Workshop Lesson Structure A child-centred approach which inspires pupils to lead their own learning

Workshop Lesson Structure

A child-centred approach which inspires pupils to lead their own learning.

What we are going to do…

Lesson structureHave a goResearch cycleImpact on learningWhat the children have to sayAssessment gridsNext steps

Lesson Structure

5 to 10 minute introductionTime to discuss and choose resourcesA long child led session where the child

is in charge of what he/she is doingTeacher conferences and observes

(reception technique)LSAs carry out assessmentsDiscussion and review of learning

WorkshopHow can independence lead to children becoming more

motivated and better learners?

Have a go

Learning objective: Your objective for this task will be to design a flower that aids pollination

With a partnerChoose from the resources provided5 minutesConferencing

Reflections

Did you feel motivated and why?Have you made progress by producing a

flower that aids pollination?How did you find the activity?How do you think children would find this

activity?

Research CycleBaseline Assessment

Passive observerSimilar styles of teachingMajority of the children were engagedLots of questions during main activitySome children were fidgetyCompleted a pupil perception survey to find

out the children’s views about independenceBaseline assessments made using Firth

Williams Curriculum Wheel ‘Learnish’

Research CycleLesson 1 – Year 5What was planned?Set the objective – to find out about camera anglesHad a choice of equipment available at the frontChildren chose their resources and worked in a

groupTeacher conferenced and LSAs made notesPlenary – shared what they had learntWhat happened?Both classes enthusiastic about choosing their own

resourcesExcellent progress made – could describe different

camera angles

Research CycleLesson 1 – Thoughts and questions

Will this lesson structure work with a more formal learning objective? Plan to teach a lesson where written work may be involved

Research CycleLesson 1 – Next steps

Teach another workshop lesson with each other observing

Formal interview with focus group (3 mixed ability children from each class)

Research CycleLesson 2 – Year 5

What was planned?Children to plan their ideas for their

own film in groups of three

Research CycleLesson 2

What happened?One class were very independent

and chose appropriate resources - good progress made.

The other class became fixated with using Ipads - needed more guidance and did not make expected progress

Research CycleLesson 2 – Evidence and Analysis

Research CycleLesson 2 – Thoughts and questions

How can we encourage the children to make more sensible choices? Discussions and reflections

How much can we intervene during the lesson? To use mini plenaries to re-focus learning

How can we provide more structure? Provide children with key questions

Research CycleLesson 3 – Year 5

What was planned?Children to find out about the features

of Anne Fine’s storiesWhat happened?Both classes enthusiastic about

choosing their own resourcesBoth classes chose to use laptops

initially. One class realised quickly that it was not the best resource.

Research CycleLesson 3 – Evidence and Analysis

Research CycleLesson 3 – Thoughts and questions

Will this style of teaching work in other year groups? Plan to teach a workshop lesson in Year 1 and Year 3

Research CycleLesson 4 – Year 1

What was planned?Children to find out about the features

of non-fiction textsChildren had to choose one of the five

activities plannedWhat happened?Class really enjoyed choosingFantastic progress made by most of the

children

Research CycleLesson 4 – Thoughts and questions

What would happen if we did not give them a choice?

Could the learning mentors be withdrawn?

Research CycleLesson 5 – Year 3

What was planned?Children to find out about the features of

limericksChildren had to choose their own resources

without learning mentorsWhat happened?Children needed a lot of support to choose

their resources Children made good progress after lots of

intervention

Research CycleLesson 5 – Thoughts and questions

Could I have used the Year 1 approach in Year 3?

Do the children need a discussion on how to make sensible choices?

Would the workshop lesson structure be effective in foundation subjects?

Research CycleLesson 6 – Year 5

What was planned?Children to find out the advantages and

disadvantages of living in Athens and Sparta

Children had to choose their own resources What happened?Children chose how to record what they

found out using their own resourcesChildren made good progress

Research CycleLesson 6 – Thoughts and questions

How can we use this approach in more creative subjects such as art?

What skills have the children gained during these workshop lessons?

How have they become better learners?

What we are going to do…

Lesson structureHave a goResearch cycleImpact on learningWhat the children have to sayAssessment gridsNext steps

Focus children were asked questions about the skills they have gained and how independent they have become.

Impact on learningWhat the children have to say…

Impact on learningAssessment Grids

Impact on Practice

Not constricted by the three part lesson structure

Allows for more freedom in the classroomProvides the children with the opportunity

to be in charge of their own learningProvides you with the opportunity to stand

back and observe/assess your children

What will you take from this session?

List three things that you will take from this session

Any thoughts or questions?