham Whittaker Nathan Oxford Emma Hallam Mike Douglas Nick Critchley Louise Hallett John Clarke Stephane Clerc Georgina Panton Stella Adani Robert Calderbank Martin Boyle Rob Walker Claire Clark
  16. 16. • Is confident in the content to be taught • Is confident in how the content taught will be assessed • Knows the existing and target Performance Levels of all individuals within the class • Knows which students have special or particular needs • Knows or has accessed the reading ages of the class • Has adapted or differentiated the lesson to suit needs of all in the class • Has a lesson plan in some form and has prepared in advance of the lesson Engages the class from the outset • Accesses what class already knows or can do • Shares the learning outcomes and refers to them throughout • Provides or directs to key information • Asks compelling questions • Invites contributions and ideas • Checks for understanding • Provides specific feedback to improve • Reviews progress regularly
  17. 17. o Teaching & Learning Communities – (x10 year) o GROW Coaching o Teaching & Learning Briefings – Fortnightly o Teaching & Learning Library o Torch Teaching Alliance o Progress Board Meetings and CPD o MPQSL/SPQSL o Subject Meetings o Evidence of Success Website o Observing other colleagues o Visiting other schools o Department/subject CPD – via SMART Plan o Exam board training o Research Rich Schools
  18. 18. Discuss why Quality Assurance is split into Achievement, Teaching & Behaviour? What would each QA be made up of and look like? And
  19. 19. o AP data o Baseline tests o Progress Board Exams o Faculty Reviews o ML & SLT Student RAG & Data Reports
  20. 20. o Lesson Observations o Learning Walks o Work Scrutinies o Faculty Reviews o Student Voice
  21. 21. o P9 drop ins o Work scrutiny o Consequences analysis o Student voice o Learning walks
  22. 22. • 16 words • 8 words • 4 words • 2 words

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