Teaching & Learning @ Alfreton Grange 2015/16

“Ask me my three main priorities for government, and I will tell you; education, education and education” – Tony Blair

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Tuesday 2 May 2023

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When you get feedback in your sketch book or booklet then you NEED to write a response!• Read your feedback carefully and

think about how you can apply these steps.

• Respond thoughtfully to any questions your teacher has asked. USE A GREEN PEN

• If your teacher has set a task complete it to the best of your ability. USE A GREEN PEN

• Let your teacher know how you found the task and write down any questions you have. USE A GREEN PEN

Make your work outstandingDedicated Improvement & Reflection Time

= = =

Confident - I’m finding it easy!

Close - I sort of understand it.

Clueless - It’s too difficult! I don’t know what

I’m doing.

YOU CAN DO NOTHING TO

CHANGE YOUR TALENT OR

INTELLIGENE

YOU CAN CHANGE YOUR INTELLIGENCE

OR TALENT THROUGH EFFORT

FIXED MINDSET

GROWTH MINDSET

FIXED MINDSET

GROWTH MINDSET

A desire to LOOK smart A desire to LEARNAvoids challenge Embraces challenge

Gives up easily when faced with an obstacle

Persists when faced with an obstacle

Views effort as pointless and a sign of weakness

Views effort as an admirable quality that results in success

Threatened by others’ success Inspired by others’ success

Gets defensive when criticised Learns from criticism

DOES NOT REACH FULL POTENTIAL

REACHES HIGH LEVELS OF ACHIEVEMENT

Can you think of a student at AG who is a FIXED Mindset and why are they?

Can you think of a student at AG who is a GROWTH Mindset and why are they?

And

• Challenge; Because this is the way to ensure that expectations are high and learners are working to make progress in their learning

• Collaboration; Because students should be talking more than teaches and working together to achieve the ‘brilliant outcomes.’

• Choice; Engages the learners and make them feel committed to the task

Low challengeLow Stress

Limited thinkingLimited learning

High challenge

Low Stress

Thinking required

Effective learning

Very high challenge

High Stress

Cognitive overloadLimited learning

1. Select a topic area within your subject/theme2. Write numbers 1 – 6 down a page 3. Place your topic at no. 64. Get from the stimulus (Clip/picture/word/number) to your

chosen topic in NO MORE AND NO FEWER THAN 6 STEPS5. Focus on the explanation of how each of these steps is taken 6. Add more degrees or steps to increase the challenge or

develop the exercise into a collaborative thinking activity7. Add deliberate milestones that you ask learners to get to along

their journey 8. Close down the activity by selecting a destination FOR learners

if you want them to focus in on a particular theme or topic

Developing Great Teaching: • Long term focus to CPD• Step away for ‘one size fits all’• Subject Knowledge & subject specific pedagogy • Discussion & Action• Input for providers should give a diverse perspective• Peer learning & collaboration• Culture Change

A Layered approach to CPD

BLANKETImportant developmental work that all teachers need to be

involved in that aligns with whole school priorities Delivered through: TLCs, INSET days, factulty meetings & PM.

BESPOKEA range of developmental activities that teachers can opt into with a view to

personalising their CPD and allowing them to following needs and interestDelivered through: coaching, action research, peer obs, school visits etc.

DIRECTEDWhen staff are underperforming they are directed to engage in

specific developmental/support workDelivered through: Mentoring & coaching.

Every teacher needs to improve, not because

they are not good enough, but because

they can get even better. Dylan William

TLC Groups 2015/16Group 1 Group 2 Group 3 Group 4 Group 5 Group 6

Monday 1 Monday 2 Monday 4 Monday 7 Thursday 1 Thursday 7

Rhianna Jarvis Hannah Bacon Rachel Brown Jim Smith Emma Howard Penny Cowell

Andy Covell David Fugill Chris Smith Daniel Fleet Bernard Brankin Liz Worthy

Chris Ruddy James Hart Graeme Smith Debbie McGory Chris Hill Lucy Speed

Karina Gogna Jane Johnson Graham Whittaker Nathan Oxford Emma Hallam Mike Douglas

Nick Critchley Louise Hallett John Clarke Stephane Clerc Georgina Panton Stella Adani

Robert Calderbank Martin Boyle Rob Walker Claire Clark

• Is confident in the content to be taught • Is confident in how the content taught will be assessed• Knows the existing and target Performance Levels of all individuals within

the class • Knows which students have special or particular needs• Knows or has accessed the reading ages of the class• Has adapted or differentiated the lesson to suit needs of all in the class• Has a lesson plan in some form and has prepared in advance of the lesson

Engages the class from the outset• Accesses what class already knows or can do• Shares the learning outcomes and refers to them throughout• Provides or directs to key information• Asks compelling questions• Invites contributions and ideas• Checks for understanding• Provides specific feedback to improve• Reviews progress regularly

o Teaching & Learning Communities – (x10 year)o GROW Coaching o Teaching & Learning Briefings – Fortnightlyo Teaching & Learning Library o Torch Teaching Alliance

o Progress Board Meetings and CPDo MPQSL/SPQSLo Subject Meetings

o Evidence of Success Website o Observing other colleagues o Visiting other schoolso Department/subject CPD – via SMART Plan o Exam board training o Research Rich Schools

Discuss why Quality Assurance is split into Achievement, Teaching & Behaviour?

What would each QA be made up of and look like?

And

o AP datao Baseline testso Progress Board Examso Faculty Reviewso ML & SLT Student RAG &

Data Reports

o Lesson Observationso Learning Walkso Work Scrutinies o Faculty Reviewso Student Voice

o P9 drop ins o Work scrutiny o Consequences analysis o Student voice o Learning walks

• 16 words• 8 words• 4 words • 2 words