Tuesday January 25th 2018 John Keenan John.keenan@newman.ac.uk

1. Tuesday January 25th 2018 John Keenan John.keenan@newman.ac.uk

2. Today Get booked in for a tutorial Get your subject audit done Start evidencing for the standards - particularly the new tick sheet Essay research Mahara

5. guide pupils to reflect on the progress they have made and their emerging needs • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively • communicate effectively with parents with regard to pupils’ achievements and well-being

6. Differentiation methods • Resource • Outcome • Support • Task • Learning style • Grouping • Questioning • Targets • Teaching methodology • Objective

7. 5 things to do for • Boys – practical; kinaesthetic; competition; objects; quick pace • Girls – coursework; more time; creativity • EAL – bilingual books; incorporating L1; buddy-up with speaker; learn a few words in L1; recording lesson • Dyslexia – different coloured background; visuals; resources ahead of time (flipped learning); sans serif; recorders • Autism – clearly structured activities (broken down in stages); role; process time - time; awareness of non-literal; headphones /sensory awareness; space • ADHD – stand next to pupil when giving instruction; a ‘fidget’; non-verbal contact; channel activity into official roles; praise; pace • Hearing impaired – sit near front; written work; ensure aid is worn; speak up; TA; body language

8. What do we know already about • Gifted and Talented • Stretch and Challenge

9. Factors that commonly limit learning: Pupils need to have extended periods to read, write or discuss issues in class. Think about the validity of asking students to peer or self/assess pieces of work that are very short, or incomplete. Pupils need time to complete something before they can valuably discuss and evaluate it. Over-reliance on structures such as PEE: is this always appropriate? Need to provide students with opportunities to provide a personal response. There is an over-emphasis on the skills of analysis at the expense of personal response. More activities can be counterproductive. Students will rush activities, or not complete them. Teachers sometimes feel that they should not deviate from their plans. However, teachers need to have the confidence to depart form their plans if early indications are, for example, that students know less than the teacher had anticipated. Train teachers to respond to the pace of learning, rather than the pace of the activities in the lesson Activities should last as long as they need to to ensure that learning is taking place. • Excessive pace • Overloading of activities • Inflexible planning • Limited time for independent work • Concentrating too much, or too early on a narrow range of test or communication skills

10. What do we do about it?

11. http://www.youtube.com/watch?v=sIv9rz2NTUk

12. http://www.debonogroup.com/six_thinking_hats.php

13. Bloom

14. Ways to Stretch and Challenge • Prompting • Socratic questioning • Cognitive load theory

15. Prompts v proofreading

16. Socratic Questioning • The gadfly: Mimic the practice of the gadfly, which nips away at larger animals. This involves asking lots of little questions intended to push thinking and avoid sloppiness: “What do you mean by that?”; “But, what if…?”;  “What evidence do you have?”; “Does that always apply?”; “How can you be certain that is true?”. • The stingray: Administer a shock to ­pupils’ traditional way of thinking in the same way a stingray unleashes its sting: “Imagine if X was not the case, what then?”; “What if everything you’ve said was turned on its head?”; “What if a great change happened?”. • The midwife: Ask questions that help give birth to ideas: “That’s an interesting idea; could you explain it a bit more?”;  “How might that affect things?”; “What made you think of that idea?”. • The ignoramus: Emulate a character who has never encountered the topic you are discussing and play dumb to encourage explanation: “What does that mean?”;  “I don’t understand – can you start from the beginning?”; “So, do you mean that…?”

17. Cognitive load theory (John Sweller) • Three types of load

18. Ten remembered wins a prize

20. http://www.telegraph.co.uk/men/thinking-man/10623941/Your-child-is-not-a-genius.-Get-over-it.htmlhttp://www.telegraph.co.uk/men/thinking-man/10623941/Your-child-is-not-a-genius.-Get-over-it.html

21. Top 5% (National Academy for Gifted and Talented Youth) 5-10% DfE 20% NACE 40% (Denton and Postlethwaite) Identification

22. White et al (2003, 3) has identified over 200 different definitions for gifted and talented. Definitions

23. Outstanding Ability (Teare, 1997,11) Able and Talented (Kerry, 1981, 5) Bright Pupils (Leroux & McMillen, 1983, 7) High Ability (Denton & Postlethwaite, 1985, 66) Definitions

24. Majoram (1988,15) • genius, gifted, • high ability, talented, • flair, creative • Many • Confusing • Not well defined • Used interchangeably Definitions

25. National Association for Able Children in Education (NACE) Able, Gifted and Talented www.nace.co.uk Definitions

26. Model at the Top • Mere task completion cannot be the target for the most able in a lesson. ‘ . . . teachers need to understand what, cognitively, linguistically, conceptually, is the next rung above where the able pupil is now, and the one above that one, too. . . . . teachers have to be prepared to model A* skills in the tasks they set.’ (Peter Thomas: Chief Examiner for English).

27. Some strategies for developing challenge for gifted and talented students Moving from:- • Concrete to abstract (materials, ideas, applications) • simple to complex (resources, research, issues, skills needed, targets set) • basic to transformational (information, ideas, materials and applications) • single to multi-faceted/divergent (making connections within or across subjects)

28. Some strategies for developing challenge for gifted and talented students (2) Moving from:- • structured to open-ended (decisions, approaches and solutions become the learner’s responsibility) • little to greater independence (planning, monitoring, evaluating) • small to larger steps (in imagination, insight, application)

29. slow down activities • enable learners to develop greater ‘ownership’ of the material of learning • foster ‘metacognition’ • Improve students’ cognitive ability https://dajan.wordpress.com/2009/10/29/readingnotesonmoon/

30. Stage 1: Noticing Stage 2: Making sense Stage 3: Making meaning ask questions and to connect ideas together. Stage 4: Working with meaning The student makes links with other ideas and events. At this point, reflection on the learning is likely to be taking place. Stage 5: Transformative learning The student has reached the point where they can formulate new ideas of their own. They know what they would do if a similar situation arose in the future. McDrury and Alterio (2003).

31. History of G&T https://en.wikipedia.org/wiki/Gifted_education Identifying https://www.educateiowa.gov/sites/files/ed/documents/IdentifyGiftedTalentedELL.pdf http://www.brighthubeducation.com/teaching-gifted-students/124536-resources-and-ideas-for-teaching-gifted-learners/ http://www.theguardian.com/teacher-network/teacher-blog/2012/may/09/teaching-gifted-and-talented-pupils Classroom Strategies http://www.teachersfirst.com/gifted_strategies.cfm http://languageandliteracytheoryandpractice.wikispaces.com/English+language+arts+for+the+gifted+and+talented Resources for G&T http://www.nsgt.org/educational-resources/ http://www.curriculumsupport.education.nsw.gov.au/secondary/english/crosscurriculum/gats/index.htm http://www.classroom-resources.co.uk/acatalog/Online_Catalogue_Gifted_and_Talented___English_1219.html http://www.kidsource.com/kidsource/content2/english.gifted.3.html http://www.eds-resources.com/edgifted.html https://www.iggy.net http://www.teachersfirst.com/gifted.cfm FAQ http://school.familyeducation.com/gifted-education/parenting/34390.html

32. communicate effectively with parents with regard to pupils’ achievements and well-being

33. The View from the parents • http://www.netmums.com/coffeehouse/children-parenting-190/primary-school-age-4-11-years-60/666604-upset-teachers-comments-parents-evening-all.html • Chimneysweep • Who is a parent and what are your views of school communication? • Mind • Telegraph • Secret Teacher

34. https://youtu.be/dMD5T78rn2o

35. We’re right We’re kind We’re thoughtful We’re reasonable We have thought everything through We know what’s best for your child Meaning what for the parent?

36. Look, repeat, acknowledge, understand

39. Top Tips

40. http://712educators.about.com/od/Parental_Involvement/tp/How-To-Deal-With-An-Angry-Parent.htmhttp://712educators.about.com/od/Parental_Involvement/tp/How-To-Deal-With-An-Angry-Parent.htm http://www.teachhub.com/parent-teacher-communication-tips http://www.teachingtimes.com/articles/bridging-the-gap-communication-parents-pupils-schools.htm Basil: Can't we get you on Mastermind, Sybil? Next contestant: Mrs. Sybil Fawlty from Torquay. Specialist subject - the bleeding obvious

41. Think of a child you teach and what you would like to say to the parents • Role play with the various responses

42. http://newteachers.tes.co.uk/content/tips-handling-parents-eveningshttp://newteachers.tes.co.uk/content/tips-handling-parents-evenings It’s an opportunity, not a chore, • Stand up when they enter and shake their hands. •Start with something positive about the pupil; • Have some meaningful data available. •Have some bookwork to show the parents. •Be aware of any specific difficulties the pupil may have. If you say, ‘We both want the best for Daniel,’ then you tacitly create rapport between you and the parents because it’s something they can’t disagree with. You do want the best for Daniel, right? Tom BennettNot Quite a Teacher, Continuum.

43. S-O-L-E-R technique Square posture, Open position, Lean toward the other, Eye contact, Relaxed position Egan, 1990

44. Meeting parents • Welcome parents • For difficult news - ‘good news sandwich’ • Positive body language (open, nod, mirror) • Ask , listen, respect • Be prepared • Ensure you follow up • Finish positively

45. Typical content • Indication of course content • Attainment and achievements • Effort • Strengths and developments • Examples • Targets • How to achieve targets

46. Improve... • He has weak spelling. • He pays little attention in lessons. • She did not write enough for her assessment. • There are problems relating to her behaviour. • He does not seem to like working in groups. • His lack of wider reading is disappointing.

47. parents wanted to be treated with respect and as equals when communicating with educators. Parents are not looking for a cold, professional approach from school staff. Rather, teachers who develop a “personal touch” in their communication style achieve enhanced school relationships. Similarly, teachers need to convey a value for the “authority and wisdom” of parents Lindle1989; Lawrence-Lightfoot, 2004

48. instead of viewing the conference as a reporting session for what is not working in school, teachers can construct an opportunity to discuss what is working with the student putting the child at the centreof the parent-teacher conversation will allow for a focused discussion on the “whole child,” including both strengths and weaknesses Metcalf 2001

49. Tips for Dealing With Tough Parents . The Overzealous Parent The Bossy Parent The Chatty Parent The Concerned Parent The Angry Parent

50. Tips for Dealing With Tough Parents Every teacher has encountered a parent who has a tendency to lay it on pretty thick.  Some are concerned about grades, others want to know the exact reasons for your teaching method. Below are a few categories that parents can fall under along with some tips to help deal with these tough parents. The Overzealous Parent Make sure to take control and address the concerns by setting limits. Arrange a time for the parents to meet and discuss concerns privately. The Bossy Parent First- count to 10! Make sure to stay professional, do not become defensive. Explain how you teach, supporting your choice of techniques, make copies of materials that address the concern, consider inviting parent to observe the class and see the teaching “in action”. If this does not help, ask administrator to get involved. The Chatty Parent Give several times when you can meet and be subtle but insistent. If possible, arrange for some volunteer time for these parents. Sending home family activities/projects that go with a lesson is also a good way to keep parents involved in student learning. The Concerned Parent The Parent who thinks you assign TOO MUCH homework: Arrange for a meeting. Explain that you assign only enough homework to show what students are doing and to reinforce the day’s lesson. Ask about the routine at home and where homework is done. Offer suggestions if parent is open. The Angry Parent This is the parent who is UPSET about the child’s grades. When you meet, have gradebook available. Discuss what you observe in class, test scores, homework assignments, and missed assignments. You may want to share tips to studying or organising. Remind the parent that you do care about each student’s success.