ks3 impact! geoff barton : creating classroom impact tuesday, september 08, 2015

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KS3 IMPACT!

GEOFF BARTONGEOFF BARTON::

CREATING CLASSROOM IMPACTCREATING CLASSROOM IMPACT

Wednesday, April 19, 2023



KS3 IMPACT!

Making an impact through:

1. Whole-school literacy

2. School improvement planning

3. Behaviour strand

4. Workforce reform

5. Assessment for Learning



KS3 IMPACT!

1. An inclusive education system within a culture of high expectations

2. The centrality of literacy and numeracy across the curriculum

3. The infusion of learning skills across the curriculum

4. The promotion of assessment for learning

5. Expanding the teacher’s range of teaching strategies and techniques

1. no child left behind

2. reinforcing the basics

3. enriching the learning experience

4. making every child special

5. making learning an enjoyable experience

The Big Shift



KS3 IMPACT!

• Nearly 40% of pupils make a loss and no progress in the year following transfer, related to a decline in motivation

• Pupils characterise work in Years 7 and 8 as ‘repetitive, unchallenging and lacking in purpose’

• “Year 7 adds so little value that actually missing the year would not disadvantage some children” (Prof John West-Burnham)

Why do we need it?



KS3 IMPACT!It’s an L&T thing

“Schools are places where the pupils go to watch the teachers working” (John West-Burnham)

“For many years, attendance at school has been required (for children and for teachers) while learning at school

has been optional.” (Stoll, Fink & East)

KS3 IMPACT!

‘Standards are raised ONLY by changes which are put into direct effect by teachers

and pupils in classrooms’

Black and Wiliam,

‘Inside the Black Box’



KS3 IMPACT!

Making an impact through Whole-school literacy

1

LITERACY FOR LEARNING

Language oddities


DOGS MUST BE CARRIED

ON THE ESCALATOR

Please don't smoke and live a more healthy life


PSE Poster


Sign at Suffolk hospital:

Criminals operate in this area


ICI FIBRES

Churchdown parish magazine:

‘would the congregation please note that the

bowl at the back of the church labelled ‘for the sick” is for monetary

donations only’



Why cross-curricular literacy?


The literacy context ...

•A 1997 survey showed that of 12 European countries, only Poland and Ireland had lower levels of adult literacy

•1-in-16 adults cannot identify a concert venue on a poster that contains name of band, price, date, time and venue

•7 million UK adults cannot locate the page reference for plumbers in the Yellow Pages

BBC NEWS ONLINE:

More than half of British motorists cannot interpret road signs properly, according to a survey by the Royal Automobile Club.

The survey of 500 motorists - conducted to mark the 70th anniversary of the publication of the Highway Code - highlighted just how many people are still grappling with it.

According to the survey, three in five motorists thought a "be aware of cattle" warning sign indicated …

an area infected with foot-and-mouth disease.

Common mistakes

•No motor vehicles - Beware of fast motorbikes

•Wild fowl - Puddles in the road

•Riding school close by - "Marlborough country" advert


5 quick ways to maintain the momentum at your school …


1: Get literacy appearing everywhere

2: Call it learning, rather than literacy

3: Build in evaluation

4: Get it in the school improvement plan

5: Think big; start

small



KS3 IMPACT!

Making an impact through school improvement planning

2



KS3 IMPACT!1: Central, working document

2: Attach who, when, costs,

success criteria, and make them smart

3: Less is more - eg focus on 3 key areas for classroom impact (questions, explanation, starters)

4: Keep it in the public domain; part of PM; website

5: Have Dept-by-Dept targets

6: Evaluate progress publicly each half-term

SIP



Using feedback and questionnaires to drive school improvement

“We should measure what we value, not value what we measure” John MacBeath



KS3 IMPACT!

Making an impact through

Behaviour & Attendance Strand

3



KS3 IMPACT!

Evidence suggests that where schools have successfully addressed issues of

ethos and organisation, as well as strengths and weaknesses in teaching and learning, improved standards of

behaviour and attendance are the inevitable consequence.

Why?

King Edward VI School

Bury St Edmunds

What we know from research into behaviour management …

There are higher rates of difficulty and exclusion in schools with lower confidence in their ability to handle the problem.

Proactive schools have better behaviour – early intervention and preventative measures.

The action teachers take in response to a ‘discipline problem’ has no consistent relationship with their managerial success in the classroom. However, what teachers do before misbehaviour occurs is shown to be crucial.

In well-disciplined schools, teachers handle all or most of the routine discipline problems themselves. Indeed, the over-use of hierarchical referrals is a characteristic of high excluding schools.

One of the most worrying assumptions is that if mild punishment does not prove effective, then we should try more severe punishment.

In other words, one is led into a false escalation, rather like the postcard notice: “The beatings will continue until morale improves”.

Chris Watkins, Institute of Education

In general we aim to:1. Set out our expectations clearly2. Model the behaviour and language we expect from students

In responding to challenging behaviour, we3. Give students choices, rather than box them into a corner4. Avoid public confrontation where necessary by being prepared to defer issues to the end of a lesson



KS3 IMPACT!Towards a House Style …



KS3 IMPACT!

4



KS3 IMPACT!

Assessment for Learning

5

FORMATIVE

V

SUMMATIVE

ASSESSMENT



The limitation of questions

Dylan Wiliam (King’s College):

•UK versus Japanese teachers

•Marks can have a negative impact

•Demotivation of UK students



Research from Israel:33% of students given marks only – made no progress33% given mark and comment – no progress33% given comment only …

… increased their performance by 30%



Learning

Formative assessment: “How am I doing?”

Summative assessment:

How have I done?

teacher - peer - parent - buddy - mentor

verbal - tick-list - general comment - written feedback



KS3 IMPACT!

Go for small-scale gains: “Less is more”You’re in controlCustomise the strategy to your own school’s context

See it as driving whole-school improvement, not just KS3Plan, implement, evaluate … always focusing on

IMPACT

Creating whole-school impact:



KS3 IMPACT!

GEOFF BARTONGEOFF BARTON::

CREATING CLASSROOM IMPACTCREATING CLASSROOM IMPACT

ks3 impact! geoff barton : creating classroom impact tuesday, september 08, 2015

Documents

learning slide

area slide

school literacy

escalator slide

learning pse poster

centrality of literacy

literacy context

learning sign