Students as learning partnersat

Northampton School for Girls

Presentation aims

• Session 1Setting up SaLP at NSG

• Session 2Presentation of SaLP at NSG

• Session 3Question and answers

• Session 4Next steps

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

What is ‘students as learning partners’ about? PWE

Students as learning partners

It’s about . . .

. . . students . . .

. . . working in partnership with staff . . .

. . . to impact on learning

not about judging the teaching!

Students as learning partners:what happens? students

Teacher Student

Student

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”

“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”

Students as learning partners:what happens? SHT

Six stage process:

Training

Agreement

Focus (teacher led)

Agreement of date/class

Observation

Feedback

Six stage process:

Training

Agreement

Focus (teacher led)

Agreement of date/class

Observation

Feedback

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

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.............

What did our training involve?(including code of conduct) PWE

• July last year: training day on student voice• Debate between students as researchers and SaLP PWE

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.”

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!

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

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

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.

Session 3

Exploring the problems/barriers to SaLP in your school

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.

The future development of student voice at NSG

• EnglishCreate a team of student learning partners at each key stage to help develop learning opportunities and aid the departmental reflection process.

• GeographyUse students from the SaLP project to develop students leading the lesson plenary.

• HistoryCreate 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.

• MFLTo use SaLP students to carry out a learning audit on students preferred learning styles and feed back to the department.

• RETo 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.

Did someone say coffee?Mine’s white with 2 sugars

Mine’s a latte with chocolate topping!