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D&R Hubs for Personalising Learning Assessment for Learning at Valentines High School

D&R Hubs for Personalising Learning Assessment for Learning at Valentines High School. Appealing professional practices Entrepreneurial mediating innovators Network infrastructure Networking culture A supportive enabling environment. Five Critical Conditions. The three tasks of D&R.

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D&R Hubs for Personalising Learning Assessment for Learning at Valentines High School

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  1. D&R Hubs for Personalising LearningAssessment for Learning atValentines High School

  2. Appealing professional practices Entrepreneurial mediating innovators Network infrastructure Networking culture A supportive enabling environment Five Critical Conditions

  3. The three tasks of D&R Knowledge creation or production - how to make it disciplined 2.Knowledge capture - in what form is the knowledge available & to whom? 3. Knowledge transfer - moving it from one person or institution to another Learning how to do it Learning from doing it

  4. Creating an innovation network! A network… is a group of organisations working together to solve problems or issues that are too large for any one organisation to handle on its own. (Priscilla Wohlstetter, 2003)

  5. Sharing good practice versus knowledge transfer I inform you about it versus You can do what I can do so… Learning how to transfer knowledge

  6. The 3 Ds of Innovation • Decentralised • Distributed • Disciplined

  7. Introducing AFL to VHS • Why does it appeal? • Who are the Leaders? • Incremental or radical? • How is knowledge transferred? • What constituted a supportive environment?

  8. Introducing AFL to VHS • Why does it appeal? • Anecdotal e.g. Year 8 more engaged • Research with control group in English • Personal experience with skills for GCSE course work and KS3 enquiry skills • Lesson objectives made more relevant to student learning by using Key Questions.

  9. Introducing AFL to VHS (Incremental or radical?)

  10. Introducing AFL to VHS • Incremental or radical? • Comment only marking – ‘radical’ • Key Questions – ‘incremental’ • Peer/Self Assessment - ‘incremental or radical’

  11. Introducing AFL to VHS Who are the leaders ? Teachers with vision Lead departments Leading Teachers group Leadership Team

  12. Introducing AFL to VHS • How is knowledge transferred? • Paired Research Lessons • Collaborative planning • Lesson observation and feed back • Cross curricular Group • Departmental meetings • Teaching and Learning Focus

  13. Introducing AFL to VHS • What constituted a supportive environment? • Open and regular discussion about Teaching and Learning • A commitment to resource teachers to plan and work together • A willingness to allow experimentation and teachers to make mistakes • Clear Guidelines and Expectations • A focus on AFL in Lesson observations • A revision of Assessment, Good Lesson and Marking Policies

  14. Introducing AFL to VHS • Where next for Valentines? • More effective use of AFL within VHS • More staff involved in development • Training of new staff • Networking with other schools by using a similar model.

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