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Our big five

Our big five. Teaching and learning. Planning for differentiation – support and challenge. Planning for practicals , paired, groupwork . Teaching – behaviour management, rewards, consequences and relationships. Marking – subject specific, fast and students respond.

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Our big five

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  1. Our big five

  2. Teaching and learning • Planning for differentiation – support and challenge. • Planning for practicals, paired, groupwork. • Teaching – behaviour management, rewards, consequences and relationships. • Marking – subject specific, fast and students respond. • Working together to achieve more.

  3. Nanomeet Sharing good practice… http://www.classtools.net/random-name-picker/11_Vef9TU Tweet to @HDHSTandL #HDHSTLC15

  4. Marking – subject specific, fast and students respond. • Symbols, grades and green EBI’s • Traffic light EBI’s based on previous lesson review • Success criteria • Grids • Slick double ticking • Dot marking – find and fix • Five minute flick and whole class feedback; photo work and comment • Prove it and improve it • Science specific comment banks WWW EBI - highlighting • Marking cycle • SA homework before handing in against success criteria – teacher rewards and ticks. • Verbal feedback and student records and responds • Live marking in lessons – teacher, TA • Change and remove versus add • Gallery critique

  5. 10a3 homework EBI Green Test Feedback Explain the drug classification system and give examples of eachof the following: legal recreational, illegal recreational, legal medicinal If you got a G Explain why smoking is bad for health. Use the key words alveoli, gas exchange, cilia, lungs and nicotine in your answer If you got an F Explain the term gateway drug and give examples from your knowledge Explain what causes addiction If you got a E

  6. EBI Greens Fill in your name, today’s date, the title of our assessment which is: B1 Chp 3 Human Reproduction Then choose 1 of the following EBI’s.. Copy into EBI space What does the placenta do? What structures are present in the uterus during pregnancy only? What is the job of the umbilical cord? What do condoms protect you from getting?

  7. To use point, evidence, explanation to structure writingTo analyse a writer’s use of language and effect • At least 5 PEE paragraphs. • Quotes from throughout the text. • Points all link back to the question. • Quotes are carefully selected – not too long, not too short. • Quotation marks are used to open and close quotes. Quotes are preceded by a comma. • Explanations explore connotations of individual words, putting them into your own words to show understanding. • Explanations comment on effect of the word or phrase on the reader. • Explanations identify techniques that the writer has used.

  8. Dylan William Techniques to use before you provide any feedback: • Students self-assess. • Students find faults and fix. • Students peer assess. • You return sub-standard work.

  9. Gallery critique – WWW EBI 2 post its per book Kind, specific, helpful What is working well – idea that you will steal EBI – top tip to speed up and improve marking

  10. Planning for differentiation – support and challenge. Jot thoughts…

  11. Planning for differentiation – support and challenge • Success criteria + Must, should, could • Questioning • Challenge and support cards • Learning grids and the menu approach • Differentiation the lazy way • Lesson plans – adding challenge and support • Display and learning environment -Explore them all and then decide which area to work on. Create a resource that will benefit you and the department. -Visit one or two and stop when you find one you’re interested in. Create a resource that will benefit you and the department. -Work in pairs

  12. Success criteria and Must, Should, Could • We’ve already talked about how important success criteria are in terms of our marking. • Think about and work on success criteria for a lesson or unit of work. • Can they be differentiated using Must, Should, Could or All, most, some? If worried about students always stopping at must, then make your must is challenging and support all students to get there.

  13. Questioning • Look at the questioning template example from design and technology • How could you adapt this for a lesson or SOW that you teach? • How would you use it in practice? To guide your verbal questioning? Provide all the questions and suggest starting points for students? Provide individual sets of questions for students? • Would having a Bloom’s display by your board act as a reminder to you and a guide for your students about the level of challenge in your questions and tasks? • Do you use Pose, Pause, Bounce to give wait time, to involve more learners and encourage extended answers? • Could you provide your TA with key questions to ask students during practicals and independent work?

  14. Challenge and support cards • Read the powerpoint presentation from our recent NEEEPmeet. • How could you use challenge and support cards in a lesson you are planning? • Are there generic support cards that would work in science? • Would the on the spot blank cards work? Different colour blank cards for support and challenge?

  15. Learning grids and the menu approach • Learning grids. Read p28 – 40 of ‘Engaging Learners’. Could you use/adapt this approach? Could you create a learning grid for a topic for one of your classes? • The menu approach is really about differentiation by choice. You give the student a differentiated menu of tasks and they choose where they start. Decide on the minimum number of tasks that need to be completed at each level. Decide on labels for each level : grades; bronze, silver, gold; reactive metals?

  16. Differentiation the lazy way • Read ‘Lazy ways to differentiate the task’. • Which ideas could you use in your classroom?

  17. Lesson plans – adding challenge and support Consider these two approaches or lesson plan checks to improving differentiation: • Include a comment on support and challenge in each of the four main sections of the lesson. Name the students that you will target in that part of the lesson for support or challenge. • Check the overall challenge in the lesson. Does it move from simple to complex? • Look at the examples from planning pairs. How could these two checks/approaches improve the plans?

  18. Display and learning environment • WELL is an acronymn for What Excellence Looks Like and one step up from the acronym WAGOL – What A Good One Looks Like. Create a Well board for great models and great examples of students’ work. • Thinking or question corner – a display of challenging questions that can be updated based on topics being taught. Early finisher chooses a question and works independently to research a response. Students could add questions to the board too. • Help/support area – display or area with writing frames, keywords, dictionaries, ipad, text book access. Train students to use this area when they need support.

  19. Review • Learning journal www.llo.org.uk • Create form – Learning journal - Private • Planning pairs and coaching observations • CPD evaluation

  20. Review

  21. Review • Planning for practicals, paired and groupwork – Department meeting next week

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