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The Context in Wales

The Context in Wales. School effectiveness framework with emphasis on improved learning & wellbeing Focus on AfL Revised curriculum & assessment framework from 2008 Greater flexibility – less content Changes underpinned by non statutory skills framework Developing thinking

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The Context in Wales

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  1. The Context in Wales • School effectiveness framework with emphasis on improved learning & wellbeing • Focus on AfL • Revised curriculum & assessment framework from 2008 • Greater flexibility – less content • Changes underpinned by non statutory skills framework • Developing thinking • Developing communication • Developing ICT • Developing number

  2. The Whole Curriculum

  3. Developing thinking & Assessment for Learning • Overlapping principles: • Cognitive challenge, thinking about thinking, active engagement • Learning from mistakes, application & transfer of skills • Communication, collaboration, (questioning, adult/peer mediation) • Increased independence in learning

  4. Developing thinking – Plan, Develop, Reflect • Plan - questioning, using prior learning, gathering info, choosing strategy, knowing what’s expected • Develop - Ideas! Learning from the unexpected, seeking patterns, cause & effect, collecting evidence, making decisions, monitoring progress • Reflect – reviewing outcomes/method, evaluating learning, linking to new areas http://old.accac.org.uk/eng/content.php?mID=708 (E)

  5. Assessment for Learning • Questioning-understanding outcomes/success criteria • Feedback – to and from learners, knowing how they learn & how to improve • Self/peer assessment – range of strategies giving greater involvement in own learning • Celebrating achievement, increasing motivation

  6. What works for learners with SEN? • Wait time/time for thinking/space to make mistakes • Visual techniques for planning and feedback • Attention to language, questioning, review – in activity, with prompts, teacher modelling • Focus on children’s schemas, level of development • Specific teaching of techniques such as mind mapping/interactive & concrete mind maps • Increasing pupil flexibility • Putting skills at the fore when planning

  7. …and for learners with more complex needs? • Focus on learning process – Routes for Learning • Early development of memory • Consistent responses to stimuli • Anticipation • Cause & effect • Object permanence • Organising information, seeking patterns • Generalising • Expressing choice

  8. Pedagogy for ThinkingClassrooms Infusion across the curriculum Designing infusion lessons Making thinking explicit Using thinking diagrams Developing a thinking vocabulary Modelling thinking Time to think Teacher prompting Questioning Feedback Thinking aloud Scaffolding Reflecting Sustained dialogue Making connections Evaluating Thinking dispositions Beliefs about learning and thinking

  9. www.tlrp.org/pub/commentaries.html

  10. Assessing learning • Focus on characteristics of a learner’s achievements rather than on NC outcomes and level descriptions • Support learners to gain an understanding of specific learning goals and associated success criteria • Help learners to use these to develop self and peer assessment . • Include and value wider goals – personal, social, emotional, participation • Use many/varied sources of information

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