# OHSTeachmeet

1. #OHSTeachmeet 7th March 2013

2. Developing Written Responses at A level. Tim Matthews

3. Clear success criteria Essay title and tariff Unpunctuated opening paragraph; opening task is to punctuate according to the school literacy policy

4. Next stage is to get students to mark the essay using an appropriate mark scheme This essay is worth 8 marks out of 20. The reasons for this are; a 6 month program has been created, training principles are referenced and there is mention of progression.

5. Next steps: The key idea is to provide the basics and then ask them to develop from that point. Students work on closing the gap between their work and their desired level of attainment using an effective feedback process. The redrafting can happen a number of times if needed. Finish with a traditional blind essay on the same topic soon after this process has happened. Then revisit again some time later.

6. Outcomes: • Students report that they have a better initial understanding of expectations. • Success criteria helps contextualise the aims of the activity. • Regular feedback (from peers & self) improves quality of work without increasing teacher workload. • The process of how to write a good subject specific essay becomes clear to students.

7. Challenging B Grade Underachievement Sunny Gunnessee

8. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet 10 minute presentation ‘Getting the most out of the ‘lazy’ top end students’ Sunny Gunessee (Subject leader for Sociology and Citizenship)

9. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet Where are we at? New teaching standards September 2012 5. Adapt teaching to respond to the strengths and needs of all pupils “…have a clear understanding of the needs of all pupils, including those of high ability” This type of intervention is needed to stretch students especially those guilty of the trait that the Sociology department identified back in September 2012

10. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet Setting the scene!!! After examining last years 2011/12 GCSE results for Y10 and Y11, a dominant pattern was coming emerging. Whilst D predicted students were being converted in to C grade (if not higher). B predicted students were underachieving. This led me take action which has come into place since September 2012 with the current Y11 cohort. I will examine some of strategies and obstacles we have faced as a department over the past seven months.

11. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet Range of AO1 Clear structure to written responses What should B grade student be doing? Analyze links Reach conclusion which synthesize information

12. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet • What is an underachieving students like? • Poor attendance • Low motivation • Poor organisational skills • Immature • Aggressive with peers • This is what we assume with general underachievement of students. But the B grade student have more bespoke characteristics • High verbal CAT scores • Want to do well • Fear getting it wrong • Low confidence • Find it difficult to start • Is this particular true of females?? Not necessarily true of B grade

13. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet What has Sociology done to challenge this underachievement? Specific intervention groups with NWA and SGU Students have completed personalised learning styles audit to put into place specific revision techniques Using newspaper articles to further examples B grade students to lead on activities with lower ability students Continuous vocab check Regular conversation with home Praise 6th form involvement in leading sessions with B/A target grade students Get students to regular plot their performance

14. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet There are 21 students in Y11 Sociology with a target grade B. In relation to current data from December 2012. 4 students are up on their target grade 5 students are meeting their target grade 12 students are down on their target grade 7 are boys 14 are girls I have intervened with three particular students, who you will now hear from. B1 = boy one is up on his target grade G1 = girl one is meeting her target grade G2 = girl two is meeting her target grade

15. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet Play video from 9 minutes 18 (3minutes duration)

16. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet So has it been successful? As of February 2013 4 students are up on their target grade 5 students are meeting their target grade 12 students are down on their target grade It has stayed the same!! HOWEVER WITH RESIT RESULTS RELEASED TODAY Sam T – D to Luke P – B to Charlotte - C to Jade – D to Billie – C Liam – D Charlotte – no grade to Nicole – E to Joe – D to

17. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet What can you take away from this? B grade students are potentially where we lose a significant amount progress. What intervention have you got in place for your top end students? How are you encouraging your top end students to exceed their targets? Are there any of strategies from Sociology you could use within your own department or classes?

18. Challenging B grade underachievement By the end of the session you: ALL: to understand the key issues with challenging B grade students MOST: to explain how B grade students could represent value added SOME: to apply some of these strategies within your own departments March 2013 TeachMeet Thank you… ‘Getting the most out of the ‘lazy’ top end students’ Sunny Gunessee (Subject leader for Sociology and Citizenship)

19. Visual Learning Tom Haward

20. The Missing Object…?What do these symbols represent? How many can you remember?

21. The Missing Object…?Which one is missing?

22. The Missing Object…?Which one is now missing?

23. The Missing Object…?And finally…which one is now missing?

24. So what were the missing objects? A bar of chocolate A sailing ship A beehive How are they connected?

25. Thinking further… Use coloured felt tips top draw any lines between other icons that you think are connected in some way. • How many can you find? • How do you think they might be connected? • Can you prioritise them? Which had the biggest impact on peoples’ lives?

26. “How can I use visual learning to enable students to learn more effectively and raise their achievement? By effectively, I will specifically look to see how it can develop thinking skills and understanding, motivate students and aid memory.” Visual Learning

27. Icons

28. Icons

29. Icons and key WordsKnowledge and Understanding - -- SortingClassifying – How might you group theme? What themes can you identify?Memory Test – Happy Families / Hexagon Puzzle

30. Icons and key WordsKnowledge and Understanding - -- SortingClassifying – How might you group theme? What themes can you identify?Memory Test – Happy Families / Hexagon Puzzle

31. Student Responses • “…instead of being told it you can see it and learn it on your own” • “I liked it because it was completely different.” • “I enjoyed the (History Icon & Key Word) cards because all we seem to be doing at school is writing things down.” • “…it was mostly the pictures that helped me. They stuck in my memory.” • “This made history enjoyable for me.”

32. Year 10 Self-generated icons for the UN

33. “American Progress” by John Gast, c.1782

34. Mining the Museum Fred Wilson at the Maryland Historical Society Spoil #2Zonge MaskZaireStolen from the Zonge Tribe, 1859

35. Mining the Museum Fred Wilson at the Maryland Historical Society Metalwork 1793-1890Silver Repousse Vessels and Slave Shackles

36. 8 Key Findings • Visual learning can be a powerful tool for some students in developing their understanding and memory. • It is not a panacea for all students and not all students engage with visual learning on the same level. • Visual learning needs to be seen in context with other “intelligences,” just as visual memory needs to be used in the context of other types of memories. • Visual learning is an especially powerful tool when used in conjunction with other intelligences, such as bodily-kinesthetic intelligence.

37. 8 Key Findings • The strategies and ways of teaching using visual learning are just as important as the visual resources themselves. • Teachers need to be aware of issues of ownership of visual resources and the need to keep them usable, functional and intelligible. • There is a need to stimulate the emergence of a visual language for more abstract concepts in the National Curriculum, together with strategies for using them and a guide to help students create their own. • Visual learning in schools is a fledgling field. Much more research needs to be done, such as in the ways it overlaps with and can appropriate ideas from other fields such as Commerce and IT.

38. Active Classrooms Dave Leadbitter

39. #OHSTeachmeet 7th March 2013

40. Showing Progress Tom Freeman

47. Memory Game Michelle Zeidler

48. KIM’S GAME Foundation Formulas