Thornton Grammar School Focus on Learning

1. Thornton Grammar School Focus on Learning

2. “If I know something, I can tell you in the teacher’s words. But if I understand it, I can tell you in my own words.” Alix, aged 8. (And the Main Thing is…Learning; Mike Hughes, 2006)

3. “Learning is when you take in what the teacher – or your friends – are telling you. That’s not learning though, that’s listening. It’s only learning if you think about it.” Ben, aged 9. (And the Main Thing is…Learning; Mike Hughes, 2006)

4. Learning Outcomes • Remember • Understand • Analyse • Apply • Evaluate • Create Learning Handbook session session in classroom in classroom learning plans for

5. Learning Outcomes

6. Snowball Activity • Name • Role in Faculty • Most embarrassing moment in teaching!

7. A turtle makes progress when it sticks its neck out. (Anon)

8. Learning Outcomes for this Session • I am hoping that by the end of this session most if not of all of you will feel more comfortable in using both Learning Objectives and Learning Outcomes. • To understand the difference between a Learning Objective and a Learning Outcome and how they both can be used effectively. • Know the importance of an explicit Learning Objective and Learning Outcome and why it is essential that Learning Objectives and Learning Outcomes are not too long. • Understand why Learning Objectives and Learning Outcomes enable us to accurately assess and recognise that progress has been made by each pupil in the classroom.

9. Teacher Jargon!! • AfL • Critical Thinking • Peer and Self Assessment • MPP • cognitively guided instructions • Prior learning • Plenaries • PLTS • SEALS • Facilitator • Powerful Learning • Metacognition • The next new initiative…….

10. Should we use the verbs… • Understand? • Learn? • Know?

11. Should we have Learning Outcomes at all? • Do G&T pupils need an outcome? • Could they write their own at the end or the start of the lesson?

14. 5 Minutes • What is the difference between a Learning Objective and a Learning Outcome?

15. WALT • WILF • Tasks • Success Criteria

16. 4 Questions • Where are we now? • Where are we going to? • How are we going to get there? • How do we know if we got there?

17. We are learning to….. Sometimes it’s the small words that make a BIG difference

18. We are learning about the reactivity series By the end of the lesson I would like you to…. Remember the Reactivity Series Understand why the Reactivity Series is in that order Apply the Reactivity Series to make predictions Analyse your results based on the Reactivity Series Evaluate your results based on the Reactivity Series Create a way for you to teach the Reactivity Series to other students

20. All (must) Level 4 • Most (should) Level 5 • Some (could) Level 6

21. What about using questions as a Learning Outcome????????? Name Describe Do you PEE? Point Evidence Explanation Explain

22. When do you write your Learning Outcomes?

23. This is NOT a real Learning Outcome!! Specific to Science • How do we write explicit Learning Outcomes for a skills based lesson?

24. Skill Steps

25. Learning Outcomes Keywords PLTS: • independent enquirers • creative thinkers • team workers • self-managers • effective participators • reflective learners. SKILLS SEAL’s Social and Emotional Aspects of Learning

26. 10 Minutes Not another Blooming card sort! • Try and sort the set of cards into an order of hierarchy…….from the “easiest” skills to the “hardest” skills.

28. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analysing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

29. BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding Higher-order thinking

32. Remembering The learner is able to recall, restate and remember learned information. • Recognising • Listing • Describing • Identifying • Retrieving • Naming • Locating • Finding   Can you recall information? www.kurwongbss.eq.edu.au

33. Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. • Interpreting • Exemplifying • Summarising • Inferring • Paraphrasing • Classifying • Comparing • Explaining Can you explain ideas or concepts?www.kurwongbss.eq.edu.au

34. Applying The learner makes use of information in a context different from the one in which it was learned. • Implementing • Carrying out • Using • Executing  Can you use the information in another familiar situation? www.kurwongbss.eq.edu.au

35. Analysing The learner breaks learned information into its parts to best understand that information. • Comparing • Organising • Deconstructing • Attributing • Outlining • Finding • Structuring • Integrating Can you break information into parts to explore understandings and relationships?www.kurwongbss.eq.edu.au

36. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. • Checking • Hypothesising • Critiquing • Experimenting • Judging • Testing • Detecting • Monitoring Can you justify a decision or course of action? www.kurwongbss.eq.edu.au

37. Creating The learner creates new ideas and information using what has been previously learned. • Designing • Constructing • Planning • Producing • Inventing • Devising • Making  Can you generate new products, ideas, or ways of viewing things? www.kurwongbss.eq.edu.au

38. 2 Minutes Scenario 1 • GCSE Lesson • Yr11 Mixed Ability • Science coursework

39. 2 Minutes Scenario 2 • KS3 Class • Year 7 Mixed Ability • Planning an experiment

40. 2 Minutes Scenario 3 • GCSE Lesson • High Ability (Top Set) • Finishing practical write up

41. Linking Learning Outcomes to assessing student progress.

42. Consolidating our Learning • “Show that you know!” • Emphasis on “Improving, not proving” • From Mike Hughes conference 2011; “we need to ensure our students get it, get why they got it and get it tomorrow when the teacher is not there”

43. What is the ‘best’ way to learn? Case Study; School in Lancashire asked one group of Science students to “teach” what they had learnt in lessons to their parents. The parents actually sat a modular exam. A control group was used to measure impact. Attainment of students went up!

44. Learning Check

45. A turtle makes progress when it sticks its neck out. (Anon)

46. Did you meet the Learning outcomes of this session? Mini Whiteboards, Self and Peer Assessment, Q and A.Thumbs up, R-A-G (cups/cards/move), Mini Whiteboards, Text it!

47. Try it out Reflect on it Use it again Share it Try something else CBA!!!

48. References • www.malit.org.uk • http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm • http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/design-and-technology/PLTS-in-Design-and-technology/index.aspx

49. More wisdom than professors! “It ain’t what you do; it’s the way that you do it – that’s what gets results.” Bananarama

50. C3 B4 ME For your learning plan write an explicit differentiated learning outcome