TLE 2014 - 2015

Challenge

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Purpose

“Mastering our craft”

• In depth focus on one aspect of the TLE wheel

• Applied to classroom practice - Try things out, take risks

• Assess impact on student progressCHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

How do we differentiate?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

• Time allocation: time on an activity (speed up/spend longer)• Different Resources: different activities for different groups• Grouping: e.g. deliberately mixed or same ability• Tiered activities: e.g. coloured sheets to indicate difficulty• Different foci on the same resource• Assessment feedback: e.g. written feedback• Verbal questioning• Extension tasks/ questions for those who finish• Individual prompting whilst circulating

Using data to plan

• What data do you use to plan?• How do you use it?

• The importance of knowing your students and what works for them/what they find challenging

• Seating Plans• Groupings

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Data

• Go4schools class profiles:

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Seating plans

The actual seating plans have been removed from this presentation as they contain pupil information

They were colour coded according to ability and by groups (eg groups with similar issues)

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Grouping

• By ability• By issue• Deliberately mixed: coaches• Training: ground rules/success criteria• Everyone contributes(eg different coloured pens)• Clear roles/responsibilities eg chair, questioner,

spokesperson

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

What else do you do to ensure that every student is challenged during group work?

Moving Away From Extension Work: ‘HOTS’ not ‘MOTS’:

‘Higher order thinking skills’not just ‘more of the same’

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

• What do we mean by HOTS?• How do we enable students to start at

their starting point?• How do we solve the over-resource issue? – know the students (data and AfL)–Use a menu of activities rather than just

extension work

How do we solve the issue of over-resourcing?

• Learning Grids

• Word links

– How could you adapt these to your subject areas?– What other suggestions do you have?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Questioning

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Subtle differentiation

• It’s not all about different coloured worksheets!

• AfL• Circulating and prompting

• How do you use questioning/prompting/other ‘subtle’ differentiation?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Assessment and personalised feedback

• ‘The Learning Spy’

• Effective written feedback is:– Time spent planning the next lesson– Gathering data on our students– Providing individualised formative feedback (with

evidence it is happening)– Closing the Gap is the opportunity to create challenge

for each student

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Reflection

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

• Are there any new strategies that you can adapt for trial in your own teaching?

• Which class will you try these with?

• How will this help you to develop your practice in relation to your TLE objective?

Post Twilight Activity

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

• Try at least 2 new differentiation strategies to challenge students.

• In particular, focus on how well students respond to the challenge.

• How can you help them to have a positive attitude to challenge?

FLOW

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION