1 / 19

Students as learning partners at Northampton School for Girls

Students as learning partners at Northampton School for Girls. Presentation aims. Session 1 Setting up SaLP at NSG Session 2 Presentation of SaLP at NSG Session 3 Question and answers Session 4 Next steps. Setting up the SaLP project. SSAT training day

vilmos
Download Presentation

Students as learning partners at Northampton School for Girls

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Students as learning partnersatNorthampton School for Girls

  2. Presentation aims • Session 1 Setting up SaLP at NSG • Session 2 Presentation of SaLP at NSG • Session 3 Question and answers • Session 4 Next steps

  3. Setting up the SaLP project • SSAT training day • Recognition of current position • Amalgamate two sites and retaining one community • Positive relationship between staff and students • How we set it up • Initially scouting for interested staff to develop a team of SaLP champions • Informal training to agree joint approach • Formal training to create a working protocol

  4. What is ‘students as learning partners’ about? PWE Students as learning partners not about judging the teaching! It’s about . . . . . . students . . . . . . working in partnership with staff . . . . . . to impact on learning

  5. Students as learning partners:what happens? students Teacher Student Student

  6. Students as learning partners:what are they? PWE “Students consult with teachers on a focus and then they are invited into the classroom to observe the learning, based around the focus. A non-judgmental dialogue takes place between staff and student and possible ways forward are considered”

  7. Students as learning partners:what happens? SHT Six stage process: Training Agreement Focus (teacher led) Agreement of date/class Observation Feedback

  8. How did we get involved? CC AV • Asked by staff to be involved in project to improve teaching and learning • Why were we asked? • Staff thought we were reliable, responsible and honest in a positive way

  9. What did our training involve? CC AV Special training students Discuss methods of positive feedback - practice phrasing positive feedback/constructive Perfect teacher Form an agreement - confidentiality, not to be biased, be honest.............

  10. What did our training involve?(including code of conduct) PWE • July last year: training day on student • voice • Debate between students as • researchers and SaLPPWE

  11. What did we get out of SALP? CC AV “I got a feeling of being treated equally and with respect.” “We got to have our views listened to and gave us a sense of responsibility.” “Feeling that my point of view is valued in the school.” “I now know how to give criticism in a positive manner.” “It improved my self esteem and confidence.”

  12. What did we get out of SaLP? PWE • A chance to hear from the horse’s mouth in a mutually respectful atmosphere • Really nice relationships • A chance to reflect through feedback on my practice • Compliments! • Teaching improved • Support: students understand what teachers do! • Consistent development: lessons revisited • Students are observing your lessons now, you just aren’t benefitting the feedback!

  13. Why would we recommend it to you? CC AV TO STAFF: • To become a better teacher and develop their teaching methods, by hearing the view of the student. AV TO STUDENTS: • Chance to put your point of view across. • Get a sense of respect and responsibility from staff. CC

  14. Why would we recommend it to you? PWE • Enriched communication between staff and students • Trust, respect • Reviewing impact of teaching • A good way of reflecting on subject delivery • Asking our customer • Teaches you what a resource students are • Improves your teaching. • Develops independent thinkers. • Students now are more engaged, think about learning

  15. Benefits of doing SaLP as an approach to student voice SHT • Allows for different approaches to developing student voice in the curriculum. • Enables people to start in their comfort zone. • Creates variety and opportunity.

  16. Session 3 Exploring the problems/barriers to SaLP in your school

  17. Session 4 SHT • Training day PWE 37 • Building a structure for the SaLP project • schedule for training & implementation. • Informal and formal feedback on SaLP. • Passing ownership to students and staff.

  18. The future development of student voice at NSG • English Create a team of student learning partners at each key stage to help develop learning opportunities and aid the departmental reflection process. • Geography Use students from the SaLP project to develop students leading the lesson plenary. • History Create learning mentors in the subject area i.e. yr13 lead a learning session for year 12 on what they wish they’d known. Yr12 students to be able to request the support of a yr13 student mentor to support their understanding. • MFL To use SaLP students to carry out a learning audit on students preferred learning styles and feed back to the department. • RE To integrate the SaLP and P4C approach to thinking and questioning skills and setting the lesson objectives for a particular focus area. SaLP students to observe these lessons and feedback to the teaching team about their success.

  19. Did someone say coffee?Mine’s white with 2 sugars Mine’s a latte with chocolate topping!

More Related