Newfield CPD introduction 2016

1. Think of a lesson you remember
from your school days…for good
reasons!
Talk to the people on your table about
it.

2. What is historically wrong
with CPD?
•Does not help students
•SLT lead, tick box exercise done
for Ofsted
•Overly theoretical
•Overly prescriptive
•Not done to fit with the school
calendar and often with
unnecessary paperwork

3. The Newfield Ethos for CPD
• Our programme is not for OFSTED, but
for our students (and teachers). For all
and not top down.
• All CPD should give staff resources and
strategies they can use in lessons.
• Braveness and courage should be
central when we try new pedagogy.
• Our programme should be centred
around high quality collaboration,
engaging sessions and built in
reflections.

4. We decided to have groups of 6 staff
with each member of staff looking into
a separate focus:
•Questioning
•Celebrating mistakes
•Scaffolding class discussion
•Making group work, work
•No passive learning here!
•Creating awe and wonder

5. • Introductory Session (08.11.16)
• A whole-staff session which plans the year and gives some activities to
trial. Focus areas agreed upon.
• Reading packs distributed (16.11.16)
• A small-group based briefing session to distribute research packs and
to discuss new staff room protocols.
• Reflection session (16.01.17)
• Staff to meet in their smaller groups to discuss how their progress is
going. Help each other evaluate progress.
• Discover sessions
• An opportunity to see other teachers and steal good ideas!
• Planning sessions on INSET to produce a substantial piece of
action research (27.02.17)
• Staff prepare hypotheses for research that they will conduct and
evaluate.
• Feedback meeting to each other and to Governors (13.06.17)
This CPD will not work unless we buy into it.

7. CREATING AWE AND WONDER

8. 1. TRY SOMETHING NEW.
2. Enigma-
• Start with a wider question or problem
• Mystery object?
3. Move about-
• Students get up and move around the room
• Students move furniture and work on the floor
• Take them outside (sorry Mr Webster)
4. Devil’s Advocate
• Say something wrong and get the kids to prove you
wrong.
• Play the idiot: Ask what they did in other lessons (and
link it into the current topic if possible)
5. Give them a choice
• Give the next topic options
• Give students 3 tasks say they need to do 2 of them
and they can pick
Awe and Wonder

9. No passive learning here!
1. Whole class activity
• Give everyone a task to do, put up a timer. Use peer pressure!
• Make a newspaper and everyone has one page
• Fill a table sized piece of paper. If someone completes their
section they help someone else but they are not able to write.
2. Students teach
• Give weaker students the answer to a class project and ask them
to help everyone else.
• Thinking long term. Spend one lesson where you really focus
on the passive student
3. Give reasons for learning a topic other than the exam
• Real life application
• Vocational use
4. In at the deep end activities
• What do some students already know?
• Give them the assessment at the start.
5. Flipped learning

11. Making group work, work
1. Kagan.
2. Inquiry Questioning- Pairs write questions
about a topic and these are then given to
another pair.
3. Make it competitive-Teams not groups.
Make sure the assessment has something on
that the weak learner knows
4. Make the task challenging- If one or two
students can do the task, then why have you
doing it in a group?
5. Try self selecting groups- Do we put
students in groups only because a few
difficult students

12. Questioning
• Pose, pause, bounce, pounce
• ‘Thunks’
• Not asking what a student knows but
what they think!
• E.g. ‘If I ask if I can steal your pen, and
you say yes, is this stealing?’

13. Questioning
• If this is the answer, what is the question?
• Why, why, why?
• Fertile question
• Open, relevant and practical.
• English example, ‘what makes a good story?’
• Biology example, ‘humans – a product of
environment or genetics?’

14. Celebrating mistakes
• Praise the process, not the outcome
• Students tune into whether the teacher is
demanding or not, and will deliver what is
accepted, not what they are capable of.
• You are a learner too!
• Let students see you actively pursuing
further understanding.

15. Celebrating mistakes
• Drafting work – and being clear about it!
• Display progress
• Put progress up on the wall to create a
discussion of what progress has been made
and next steps/improvements.
• Relationships

16. Scaffolding class discussion
• Use students
• Get students to take ownership and control
of their learning – they can ask the
questions!
• Thinking time – use think, pair, share.
• Have a no hands up policy!

17. Scaffolding class discussion
• Formal debating
• Time to plan, prepare and deliver
arguments.
• Independent moderator to ask questions.
• Audience to vote after the debates.
• Visuals