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The Falkirk Teaching for Deep Learning Programme Facilitator Information Session

The Falkirk Teaching for Deep Learning Programme Facilitator Information Session. Primary probationer session November 2013. Learning Intentions. Developing knowledge and understanding of the Falkirk Teaching for Deep Learning programme. Exploring the concept of understanding.

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The Falkirk Teaching for Deep Learning Programme Facilitator Information Session

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  1. The Falkirk Teaching for Deep Learning Programme Facilitator Information Session Primary probationer session November 2013

  2. Learning Intentions • Developing knowledge and understanding of the Falkirk Teaching for Deep Learning programme. • Exploring the concept of understanding. • Considering how the programme could influence our teaching practice.

  3. Success Criteria: • Access and use elements of the programme. • Demonstrate awareness of the relationship between classroom practice and understanding. • State how the programme meets individual development needs.

  4. Wider Aims and Philosophy • Improve the learners’ experiences • Move from good to great in Falkirk classrooms • Provide quality support for teachers • Support a shift towards focused professional learning • Get that leadership distributed! • Promote pro-active collegiate CPD

  5. Format: • Welcome and introduction to programme • Run through of session 1 • Sharing glow group • Looking at whole programme • Consider how programme meets your needs • Professional development task • Review of task • Plenary and next steps

  6. Development of the Programme • Selecting the best bits of Teaching for Understanding • Made it fit for purpose for Falkirk schools & CfE language • Researched & added key elements of effective learning & teaching • Deliver the TfU content most effectively through TLC format • Wide consultation

  7. Programme Content 19 units so far – hub/starter sessions Creating a positive learning environment High order skills 1 & 2 Deep Understanding Connected Learning Questioning

  8. Where are we now? • Awareness raising with all – mostly done • Trialling ongoing – positive feedback so far • Quality assurance processes • Facilitators – see list • Delivering and re-versioning the sessions • Noticing, realising, exploring the potential for impact – taking a flexible approach • Glow support built – videos in YouTube channel

  9. What is it all about? • Teaching for real understanding – not just for passing exams or shallow knowledge • Start with session 1 • Linking classroom practice with academic research • Building collegiate support systems which enable us to improve learning (direct impact) • TLC Peer observation Prof Learning ERD School Improvement

  10. Falkirk Teaching for Deep Learning ProgrammeWhat is Understanding? Session 1

  11. Reflective Questions • What is understanding? • How does understanding develop? • How do you know you understand? • Can children learn without understanding? • Do we need to teach for understanding or is it something that just happens? • How do we know that children have understood? • How can we teach for understanding?

  12. Learning Intention • We are exploring the concept of understanding

  13. Success Criteria I can: • Express a personal definition of understanding • Appreciate the range of definitions possible • Demonstrate awareness of the relationship between classroom practice and understanding

  14. Impact • Where is your current understanding of the content of this session on a rating of 1 – 6? • 1 being low understanding • 6 being high understanding

  15. Format : • Welcome • Individual & paired task – exploring a definition of understanding • Groups compare definitions • Whole group viewing of video clip • Individual task using a T-chart • Whole group task – linking to our practice • Share optional extension readings • Action Plan

  16. Pre-task • Think of something which you feel you understand really well so that you are prepared to talk about it. This can be anything in your work or private life, e.g. ‘I understand how to drive.’

  17. Individual and Paired Task • Think of something you understand really well (pre task) & share how you came to understand this with your elbow partner • Explore how you know you understand it & listen to your partner’s thoughts • Come to consensus on a definition of understanding (more than just knowing). • Write a statement which encapsulates your definition

  18. Group Task • Take your definition to share with another pair • Listen to others’ definitions and amalgamate or revise together. • Display your final definition of understanding

  19. Whole Group Task • View video clip 1.1 David Perkins on teaching for understanding. http://youtu.be/9WZdX77MEk8 • Discuss.

  20. Individual Task • Reflect on your own practice and consider whether and how it is similar to and different from these definitions. • List this in Hand out 2 T chart.

  21. Group Task • Use your T charts and session content so far to consider the last 3 reflective questions. • List 3 ways in which you already teach for understanding • List 3 ways in which you could improve your teaching to gain better understanding for your pupils

  22. Extension Tasks Extension Readings 1 & 2: • Chapter 2 of Teaching for Understanding and/or • Smith, I., (2006) Teaching for Understanding from Coverage to Comprehension Stationery Office: Learning Unlimited. • You may want to reflect upon your definition of understanding and make any adjustments you feel are necessary.

  23. Teacher Action Plan • Ask your pupils to think of something they understand really well. How did they come to reach a greater understanding of it? How did they know they understood it? This might be a particular approach, an exceptionally good learning strategy, knowing what was expected of them • Describe how their answers compared to yours and David Perkins’. What do they have in common and what is different? List this in Hand out 2 T chart. Consider what implications for your teaching for understanding this exercise creates?

  24. Evaluation • Impact – rating 1 – 6 • Where is your understanding of the content of this session now?

  25. How to access the programme ? • Teaching for deep learning Glow group • http://glo.li/VugGgK • Videos in our You Tube channelTfDL facilitator support group:

  26. Professional Task: • Study programme summary • Consider your development needs/action plan • Define which session would address your needs • Peer sharing of intention, reasons and potential impact • Let’s get to work!

  27. Review and reflect • Think, pair, share – • Think about your intention & its impact on your professional learning • Pair up and discuss • Share out with your pair • Discussion

  28. Questions, comments? • Next steps for you? • Evaluations • Teaching for deep learning Glow group • http://glo.li/VugGgK • For more information contact: yvonne.mcblain@falkirk.gov.uk

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