TLE 2014 - 2015

Challenge – Session 2

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

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?

Aims

“Mastering our craft”

Promoting a Growth Mindset in our students:• Encourage resilience• Encouraging positive attitudes to challenge

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Flow

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Flow

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

• Tasks are appropriately challenging• Teacher input is minimal• Class have necessary learning skills• Goals are clear and worthwhile• Feedback is immediate• Tasks are intrinsically motivating

Growth Mindset

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

GROWTH MINDSET FIXED MINDSET

Dweck Video Link

https://www.youtube.com/watch?v=J-swZaKN2Ic

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Quick Discussion……

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

How do students react if they are:• Given a really difficult maths question• Not very good at a sport in PE• Top of the class at English in Yr4, but

struggling with spelling in Yr7.• A really good sports player who loses a

matchDo different students react differently?

Use of language…..

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Praising pupils for being clever Praising effort and learning strategies

Formative comments that emphasise effort and application

Formative comments that emphasise attainment

Praising students for achievements that come easily

Building robust self confidence

Giving pupils a strong voice in the learning process and a sense of

purpose

Always directing pupils to which tasks to complete

Boosting self esteem Providing constructive criticism

Only place importance on grades / levels rather than learning

Place importance on learning rather than grades / levels

Use of language…..

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Praising pupils for being clever Praising effort and learning strategies

Formative comments that emphasise effort and application

Formative comments that emphasise attainment

Praising students for achievements that come easily

Building robust self confidence

Giving pupils a strong voice in the learning process and a sense of purpose

Always directing pupils to which tasks to complete

Boosting self esteem Providing constructive criticism

Only place importance on grades / levels rather than learning

Place importance on learning rather than grades / levels

Modelling a Growth Mindset

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

What fixed mind set pupils might say What we could encourage them to say

I don’t get it… I can’t do it…. I’m not doing it…

I'm brilliant at this.

I just can’t do ****, I’ve never been any good at ****.

This is too hard.

I’m happy with my current grade/level.

You didn’t explain it properly.

Is this on the exam? What grade/level is this?

Modelling a Growth Mindset

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

The PIT of learning!

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Working in Groups of 3 - 4

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

1. What do I know of the perceptions my pupils have of their own ability and how can I find out more?

2. How does this relate to me, in my subject area, for the groups I teach?

3. How can I use the information from this session / my colleagues to move these students toward a growth mindset? (see example handouts)

4. In what ways does this prompt me to consider the language I use with students and the feedback I provide?

5. How can we develop a shared language of learning that explicitly promotes the belief that learning is a developmental process?

Colour in the person that represents your mindset in today’s lesson.

I’m so confident - I could explain this to someone else!

I can get to the right answer but I don’t understand well enough to explain it yet.

I understand some of this but I don’t understand all of it yet.

I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.

I do not understand any of this yet. There are things I could do to be a better learner next lesson.

Colour in the arrow, up to the statement which best describes your current understanding.

My Favourite MISTAKES MeansI Start To AcquireKnowledgeExperienceSkills

A mistake that moved my learning on……

One question I would like answered…

Two things I am not sure about yet….

Three things I have mastered…

Progress Pyramid

What type of mindsets do mystudents have?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

• Identify 2 or 3 with a fixed mindset. Have a think about what you might take from this session to move them towards a growth mindset.

Post Twilight Activity

• The next half hour is planning time for your TLE work with your TLE partner. This time should be used for co-planning. Please make sure that in this time you also organise a date and time for a peer observation (see below).

• Before the Summer Half Term Break, please ensure that you have had the opportunity to observe your TLE partner and that they have observed you

• This will contribute to your Appraisal at the end of the year

• Other points:- the observation does not need to be for a full hour- notes do not have to be taken as it is the post observation

conversation that is crucialCHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

TLE Sharing Event

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

• Meet colleagues from other areas – social aspect!• Brilliant way of sharing ideas across subjects• Two possible ways of getting involved:

- come along and informally chat to colleagues about their TLE work

- share your own work informally by having a ‘desk’Diary Date:THURSDAY 26 MARCH from 3.30pm – 4.15pm