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Teach Meet Collaborate
Wednesday 25th September 2013
Pitch: Action Research Cluster Groups
What are we doing at Elthorne Park?
Every member of staff is engaging in action research as part of the school’s CPD model.
There are three action research clusters
Stretch and challenge for all
Marking and acting upon feedback
In-class interventions for underachieving groups
Session 1
Teachers across departments meet in their cluster.
Each cluster is led by a pair of Lead Learners who have expertise in the chosen area.
Teachers engage with some wider reading to kick-start discussion and generate ideas.
The cluster decide on criteria for observing best practice.
Each teacher decides on their specific line of enquiry.
The importance of reading…
Teachers are keen to stay up to date with the latest discussions on teaching and learning but not all have the time to read
books!
Using blogs is a good way of getting more members
of staff to engage with pedagogical debates.
Wider Reading: stretch and challenge for allBuilding Challenge: Differentiation that’s quick and works.http://learningspy.co.uk/2013/01/19/building-challenge-differentiation-thats-quick-and-works/
Inclusive Questioning http://huntingenglish.wordpress.com/2013/02/03/inclusive-questioning/
Gifted and Talented provision: a total philosophyhttp://headguruteacher.com/2012/09/12/gifted-and-talented-provision-a-total-philosophy/
Great Lessons Series: challengehttp://headguruteacher.com/2013/01/31/great-lessons-3-challenge/
Great Lessons Series: differentiationhttp://headguruteacher.com/2013/02/03/great-lessons-4-differentiation/
Wider Reading: marking and acting upon feedbackMake your ‘Marking Policy a ‘Feedback Policy’http://huntingenglish.wordpress.com/2013/02/09/making-a-marking-policy-a-feedback-policy/
Marginal Learning Gains: Feedbackhttp://marginallearninggains.com/2012/11/01/feedback/
Improving peer feedback with Public Critiquehttp://learningspy.co.uk/2013/02/08/improving-peer-feedback-with-public-critique/
What can we learn from Dylan Wiliam and AfL?http://pragmaticreform.wordpress.com/2013/03/30/afl/
Making feedback count: close the gaphttp://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-gap/
Wider Reading: In-class interventions for underachieving groups
Education Endowment Foundation: Teaching and Learning toolkithttp://educationendowmentfoundation.org.uk/toolkit
Teaching and Learning Interventionshttp://www.teachingexpertise.com/articles/teaching-and-learning-interventions-1613
Closing the gaps (WWC)http://www.equitableeducation.co.uk/1/post/2012/12/effective-classroom-strategies-forclosing-the-gap-in-educationalachievement-for-children-and-youngpeople-living-in-poverty-includingwhite-working-class-boys-by-c4eo.html
What works in improving the educational achievement of gifted and talented pupils?https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/189733/DCSF-EPPI-04-08.pdf
Motivating underachievers: techniques and tacticshttp://www.teachingexpertise.com/articles/motivating-underachievers-techniques-and-tactics-3002
Core pedagogy texts
Session 2: Sharing our resources and plans
Teachers share new resources or lesson plans they've created.
We are honest about the relative success of these new things!
Teachers are encouraged to ask probing questions of each other to measure impact.
Before session 3...Teachers set up peer observations and use the
agreed criteria from the first session.
Wow! This class is
awesome!
Session 3: Teachers reflect on their colleague's feedback
What were you trying to achieve?
What do you think made a
positive difference?
How are you measuring success?
What could you have
done differently?
Session 4: Formal presentation
What was the aim of your action research?
What are your key findings?
How has your action research shaped your practice to enable better outcomes for students?
