assessment for learning in everyday lessons

Key Stage 3 National Strategy

Assessment for learningAssessment for learning in everyday lessons in everyday lessons


ObjectivesObjectives

To identify the key features of assessment for learning in high-quality To identify the key features of assessment for learning in high-quality teaching and learningteaching and learning

To identify strategies for improving assessment for learningTo identify strategies for improving assessment for learning

Assessment for learning in everyday lessons OHT 1.1


Assessment for learning – definitionsAssessment for learning – definitions

‘‘In this paper … the term assessment refers to all those activities In this paper … the term assessment refers to all those activities undertaken by teachers, undertaken by teachers, and by their students in assessing and by their students in assessing themselvethemselves, which provide information to be used as feedback to s, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.’modify the teaching and learning activities in which they are engaged.’

Black, P. and Wiliam, D. (1998)Black, P. and Wiliam, D. (1998)

‘‘Assessment for learning involves:Assessment for learning involves:

gathering and interpreting evidence about students’ learning; andgathering and interpreting evidence about students’ learning; and

learners and their teachers using that evidence to decide where learners and their teachers using that evidence to decide where students are in their learning, where they are going and how to take students are in their learning, where they are going and how to take the next steps.’the next steps.’



Assessment for learning –Assessment for learning –key characteristicskey characteristicsAssessment for learning:Assessment for learning:

is embedded in a view of teaching and learning of which it is an is embedded in a view of teaching and learning of which it is an essential part;essential part;

involves sharing learning goals with pupils;involves sharing learning goals with pupils;

aims to help pupils to know and recognise the standards they are aims to help pupils to know and recognise the standards they are aiming for;aiming for;

involves pupils in [peer and] self-assessment;involves pupils in [peer and] self-assessment;

provides feedback which leads to pupils recognising their next provides feedback which leads to pupils recognising their next steps and how to take them;steps and how to take them;

involves both teacher and pupils reviewing and reflecting on involves both teacher and pupils reviewing and reflecting on assessment data [information].assessment data [information].

Assessment for learning: beyond the black box, Assessment for learning: beyond the black box, Assessment Reform Group (1999)Assessment Reform Group (1999)



Ready for more?Ready for more?

Next half-term ‘have a go’.Next half-term ‘have a go’.

Step 1Step 1

Focus on one or two strategies you have identified on handout 1.3 and Focus on one or two strategies you have identified on handout 1.3 and use them in a series of lessons.use them in a series of lessons.

Step 2Step 2

After the first few lessons, discuss with a colleague what went well and After the first few lessons, discuss with a colleague what went well and what didn’t.what didn’t.

Step 3Step 3

Consider what further support or training might be helpful. (For Consider what further support or training might be helpful. (For example, look at the summaries of the other training modules to see if example, look at the summaries of the other training modules to see if they are directly relevant.)they are directly relevant.)



The formative use of The formative use of summative assessmentsummative assessment


To recognise some of the key characteristics of assessment for To recognise some of the key characteristics of assessment for learninglearning

To show how assessment To show how assessment of of learning can contribute to assessment learning can contribute to assessment for for learninglearning

To recognise the influence assessment has on motivation, self-To recognise the influence assessment has on motivation, self-esteem and learning esteem and learning

To consider the impact of feedback to pupils on their learningTo consider the impact of feedback to pupils on their learning

To demonstrate how assessment for learning can actively involve To demonstrate how assessment for learning can actively involve pupils in setting their own individual targetspupils in setting their own individual targets

To plan a series of actions designed to promote developments in To plan a series of actions designed to promote developments in assessment for learningassessment for learning


The formative use of summative assessment OHT 2.1


Assessment for learning:Assessment for learning:

is embedded in a view of teaching and learning of which it is an is embedded in a view of teaching and learning of which it is an essential part;essential part;

involves sharing learning goals with pupils;involves sharing learning goals with pupils;

aims to help pupils to know and recognise the standards they are aims to help pupils to know and recognise the standards they are aiming for;aiming for;

involves pupils in [peer and] self-assessment;involves pupils in [peer and] self-assessment;

provides feedback which leads to pupils recognising their next steps provides feedback which leads to pupils recognising their next steps and how to take them;and how to take them;

involves both teacher and pupils reviewing and reflecting on involves both teacher and pupils reviewing and reflecting on assessment data [information].assessment data [information].

Assessment for learning -Assessment for learning -key characteristicskey characteristics

Assessment for learning: beyond the black box, Assessment for learning: beyond the black box, Assessment Reform Group (1999)Assessment Reform Group (1999)



Factors that contributed to the pupils Factors that contributed to the pupils learning on the videolearning on the video Communicating the aims of the lesson clearly to pupilsCommunicating the aims of the lesson clearly to pupils

Making assessment criteria clear and accessible to pupilsMaking assessment criteria clear and accessible to pupils

Longer wait time during questioningLonger wait time during questioning

Oral and written feedbackOral and written feedback

Pupils required to reflect on their learning using assessment criteriaPupils required to reflect on their learning using assessment criteria

Balance of self-, peer and teacher assessmentBalance of self-, peer and teacher assessment

Pupils trained in how to behave cooperatively in group workPupils trained in how to behave cooperatively in group work

Feedback specifing targets for improvementFeedback specifing targets for improvement

Different media used to assess pupils so that some can demonstrate Different media used to assess pupils so that some can demonstrate their understanding through means other than writingtheir understanding through means other than writing




adapting National Curriculum level descriptions into ‘pupil speak’ to adapting National Curriculum level descriptions into ‘pupil speak’ to enable clearer feedback on progress in the National Curriculum; enable clearer feedback on progress in the National Curriculum;

developing regular and planned periodic peer and self-assessment developing regular and planned periodic peer and self-assessment opportunities; opportunities;

developing class, group and individual target setting.developing class, group and individual target setting.

Identify three ways you can carry out assessment for learning using Identify three ways you can carry out assessment for learning using summative assessment in your own subject – for example: summative assessment in your own subject – for example:

Where is the existing good practice in curriculum target setting in your Where is the existing good practice in curriculum target setting in your school (using evidence from department audits)? How can this good school (using evidence from department audits)? How can this good practice be shared more widely?practice be shared more widely?



Planning lessonsPlanning lessons



To clarify the nature of lesson objectives and consider how these To clarify the nature of lesson objectives and consider how these may be most effectively shared with pupilsmay be most effectively shared with pupils

To help teachers prepare simpler and more effective lesson plansTo help teachers prepare simpler and more effective lesson plans

Planning lessons OHT 3.1


The importance of sharingThe importance of sharingobjectives with pupilsobjectives with pupils

Plans should help teachers make clear to pupils:Plans should help teachers make clear to pupils:

lesson objectives lesson objectives (what is taught and learned – what the pupils (what is taught and learned – what the pupils should know, understand, be able to do, or be aware of as a result should know, understand, be able to do, or be aware of as a result of the lesson);of the lesson);

the big picture the big picture (the broad purpose of the lesson, which may (the broad purpose of the lesson, which may directly refer to longer-term objectives/targets and how the lesson directly refer to longer-term objectives/targets and how the lesson links to other lessons).links to other lessons).



Writing objectives: useful stemsWriting objectives: useful stems

know that know that … … (knowledg(knowledge: factual information, for example names, e: factual information, for example names, places, symbols, formulae, events);places, symbols, formulae, events);

develop / be able to develop / be able to … … (skill(skills: using knowledge, applying s: using knowledge, applying techniques, analysing information, etc.);techniques, analysing information, etc.);

understand how/why understand how/why … … (understandin(understanding: concepts, reasons, g: concepts, reasons, effects, principles, processes,etc.);effects, principles, processes,etc.);

develop / be aware of develop / be aware of … … (attitudes and value(attitudes and values: empathy, caring, s: empathy, caring, sensitivity towards social issues, feelings, moral issues, etc.).sensitivity towards social issues, feelings, moral issues, etc.).

By the end of the lesson pupils will:By the end of the lesson pupils will:

Objectives may also focus on Objectives may also focus on how how pupils learn.pupils learn.



Key elements of good lesson plansKey elements of good lesson plans

Good lesson plans are brief but usually have:Good lesson plans are brief but usually have:

lesson objectives which can be shared with pupils;lesson objectives which can be shared with pupils;

a clear structure for the lesson;a clear structure for the lesson;

brief notes on key questions and teaching points;brief notes on key questions and teaching points;

brief notes on specific activities;brief notes on specific activities;

brief notes relating to needs of individuals or groups (for example, SEN or brief notes relating to needs of individuals or groups (for example, SEN or G&T);G&T);

a note of how any additional support will be used;a note of how any additional support will be used;

reference to subject issues, for example developing vocabulary;reference to subject issues, for example developing vocabulary;

references to relevant resources;references to relevant resources;

an indication of any homework to be set.an indication of any homework to be set.



Ready for more?Ready for more? As a department, review and, if appropriate, revise the planning format As a department, review and, if appropriate, revise the planning format

for lessons to ensure that it addresses the key elements of lesson for lessons to ensure that it addresses the key elements of lesson planning in a manageable way.planning in a manageable way.

Revise a week’s lesson plans to ensure there is a clear focus on Revise a week’s lesson plans to ensure there is a clear focus on objectives and an indication of the evidence needed to demonstrate what objectives and an indication of the evidence needed to demonstrate what pupils have learned.pupils have learned.

Question pupils during the lessons to check that:Question pupils during the lessons to check that:

(a) they understand the lesson objectives;(a) they understand the lesson objectives;

(b) they can explain how they will know when they have achieved them.(b) they can explain how they will know when they have achieved them.

Make sure that objectives are referred to during plenaries.Make sure that objectives are referred to during plenaries.

Try different ways of introducing lesson objectives, for example through Try different ways of introducing lesson objectives, for example through whole-class discussion, whole-class questioning, writing them on the whole-class discussion, whole-class questioning, writing them on the board, providing them on cards.board, providing them on cards.



Questioning Questioning



To develop teachers’ self-awareness and analysis of their own To develop teachers’ self-awareness and analysis of their own questioning techniquesquestioning techniques

To identify key features of good questioningTo identify key features of good questioning

To enhance the planning for, and use of, questionsTo enhance the planning for, and use of, questions

To identify relevant skills and plans for professional development To identify relevant skills and plans for professional development (related to questioning) which teachers can then pursue(related to questioning) which teachers can then pursue

Questioning OHT 4.1


Importance of questioningImportance of questioning

Questioning is a critical skill for teachers because it is:Questioning is a critical skill for teachers because it is:

the most common form of interaction between teacher and pupil;the most common form of interaction between teacher and pupil;

an element of virtually every type and model of lesson;an element of virtually every type and model of lesson;

a key method of providing appropriate challenge for all pupils;a key method of providing appropriate challenge for all pupils;

an important influence on the extent of progress made;an important influence on the extent of progress made;

the most immediate and accessible way for a teacher to assess learning.the most immediate and accessible way for a teacher to assess learning.

Questioning OHT 4.2


Purposes of questioningPurposes of questioning

To interest, engage and challenge pupilsTo interest, engage and challenge pupils

To check on prior knowledgeTo check on prior knowledge

To stimulate recall and use of existing knowledge and experience in To stimulate recall and use of existing knowledge and experience in order to create new understanding and meaningorder to create new understanding and meaning

To focus thinking on key concepts and issuesTo focus thinking on key concepts and issues

To extend pupils’ thinking from the concrete and factual to the To extend pupils’ thinking from the concrete and factual to the analytical and evaluativeanalytical and evaluative

To lead pupils through a planned sequence which progressively To lead pupils through a planned sequence which progressively establishes key understandingsestablishes key understandings

To promote reasoning, problem solving, evaluation and the To promote reasoning, problem solving, evaluation and the formulation of hypothesesformulation of hypotheses

To promote pupils’ thinking about the way they have learnedTo promote pupils’ thinking about the way they have learned

Questioning OHT 4.3


Pitfalls of questioningPitfalls of questioning

asking too many closed questions;asking too many closed questions;

asking pupils questions to which they can respond with a simple yes asking pupils questions to which they can respond with a simple yes or no answer;or no answer;

asking too many short-answer, recall-based questions;asking too many short-answer, recall-based questions;

asking bogus ‘guess what I’m thinking’ questions;asking bogus ‘guess what I’m thinking’ questions;

starting all questions with the same stem;starting all questions with the same stem;

It is easy to fall into the trap of:It is easy to fall into the trap of:

Questioning OHT 4.4a


pursuing red herrings;pursuing red herrings;

dealing ineffectively with incorrect answers or misconceptions;dealing ineffectively with incorrect answers or misconceptions;

focusing on a small number of pupils and not involving the whole class;focusing on a small number of pupils and not involving the whole class;

making the sequence of questions too rigid;making the sequence of questions too rigid;

not giving pupils time to reflect, or to pose their own questions;not giving pupils time to reflect, or to pose their own questions;

asking questions when another strategy might be more appropriate.asking questions when another strategy might be more appropriate.

Questioning OHT 4.4b

Pitfalls of questioningPitfalls of questioning

It is easy to fall into the trap of:It is easy to fall into the trap of:


Bloom’s taxomony of questioningBloom’s taxomony of questioning

KnowledgeKnowledge

ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluation

Questioning OHT 4.5


Effective questioningEffective questioning

reinforces and revisits the learning objectives;reinforces and revisits the learning objectives;

includes ‘staging’ questions to draw pupils towards key understanding includes ‘staging’ questions to draw pupils towards key understanding or to increase the level of challenge in a lesson as it proceeds;or to increase the level of challenge in a lesson as it proceeds;

involves all pupils;involves all pupils;

engages pupils in thinking for themselves;engages pupils in thinking for themselves;

promotes justification and reasoning;promotes justification and reasoning;

creates an atmosphere of trust where pupils’ opinions and ideas are creates an atmosphere of trust where pupils’ opinions and ideas are valued;valued;

Effective questioning:Effective questioning:

Questioning OHT 4.6a


shows connections between previous and new learning;shows connections between previous and new learning;

encourages pupils to speculate and hypothesise;encourages pupils to speculate and hypothesise;

encourages pupils to ask as well as to ‘receive’ questions;encourages pupils to ask as well as to ‘receive’ questions;

encourages pupils to listen and respond to each other as well as to encourages pupils to listen and respond to each other as well as to the teacher.the teacher.

Questioning OHT 4.6b

Effective questioningEffective questioning

Effective questioning:Effective questioning:



Use a tape or video recorder to record a whole-class question-and-Use a tape or video recorder to record a whole-class question-and-answer session. Replay the tape to help you to evaluate the different answer session. Replay the tape to help you to evaluate the different aspects of your own questioning. You may find it useful to focus upon aspects of your own questioning. You may find it useful to focus upon whether:whether:

– – you asked too many questions;you asked too many questions;

– – you had a balance of open and closed, high- and low-order questions;you had a balance of open and closed, high- and low-order questions;

– – you encouraged opinion, informed speculation and tentative answers;you encouraged opinion, informed speculation and tentative answers;

– – you handled incorrect answers effectively;you handled incorrect answers effectively;

– – you provided thinking time.you provided thinking time.

Begin to build key questions into your lesson planning.Begin to build key questions into your lesson planning.

In a departmental meeting discuss how you might plan sequences of In a departmental meeting discuss how you might plan sequences of questions that build up pupils’ understanding of important concepts.questions that build up pupils’ understanding of important concepts.

Questioning OHT 4.7


ExplainingExplaining



To demonstrate the significance of explaining as a teaching skillTo demonstrate the significance of explaining as a teaching skill

To show how teachers can analyse the quality of explanationsTo show how teachers can analyse the quality of explanations

To demonstrate the principles of planning explanationsTo demonstrate the principles of planning explanations

Explaining OHT 5.1


Types of explanationTypes of explanation

ConceptsConcepts

Similarities and differencesSimilarities and differences

Cause and effectCause and effect

PurposesPurposes

ProcessesProcesses

Explaining OHT 5.2


Characteristics of explanationsCharacteristics of explanations

KeysKeys

The ‘tease’ or hookThe ‘tease’ or hook

Use of voice and bodyUse of voice and body

SignpostsSignposts

PropsProps

HumourHumour

Examples and non-examplesExamples and non-examples

Connections to pupils’ experienceConnections to pupils’ experience

QuestionsQuestions

Explaining OHT 5.3



Possible next steps are:Possible next steps are:

more deliberate (and perhaps collaborative) planning of more deliberate (and perhaps collaborative) planning of explanations;explanations;

observation or video recording of explanations so that they can be observation or video recording of explanations so that they can be analysed, reflected upon and improved;analysed, reflected upon and improved;

studying pupils’ work for signs of things that are not well understood, studying pupils’ work for signs of things that are not well understood, so that particular areas can be targeted for better explanations.so that particular areas can be targeted for better explanations.

Explaining OHT 5.4


ModellingModelling



To illustrate modelling as a teaching strategyTo illustrate modelling as a teaching strategy

To consider and evaluate some examples of modellingTo consider and evaluate some examples of modelling

To show how modelling can help pupils to use skills and processes To show how modelling can help pupils to use skills and processes independentlyindependently

Modelling OHT 6.1


When learning a new skill it helps to:When learning a new skill it helps to:

see somebody do it;see somebody do it;

hear somebody thinking aloud about what they are doing and why;hear somebody thinking aloud about what they are doing and why;

hear somebody explaining what they are doing as they go;hear somebody explaining what they are doing as they go;

be able to ask questions about the process as it is happening;be able to ask questions about the process as it is happening;

slow the process down to look at what is happening and ask questions;slow the process down to look at what is happening and ask questions;

see the process demonstrated visually;see the process demonstrated visually;

make time to discuss what has been done.make time to discuss what has been done.

Modelling OHT 6.2


Why model?Why model?

To show how something is doneTo show how something is done

To make best use of the teacher’s expertiseTo make best use of the teacher’s expertise

To induct pupils into new skills and understandingTo induct pupils into new skills and understanding

To give pupils an insight into the principles and concepts that lie To give pupils an insight into the principles and concepts that lie beneath new skills and techniquesbeneath new skills and techniques

To scaffold learning by supported, structured activityTo scaffold learning by supported, structured activity

To help pupils on the way to independenceTo help pupils on the way to independence

Modelling OHT 6.3


VideoVideo

What skills, processes or procedures were being modelled?What skills, processes or procedures were being modelled?

How did the modelling make explicit the thinking and decisions How did the modelling make explicit the thinking and decisions behind the task?behind the task?

How did the teachers ‘scaffold’ the learning following the modelled How did the teachers ‘scaffold’ the learning following the modelled activity in order to move the pupils towards independence?activity in order to move the pupils towards independence?

Modelling OHT 6.4


Diamond rankingDiamond ranking

The purpose of ‘diamond ranking’ is to provoke discussion or The purpose of ‘diamond ranking’ is to provoke discussion or reflection about the relative importance of a range of factors. It reflection about the relative importance of a range of factors. It encourages a focus on the single most important factor, then the encourages a focus on the single most important factor, then the next two most important, the next three and so on.next two most important, the next three and so on.

In your group of four, select nine cards and agree on their relative In your group of four, select nine cards and agree on their relative importance. Arrange them as follows:importance. Arrange them as follows:

Most importantMost important

Least importantLeast important

Modelling OHT 6.5


What does effective modelling involve?What does effective modelling involve?

‘‘Thinking aloud’ and being totally explicit about the thinking processThinking aloud’ and being totally explicit about the thinking process

Showing precisely Showing precisely howhow

Making visible and explicit the ‘structure’ of the process, concept or Making visible and explicit the ‘structure’ of the process, concept or knowledgeknowledge

Breaking down the process into a series of manageable stepsBreaking down the process into a series of manageable steps

Encouraging pupils to think for themselves or to ask their own Encouraging pupils to think for themselves or to ask their own questionsquestions

Encouraging pupils to contributeEncouraging pupils to contribute

After modelling, scaffolding the learning through shared or guided After modelling, scaffolding the learning through shared or guided activitiesactivities

Building in time for pupils to reflect on the processBuilding in time for pupils to reflect on the process

Enabling pupils to do it independentlyEnabling pupils to do it independently

Modelling OHT 6.6



Choose a skill, task or technique from your subject and try Choose a skill, task or technique from your subject and try modelling it for pupils.modelling it for pupils.

Consider how you might use pupils as experts to model as an Consider how you might use pupils as experts to model as an alternative to the teacher.alternative to the teacher.

Plan a range of activities which will help pupils to make a bridge Plan a range of activities which will help pupils to make a bridge from modelling to being able to use the skill or process from modelling to being able to use the skill or process independently.independently.

Modelling OHT 6.7


StartersStarters



To promote the use of a range of starter activities as a means to To promote the use of a range of starter activities as a means to create purposeful beginnings to lessonscreate purposeful beginnings to lessons

To develop an understanding of the range of different starters To develop an understanding of the range of different starters available to introduce lessonsavailable to introduce lessons

Starters OHT 7.1


StartersStarters

fulfil a wide range of purposes, in particular using prior knowledge fulfil a wide range of purposes, in particular using prior knowledge to introduce new topics;to introduce new topics;

develop early levels of engagement and motivation;develop early levels of engagement and motivation;

help to get all pupils quickly on task and to inject a sense of pace help to get all pupils quickly on task and to inject a sense of pace and challenge;and challenge;

are an alternative to commencing with a whole-class question-and-are an alternative to commencing with a whole-class question-and-answer routine;answer routine;

Starters OHT 7.2a

Starters:Starters:


create a level of challenge which is dependent upon:create a level of challenge which is dependent upon:

– – prior learning;prior learning;

– – level or order of thinking;level or order of thinking;

– – management of pupil response;management of pupil response;

create an expectation that pupils will think and participate in the lesson;create an expectation that pupils will think and participate in the lesson;

create a climate of interaction and involvement;create a climate of interaction and involvement;

create a sense of purpose in a part of the lesson which can be derailed create a sense of purpose in a part of the lesson which can be derailed by administrative and organisational tasks.by administrative and organisational tasks.

Starters OHT 7.2b

StartersStarters

Starters:Starters:


Overcoming problems with startersOvercoming problems with starters

careful planning and preparation;careful planning and preparation;

establishing a clear focus and dealing decisively with distractions;establishing a clear focus and dealing decisively with distractions;

rigorously adhering to planned timings;rigorously adhering to planned timings;

using a variety of starter activities over time;using a variety of starter activities over time;

using activities and routines which latecomers can quickly assimilate using activities and routines which latecomers can quickly assimilate and join (for example, the initial task in the starter is explained briefly and join (for example, the initial task in the starter is explained briefly on a card which can be picked up and read by each pupil as they on a card which can be picked up and read by each pupil as they enter the classroom even if they arrive late);enter the classroom even if they arrive late);

Starters OHT 7.3a

Problems can be overcome by:Problems can be overcome by:


skilful teacher questioning, coupled with an insistence on thinking time;skilful teacher questioning, coupled with an insistence on thinking time;

providing additional support for some individual pupils (for example, use providing additional support for some individual pupils (for example, use of classroom support);of classroom support);

adding extra challenge for some by, for example, increasing the adding extra challenge for some by, for example, increasing the complexity or sophistication of the activity.complexity or sophistication of the activity.

Starters OHT 7.3b

Overcoming problems with startersOvercoming problems with starters

Problems can be overcome by:Problems can be overcome by:


Some keys to successful startersSome keys to successful starters Plan the starter as a discrete element of the lesson.Plan the starter as a discrete element of the lesson.

Ensure that each element contributes directly to the overall lesson Ensure that each element contributes directly to the overall lesson objectives.objectives.

Choose a type of starter that best meets those lesson objectives.Choose a type of starter that best meets those lesson objectives.

Take account of the range of learning needs of the group.Take account of the range of learning needs of the group.

Plan for the activity to be brief and keep to your planned timings.Plan for the activity to be brief and keep to your planned timings.

Make sure that your starters show progression over time.Make sure that your starters show progression over time.

Keep instructions clear and concise.Keep instructions clear and concise.

Deal with diversions and red herrings decisively.Deal with diversions and red herrings decisively.

Use varied and unusual routines to create motivation.Use varied and unusual routines to create motivation.

Plan for a brief conclusion at the end of the starter to consolidate the gains Plan for a brief conclusion at the end of the starter to consolidate the gains made.made.

Talk to colleagues in other subjects to exchange ideas.Talk to colleagues in other subjects to exchange ideas.

Starters OHT 7.4



Trial three different types of starter that you have not used before.Trial three different types of starter that you have not used before.

Use your experience as a basis for a detailed departmental Use your experience as a basis for a detailed departmental discussion about the possible inclusion of starters in the next unit of discussion about the possible inclusion of starters in the next unit of Year 7 work to be planned.Year 7 work to be planned.

Ensure that the discussion includes active sharing of strategies that Ensure that the discussion includes active sharing of strategies that teachers already use or that they have heard other teachers talk teachers already use or that they have heard other teachers talk about. (Module 8 ‘Plenaries’ also contains ideas that can be used as about. (Module 8 ‘Plenaries’ also contains ideas that can be used as starter activities.)starter activities.)

In a department meeting in about eight weeks’ time, discuss the In a department meeting in about eight weeks’ time, discuss the starters that team members have tried and the responses from starters that team members have tried and the responses from pupils.pupils.

Add a list of potential starters to your departmental planning Add a list of potential starters to your departmental planning documentation.documentation.

Starters OHT 7.5


PlenariesPlenaries



To develop an understanding of the value and significance of plenary To develop an understanding of the value and significance of plenary sessionssessions

To promote the use of a range of plenary sessions as a vital and To promote the use of a range of plenary sessions as a vital and integral element of all lesson typesintegral element of all lesson types

Plenaries OHT 8.1


Characteristics of plenariesCharacteristics of plenaries

Plenaries:Plenaries:

draw together the whole group;draw together the whole group;

summarise and take stock of learning so far;summarise and take stock of learning so far;

consolidate and extend the learning;consolidate and extend the learning;

direct pupils to the next phase of learning;direct pupils to the next phase of learning;

occur at strategic moments in the teaching sequence;occur at strategic moments in the teaching sequence;

often occur at the end of lessons but can occur at other points in often occur at the end of lessons but can occur at other points in the lesson;the lesson;

highlight not only what pupils learn, but how they learn;highlight not only what pupils learn, but how they learn;

help determine the next steps in learning.help determine the next steps in learning.

Plenaries OHT 8.2


Purposes of plenariesPurposes of plenaries

help pupils to crystallise, understand and remember what has help pupils to crystallise, understand and remember what has been learned;been learned;

refer back to the learning objectives;refer back to the learning objectives;

create a sense of achievement, gain and completion;create a sense of achievement, gain and completion;

take stock of where the class has reached in a task or a take stock of where the class has reached in a task or a sequence;sequence;

Plenaries are vital elements of lessons because they fulfil a wide range Plenaries are vital elements of lessons because they fulfil a wide range of purposes. In particular they:of purposes. In particular they:

Plenaries OHT 8.3a


take learning further and deeper;take learning further and deeper;

provide an opportunity for the teacher to assess learning and plan provide an opportunity for the teacher to assess learning and plan accordingly;accordingly;

recognise and value the achievements of individuals and the class;recognise and value the achievements of individuals and the class;

prompt deep thinking by pupils about how they have learned.prompt deep thinking by pupils about how they have learned.

Plenaries OHT 8.3b

Purposes of plenariesPurposes of plenaries

Plenaries are vital elements of lessons because they fulfil a wide range Plenaries are vital elements of lessons because they fulfil a wide range of purposes. In particular they:of purposes. In particular they:


Other uses of plenariesOther uses of plenaries

Plenaries can also help teachers as they seek to:Plenaries can also help teachers as they seek to:

develop and instil a habit of reflection about/on learning;develop and instil a habit of reflection about/on learning;

stimulate interest, curiosity and anticipation about the next phase of stimulate interest, curiosity and anticipation about the next phase of learning;learning;

help pupils to change what they have learned into a form which they can help pupils to change what they have learned into a form which they can communicate;communicate;

draw out applications of what has been learned;draw out applications of what has been learned;

highlight and change misconceptions which have developed;highlight and change misconceptions which have developed;

highlight progress made and revise personal or group targets;highlight progress made and revise personal or group targets;

develop assessment for learning;develop assessment for learning;

help develop pupils’ perception of themselves as learners.help develop pupils’ perception of themselves as learners.

Plenaries OHT 8.4


Video analysisVideo analysis

How does the teacher help pupils to:How does the teacher help pupils to:

plan, monitor and reflect on their learning?plan, monitor and reflect on their learning?

appreciate the value of their thinking?appreciate the value of their thinking?

summarise their learning?summarise their learning?

make good progress?make good progress?

Plenaries OHT 8.5



In a departmental meeting view the two video sequences from this In a departmental meeting view the two video sequences from this module and use handout 8.5 as an agenda for discussion.module and use handout 8.5 as an agenda for discussion.

Discuss the strategies illustrated and share ideas about how they can be Discuss the strategies illustrated and share ideas about how they can be applied in your subject. You may find it helpful to use module 7 ‘Starters’ applied in your subject. You may find it helpful to use module 7 ‘Starters’ for other ideas that can be used in plenary sessions.for other ideas that can be used in plenary sessions.

Agree on five strategies that you will trial and introduce them over a four-Agree on five strategies that you will trial and introduce them over a four-week period.week period.

Discuss how each of those strategies can be used to maximise pupil Discuss how each of those strategies can be used to maximise pupil progress.progress.

Share the pupil responses with colleagues in a further meeting.Share the pupil responses with colleagues in a further meeting.

Plenaries OHT 8.6


ChallengeChallenge



To explore what is meant by ‘challenging learning opportunities’To explore what is meant by ‘challenging learning opportunities’

To explore how challenge supports learningTo explore how challenge supports learning

To explore how teachers can make challenging tasks achievableTo explore how teachers can make challenging tasks achievable

To consider how challenge can be built into lessonsTo consider how challenge can be built into lessons

Challenge OHT 9.1


Key aspects of challengeKey aspects of challenge

Challenge is a prerequisite of learning.Challenge is a prerequisite of learning.

Getting the level of challenge right is crucial.Getting the level of challenge right is crucial.

Self-confidence and self-belief are necessary to meet learning challenges.Self-confidence and self-belief are necessary to meet learning challenges.

Challenge needs to be realistic.Challenge needs to be realistic.

Challenge in classrooms needs to be anxiety-free.Challenge in classrooms needs to be anxiety-free.

Mistakes need to be accepted as an important part of learning.Mistakes need to be accepted as an important part of learning. Effective learners take risks.Effective learners take risks. The higher the motivation, the higher the tolerance of frustration during learning.The higher the motivation, the higher the tolerance of frustration during learning. Success depends upon receiving support when it is needed.Success depends upon receiving support when it is needed. Support should encourage independence in the learner.Support should encourage independence in the learner.

Challenge OHT 9.2


Increasing the level of challengeIncreasing the level of challenge

Expect greater independence.Expect greater independence.

Increase pace.Increase pace.

Encourage metacognition and self-review.Encourage metacognition and self-review.

Increase proportion of higher-order questions.Increase proportion of higher-order questions.

Widen the range of sources used by learners.Widen the range of sources used by learners.

Introduce texts of greater density and abstraction.Introduce texts of greater density and abstraction.

Demand greater precision in language.Demand greater precision in language.

Expect pupils to justify answers.Expect pupils to justify answers.

Provide more opportunities to transform and apply new ideas.Provide more opportunities to transform and apply new ideas.

Provide more open-ended, problem-solving tasks.Provide more open-ended, problem-solving tasks.

Challenge OHT 9.3


Making challenging tasks achievableMaking challenging tasks achievable

Affirm success and effort.Affirm success and effort.

Prompt reflection on learning strategies.Prompt reflection on learning strategies.

Encourage risk taking.Encourage risk taking.

Set high expectations.Set high expectations.

Use targets and goals based on prior attainment.Use targets and goals based on prior attainment.

Use rewards to build learning stamina.Use rewards to build learning stamina.

Break challenge down into small, achievable steps.Break challenge down into small, achievable steps.

Monitor progress and intervene early.Monitor progress and intervene early.

Provide feedback.Provide feedback.

Challenge OHT 9.4



Identify the key objectives that underpin development in a unit of Identify the key objectives that underpin development in a unit of work that you teach. Then analyse the demands of its tasks in work that you teach. Then analyse the demands of its tasks in relation to Bloom’s taxonomy. Revise the unit, if appropriate, to relation to Bloom’s taxonomy. Revise the unit, if appropriate, to include a variety of more demanding tasks.include a variety of more demanding tasks.

Undertake paired peer observation of a lesson from the unit. Use the Undertake paired peer observation of a lesson from the unit. Use the checklist created at the end of this session to explore the features of checklist created at the end of this session to explore the features of practice that support challenge. Devise an action plan to address practice that support challenge. Devise an action plan to address any areas for development identified.any areas for development identified.

Challenge OHT 9.5a


In subject teams take a scheme of work from Key Stage 3 and In subject teams take a scheme of work from Key Stage 3 and collect three sample pupil outcomes for the same task, representing collect three sample pupil outcomes for the same task, representing different levels of ability. Identify the key differences between the different levels of ability. Identify the key differences between the pupil outcomes and discuss appropriate targets for each pupil. Agree pupil outcomes and discuss appropriate targets for each pupil. Agree the incremental steps that each learner needs to take to achieve the incremental steps that each learner needs to take to achieve those targets and how they might be supported. Make this a regular those targets and how they might be supported. Make this a regular feature of team meetings.feature of team meetings.

Challenge OHT 9.5b



EngagementEngagement



To understand the factors that influence pupil motivation and To understand the factors that influence pupil motivation and involvement in their learninginvolvement in their learning

To explore a range of strategies to increase pupils’ involvement in To explore a range of strategies to increase pupils’ involvement in their learningtheir learning

Engagement OHT 10.1


Tackling motivation and engagementTackling motivation and engagement

Schools and teachers can have a significant impact on pupils’ Schools and teachers can have a significant impact on pupils’ engagement and motivation.engagement and motivation.

Some action can be implemented in the short term: other action requires Some action can be implemented in the short term: other action requires long-term implementation.long-term implementation.

All action needs to be planned, monitored and reviewed.All action needs to be planned, monitored and reviewed.

Engagement OHT 10.2


Instructions for activity 2Instructions for activity 2

read and discuss each statement;read and discuss each statement;

arrange the statements into groups that you think show common features;arrange the statements into groups that you think show common features;

use the blank cards on which to write titles for each group;use the blank cards on which to write titles for each group;

use blank cards to record additional statements;use blank cards to record additional statements;

select the three most important features of classroom practice which select the three most important features of classroom practice which support pupils’ engagement with their learning; (These can be drawn from support pupils’ engagement with their learning; (These can be drawn from any of your groups – there doesn’t have to be one from each.)any of your groups – there doesn’t have to be one from each.)

discuss why these three are the most important.discuss why these three are the most important.

You have been given a series of statements that describe features of You have been given a series of statements that describe features of teaching and learning which are likely to promote pupils’ teaching and learning which are likely to promote pupils’ engagement. In pairs:engagement. In pairs:

Engagement OHT 10.3


When are pupils more likely toWhen are pupils more likely tobe engaged in their work?be engaged in their work?

they are clear about its purpose because the work has been well they are clear about its purpose because the work has been well explained;explained;

the work builds on their prior attainment; they are able to do the work but the work builds on their prior attainment; they are able to do the work but find it challenging;find it challenging;

they are emotionally, physically and intellectually involved by the tasks set;they are emotionally, physically and intellectually involved by the tasks set;

the presentation, variety and structure of the work and activities generate the presentation, variety and structure of the work and activities generate curiosity and interest;curiosity and interest;

they have opportunities to ask questions and try out ideas;they have opportunities to ask questions and try out ideas;

they can see what they have achieved and how they have made progress;they can see what they have achieved and how they have made progress;

they get a feeling of satisfaction and enjoyment from the work.they get a feeling of satisfaction and enjoyment from the work.

Pupils are more likely to be engaged in their work when:Pupils are more likely to be engaged in their work when:

Engagement OHT 10.4


Approaches to improvingApproaches to improvinglevels of engagementlevels of engagement

the physical state of the pupil;the physical state of the pupil;

the emotional state of the pupil;the emotional state of the pupil;

the learning style of the pupil;the learning style of the pupil;

the pupil's prior attainment and knowledge.the pupil's prior attainment and knowledge.

To create an effective climate for learning, we need To create an effective climate for learning, we need to think about:to think about:

Engagement OHT 10.5



Try out some of the strategies shown in the video or listed on the Try out some of the strategies shown in the video or listed on the handouts and report back to a departmental meeting.handouts and report back to a departmental meeting.

Review a unit of work to assess whether it offers opportunities to Review a unit of work to assess whether it offers opportunities to work across a range of learning styles.work across a range of learning styles.

At a departmental meeting, analyse a range of lesson plans to At a departmental meeting, analyse a range of lesson plans to identify opportunities for access by pupils with different learning identify opportunities for access by pupils with different learning needs and styles. Group the lesson plans according to the learning needs and styles. Group the lesson plans according to the learning needs and styles that they seem to favour. Resolve disagreements needs and styles that they seem to favour. Resolve disagreements about categorisation by exploring the key activities of the lesson that about categorisation by exploring the key activities of the lesson that led to the categorisation. End the session by agreeing possible led to the categorisation. End the session by agreeing possible adjustments to the plans to provide access to a fuller range of needs adjustments to the plans to provide access to a fuller range of needs and styles.and styles.

Engagement OHT 10.6


Principles for teaching thinkingPrinciples for teaching thinking



To consider how teachers can develop the skills of independent To consider how teachers can develop the skills of independent thinking in their pupilsthinking in their pupils

To introduce teachers to the principles for teaching thinkingTo introduce teachers to the principles for teaching thinking

Principles for teaching thinking OHT 11.1


Extract from the NationalExtract from the NationalCurriculum forewordCurriculum foreword

The focus of this National Curriculum, together with the wider school The focus of this National Curriculum, together with the wider school curriculum, is therefore to ensure that pupils develop from an early age curriculum, is therefore to ensure that pupils develop from an early age the essential literacy and numeracy skills they need to learn; to the essential literacy and numeracy skills they need to learn; to provide them with a guaranteed, full and rounded entitlement to provide them with a guaranteed, full and rounded entitlement to learning; to foster creativity; and to give teachers discretion to find the learning; to foster creativity; and to give teachers discretion to find the best ways to inspire in their pupils a joy and commitment to learning best ways to inspire in their pupils a joy and commitment to learning that will last a lifetime. (p. 3)that will last a lifetime. (p. 3)



What is outstanding performance?What is outstanding performance?Some common responsesSome common responses Seeing patterns in dataSeeing patterns in data Making links with other topics or areasMaking links with other topics or areas Thinking laterallyThinking laterally Being creativeBeing creative GeneralisingGeneralising Solving problemsSolving problems Checking and refining solutionsChecking and refining solutions Seeing different viewpointsSeeing different viewpoints Using existing knowledgeUsing existing knowledge Knowing a lotKnowing a lot Having a good memoryHaving a good memory Fast processing of informationFast processing of information Working with othersWorking with others



Points for discussion of handout 11.2Points for discussion of handout 11.2

What do you feel are the key points outlined?What do you feel are the key points outlined?

What type of thinking is common in your subject?What type of thinking is common in your subject?

What implications are there for your own practice?What implications are there for your own practice?



Thinking togetherThinking together



To consider talk as a tool for thinking and learningTo consider talk as a tool for thinking and learning

To evaluate and understand ways that pupils talk together in joint To evaluate and understand ways that pupils talk together in joint activitiesactivities

To consider how pupils can be helped to talk and reason together To consider how pupils can be helped to talk and reason together most effectivelymost effectively

Thinking together OHT 12.1


Talk enables us to:Talk enables us to:

share information and experience;share information and experience;

build and maintain social relationships;build and maintain social relationships;

provide guidance;provide guidance;

think together.think together.




Transcript 1: Writing a jingleTranscript 1: Writing a jingle

In a Year 7 music lesson, Luc and Christina are composing a ‘jingle’ on the In a Year 7 music lesson, Luc and Christina are composing a ‘jingle’ on the keyboard for an advertisement and writing it using musical notation.keyboard for an advertisement and writing it using musical notation.

Luc is writing down the music as Christina plays it.Luc is writing down the music as Christina plays it.

Christina: Christina: Just write in the next note.Just write in the next note.

Luc: Luc: You’ve got to get it on therYou’ve got to get it on there. (Points to e. (Points to keyboard) keyboard) Yes that’s you. Let’s just have Yes that’s you. Let’s just have a listen to it.a listen to it.

Christina: Christina: You’ve got to let me get some ideas in You’ve got to let me get some ideas in sometimes.sometimes.

Luc: Luc: You’re playing it!You’re playing it!

Thinking together OHT 12.3a


Christina: Christina: Well you can do some, go on.Well you can do some, go on.

Luc: Luc: (Writing) (Writing) In a minute.In a minute.

Christina: Christina: (Mumbles something under her breath)(Mumbles something under her breath)

Luc: Luc: You’re playing. You’re playing. (Hums a bit of tune)(Hums a bit of tune)

Christina: Christina: You can play that.You can play that.

Luc: Luc: Why don’t you do it?Why don’t you do it?

Christina: Christina: No, because you should.No, because you should.

Thinking together OHT 12.3b

Transcript 1: Writing a jingleTranscript 1: Writing a jingle


Transcript 2: A Viking invasionTranscript 2: A Viking invasion

The group is working with a computer simulation of the Viking invasion of The group is working with a computer simulation of the Viking invasion of England.England.

In the role of a Viking raiding party, these Year 6 pupils are considering a set In the role of a Viking raiding party, these Year 6 pupils are considering a set of options for action, displayed on the screen, which include:of options for action, displayed on the screen, which include:

A: build shelter; B: hunt for food; C: set up defences;A: build shelter; B: hunt for food; C: set up defences;D: hide the boat; E: find slaves; and F: raid monastery.D: hide the boat; E: find slaves; and F: raid monastery.

Diana: Diana: (Reading options for action off screen) (Reading options for action off screen) ‘Place in order ‘Place in order of importance.’of importance.’

Paul: Paul: ‘Set up defences’. I choose ‘set up defences’. Then there’s a ‘Set up defences’. I choose ‘set up defences’. Then there’s a place to hide behindplace to hide behind



Diana: Diana: Wait, why do you want ...?Wait, why do you want ...?

Adrian: Adrian: Because then we’re safe.Because then we’re safe.

Paul: Paul: Because then we’re safe aren’t we?Because then we’re safe aren’t we?

Diana: Diana: Yes, but suppose someone spots our boat.Yes, but suppose someone spots our boat.

Adrian: Oh no!Adrian: Oh no!

Paul:Paul: OK, what about defences? Say we get attacked and OK, what about defences? Say we get attacked and can’t hide the boats. Then what would happen?can’t hide the boats. Then what would happen?




Diana: Diana: What do we do if we run out of food?What do we do if we run out of food?

Paul: Paul: I’d say we put ‘find slaves’ last. I’d say we put ‘find slaves’ last. (Paul had earlier suggested (Paul had earlier suggested that this should have high priority.)that this should have high priority.)

Diana: Diana: We can’t find the slaves until we’ve raided, I sort of think.We can’t find the slaves until we’ve raided, I sort of think.

Paul: Paul: Yeah. I’d say D first Yeah. I’d say D first (that is, the option ‘hide the boat’) (that is, the option ‘hide the boat’) then B then B and C, A and F. Which do you reckon we should go for then?and C, A and F. Which do you reckon we should go for then?

Diana: Diana: I think we should do D first, cos it’s a risk.I think we should do D first, cos it’s a risk.

Paul: Paul: (turning to Adrian) (turning to Adrian) Do you agree with that?Do you agree with that?

Thinking together OHT 12.4c



Adrian: Adrian: Yes.Yes.

Paul: Paul: But say we get attacked while hiding the boats.But say we get attacked while hiding the boats.

Diana: Diana: It shouldn’t take that long to hide the boats though would it?It shouldn’t take that long to hide the boats though would it?

Paul:Paul: Well there’s four of them, they’re quite big. Well there’s four of them, they’re quite big.

OK. Press D then.OK. Press D then.

(Adrian presses and they go on to discuss the rest of the sequence.)(Adrian presses and they go on to discuss the rest of the sequence.)

Thinking together OHT 12.4d



What kind of talk do we want?What kind of talk do we want?

When you ask pupils to work and talk together, what sort of talk do When you ask pupils to work and talk together, what sort of talk do you wish to take place?you wish to take place?

If you had to compile a list of up to five rules that pupils should follow If you had to compile a list of up to five rules that pupils should follow in order to talk together effectively, what would your rules be?in order to talk together effectively, what would your rules be?



Exploratory talkExploratory talk

In exploratory talk:In exploratory talk:

pupils and teachers engage critically but constructively with each pupils and teachers engage critically but constructively with each other’s ideas;other’s ideas;

contributions build on previous comments;contributions build on previous comments;

relevant information is offered for joint consideration;relevant information is offered for joint consideration;

there is speculation;there is speculation;

pupils give reasons for their views and seek them from others;pupils give reasons for their views and seek them from others;



‘‘It is an effective way of using language to think …the process of It is an effective way of using language to think …the process of education should ensure that every child is aware of its value and be education should ensure that every child is aware of its value and be able to use it effectively …able to use it effectively …

However, observational research evidence suggests that very little of it However, observational research evidence suggests that very little of it naturally occurs in classrooms when children work together in groups.’naturally occurs in classrooms when children work together in groups.’

Mercer, N. (2000)Mercer, N. (2000)

reasoning is visible in the talk.reasoning is visible in the talk.


Exploratory talkExploratory talk


Ground rules for talkGround rules for talk

Everyone should:Everyone should:

be actively encouraged to contribute;be actively encouraged to contribute;

offer opinions and ideas;offer opinions and ideas;

provide reasons for their opinions and ideas;provide reasons for their opinions and ideas;

share all relevant information;share all relevant information;

feel free to disagree if they have a good reason;feel free to disagree if they have a good reason;

ask other people for information and reasons;ask other people for information and reasons;

treat other people’s ideas with respect;treat other people’s ideas with respect;

try to come to an agreement; try to come to an agreement;

and …and …

change their minds if they are persuaded by good reasoning.change their minds if they are persuaded by good reasoning.



Using ground rules for talkUsing ground rules for talk

Should pupils be taught how to talk together effectively in your Should pupils be taught how to talk together effectively in your school?school?

Why / why not?Why / why not?

If so, when and how?If so, when and how?

– – In Year 7 or later?In Year 7 or later?

– – As a ‘stand alone’ activity or as part of subject teaching?As a ‘stand alone’ activity or as part of subject teaching?

What difficulties would there be in trying to pursue this?What difficulties would there be in trying to pursue this?

How could these be addressed?How could these be addressed?




Build group talk into your lesson plans.Build group talk into your lesson plans.

Raise pupils’ awareness of talk.Raise pupils’ awareness of talk.

With colleagues, plan a coordinated approach to talk.With colleagues, plan a coordinated approach to talk.

Use ICT as a resource for encouraging exploratory talk.Use ICT as a resource for encouraging exploratory talk.



ReflectionReflection



To understand the importance of pupils reflecting on learningTo understand the importance of pupils reflecting on learning

To identify a vocabulary of useful thinking and learning words for To identify a vocabulary of useful thinking and learning words for foundation subjectsfoundation subjects

Reflections OHT 13.1


The importance of reflectionThe importance of reflection

Reflecting on learning helps thinking and learning.Reflecting on learning helps thinking and learning.

Reflection is particularly important when tackling challenging tasks.Reflection is particularly important when tackling challenging tasks.

Thinking about learning is hard without words.Thinking about learning is hard without words.

Opportunities for reflection need to be planned.Opportunities for reflection need to be planned.

Reflection promotes skills needed both for tests and for meeting Reflection promotes skills needed both for tests and for meeting challenges in everyday life.challenges in everyday life.



Advantages of awareness of learningAdvantages of awareness of learning

Independent learning requires the learner to be able to monitor and Independent learning requires the learner to be able to monitor and regulate their learning.regulate their learning.

Knowing more about learning makes it less of a mystery and affects Knowing more about learning makes it less of a mystery and affects confidence and self-esteem.confidence and self-esteem.

Reflection helps generalising about learning.Reflection helps generalising about learning.

Generalising helps to transfer learning and helps pupils to make Generalising helps to transfer learning and helps pupils to make connections between subjects.connections between subjects.



Identify thinking words for your subject, which are appropriate for Identify thinking words for your subject, which are appropriate for your pupils.your pupils.

Display some thinking words on A4 pieces of paper, complete with Display some thinking words on A4 pieces of paper, complete with definitions, and, after a suitable activity, allow pupils to choose definitions, and, after a suitable activity, allow pupils to choose words which match their mental processes.words which match their mental processes.

Plan opportunities to develop the use of these words in plenaries.Plan opportunities to develop the use of these words in plenaries.

Identifying and using thinking wordsIdentifying and using thinking words

Reflections OHT 13.4a

Developing reflection and metacognitionDeveloping reflection and metacognition


Developing reflection and metacognitionDeveloping reflection and metacognition

Model some thinking processes and label your mental processes for Model some thinking processes and label your mental processes for pupils.pupils.

Encourage pupils to think and talk about thinking processes and strategies Encourage pupils to think and talk about thinking processes and strategies they might use before they tackle a problem.they might use before they tackle a problem.

Encourage them to identify occasions when they use particular processes Encourage them to identify occasions when they use particular processes out of school.out of school.

Give pupils opportunities to think and talk about their work in small groups Give pupils opportunities to think and talk about their work in small groups before they are asked to contribute to whole-class discussion.before they are asked to contribute to whole-class discussion.

Give pupils learning logs to record their thoughts on what and how they Give pupils learning logs to record their thoughts on what and how they have learned.have learned.

Reflections OHT 13.4b


Big concepts and skillsBig concepts and skills



To identify some principal concepts and skills in foundation subjectsTo identify some principal concepts and skills in foundation subjects

To understand how the concepts may contribute to improved To understand how the concepts may contribute to improved understanding and motivationunderstanding and motivation

To consider the importance of principal concepts and skills to To consider the importance of principal concepts and skills to curriculum planningcurriculum planning

Big concept and skills OHT 14.1


Big concepts and learningBig concepts and learning

to provide pupils with the ability to see patterns in new learning situations, to provide pupils with the ability to see patterns in new learning situations, tasks and problems;tasks and problems;

to provide a foundation for assisting pupils in transferring their learning;to provide a foundation for assisting pupils in transferring their learning;

pupils to become more independent and motivated learners.pupils to become more independent and motivated learners.

A knowledge of principal concepts in foundation subjects can help:A knowledge of principal concepts in foundation subjects can help:



Thinking processes during the drawing task: Thinking processes during the drawing task: questions to reflect uponquestions to reflect upon Did you draw as you listened or did you wait for pauses?Did you draw as you listened or did you wait for pauses?

Which of your symbols represent concrete phenomena and which Which of your symbols represent concrete phenomena and which represent abstract ones?represent abstract ones?

Did you get visual images in your head? Where did they come from?Did you get visual images in your head? Where did they come from?

What happened when you did not have to draw?What happened when you did not have to draw?

What parts were difficult to make sense of?What parts were difficult to make sense of?

Did drawing the border and labelling the two countries provide a Did drawing the border and labelling the two countries provide a useful structure?useful structure?



‘‘Doing this made me understand more what listening is about. Doing this made me understand more what listening is about. Listening is more than having your ears open … your brain has to Listening is more than having your ears open … your brain has to work as well.’work as well.’

‘‘The pictures in your head, I get a lot of those and now I try and use The pictures in your head, I get a lot of those and now I try and use them, like try to see things in pictures. You remember them better.’them, like try to see things in pictures. You remember them better.’

‘‘It made me realise why I don’t understand teachers sometimes. It made me realise why I don’t understand teachers sometimes. When you hear a load of hard words, like the hassiender When you hear a load of hard words, like the hassiender [haciend[hacienda] a] bit, you switch off because it is too hard. But it’s not your fault, it’s bit, you switch off because it is too hard. But it’s not your fault, it’s more the teacher, so I do ask more questions when I don’t more the teacher, so I do ask more questions when I don’t understand.’understand.’

Big concept and skills OHT 14.4a

Pupils’ comments on the taskPupils’ comments on the task


Drawing the symbols was really good. We kept thinking “How do you Drawing the symbols was really good. We kept thinking “How do you draw that?” and made you think what it was about. We compared draw that?” and made you think what it was about. We compared our symbols and I could see how my partner had got different things our symbols and I could see how my partner had got different things out of it.’out of it.’

‘‘It made me really tired doing that. It made me concentrate so hard, It made me really tired doing that. It made me concentrate so hard, it seemed like it went on for hours. I want to do it with my Mum to it seemed like it went on for hours. I want to do it with my Mum to see if she can do it.’see if she can do it.’

Big concept and skills OHT 14.4b

Pupils’ comments on the taskPupils’ comments on the task


Classification of intended Classification of intended learning outcomeslearning outcomes

ModularModular

LongitudinalLongitudinal

BackgroundBackground




In curriculum analysis and planning:In curriculum analysis and planning:

analyse the first pages of the programmes of study and some GCSE analyse the first pages of the programmes of study and some GCSE examination papers to identify critical skills in making sense of examination papers to identify critical skills in making sense of information and solving problems;information and solving problems;

similarly, analyse documents for underlying concepts, which may be similarly, analyse documents for underlying concepts, which may be implicit as well as explicit;implicit as well as explicit;

analyse pupils’ work or examination scripts to identify what lower-analyse pupils’ work or examination scripts to identify what lower-achieving pupils are failing to do or understand;achieving pupils are failing to do or understand;

provide staff with opportunities to reflect upon the skills and concepts provide staff with opportunities to reflect upon the skills and concepts which constitute the essence of the subject and which characterise the which constitute the essence of the subject and which characterise the work of the more successful;work of the more successful;

make such concepts and skills explicit in schemes of work and plan make such concepts and skills explicit in schemes of work and plan tasks which aim to develop understanding of them.tasks which aim to develop understanding of them.

Big concept and skills OHT 14.6a


In teaching:In teaching:

make principal concepts and skills more explicit in introductions and make principal concepts and skills more explicit in introductions and plenaries – such as strategies for listening for gist and detail, using visual plenaries – such as strategies for listening for gist and detail, using visual representations for summarising;representations for summarising;

encourage pupils to reflect on how tasks have been done to make the encourage pupils to reflect on how tasks have been done to make the strategies and skills they have used more explicit;strategies and skills they have used more explicit;

provide opportunities for self-assessment, especially in relation to skills;provide opportunities for self-assessment, especially in relation to skills;

make connections between topics and where possible to other subjects – make connections between topics and where possible to other subjects – long- and short-term causes provide a framework that can be used in long- and short-term causes provide a framework that can be used in understanding geography, RE or English literature just as much as in understanding geography, RE or English literature just as much as in history.history.

Big concept and skills OHT 14.6b


assessment for learning in everyday lessons

Documents

assessment of learning

learning goals

learning activities

learning definitionsin

term assessment

influence assessment

key features of assessment

assessment data information