Improving Learning: Agreeing on Consistent Practices across all Subjects Focus Issues

Stage 4/5 syllabuses Common framework, modeled in BOS documentsCycle of learning/teaching, QT model

Explicit and systematic approaches to: scaffolding certain text types, writing process, information process, strategies to read complex texts - before, during, after reading. Visual learning - graphic organisers. Questioning. All teachers use the “model for literacy learning”

Numeracy skills Reading graphs and charts, measurement – other

Technology-ICT Basic applications for presentation, agreed formatting standards, research and information processSubject-related ICT content – routine class useYear 10 Computing Skills Assessment 2006Emerging: smartboards, blogs, podcasts, e and m learning

Study and learning skills

SQ3R, skim/scan, note making, test taking – multiple choice & short/extended responseThinking skills, memory skills, reflection and self evaluationHomework for practice and performance –use of diary. Nature and quality of tasks

Differentiating work for different learning styles and abilities

Agreed, shared programming framework principles using planning pyramidContent, process, productAgreed, shared lesson format – 3/4 part lesson

Self-directed learning

School-home agreementsStructured inquiry learning opportunities – individual and group – G & TPromote independent learning of seniorsEffective organization – workbooks, equipment

Outcomes and standards programming & assessment-TLAR

Rich assessment tasksKnowledge of CPD/DLAs and Band descriptors – Stage 5/6Assessment for learning, marking guides, rubrics & checklists, effective feedback, reflection, self and peer evaluationEngaging, motivating and monitoring across subjectsStandard of report comments

Conditions for learning

Engaging classroom, learning style awareness, prior knowledge, connections

Quality of learning environment Facilities & resources enhancement Healthy Lifestyle Attendance Presentation

Discipline Class behaviour

Achievement gaps: assist students School image and promotion

Expect success Set high standards Support low achievers Cooperate & persist E Talbert 5/05

What works in the classroom? Implications for Teaching and Improving Student LearningAspect Elements QT Opportunities for shared language and consistent practice

Guiding principles

Essential elements of school improvement to improve student learning High expectations Outcomes and standards for performance

defined and communicated Success for all High challenge, high support Early intervention with additional support Partnerships – community, school Quality ongoing, classroom focussed,

teacher professional development Effective leadership – instructional,

learning cultureLearning styles MI, VAK, intelligence, social and emotional

intelligenceThinking and questioning

Blooms taxonomy, open-ended, higher-order, metacognitive skills, learning how to learn

Constructivism Project, problem, inquiry, research-based learning, use of ICT

Real world connections

Contextual, active learning, authentic

Differentiation Meet individual needs – content, process, product

Graphic organisers

Visual representations, KWL, PMI, Venn, concept maps

Basic skills:Literacy and numeracy

Model of explicit, systematic teaching, prior knowledgeWide repertoire of literacy teaching strategies

Learning alone and in groups

Cooperative learning, self –directed, capacity for reflection, self and peer assessment

Elaine Talbert. June 2005 and reviewed February 2010

Teaching and LearningConcepts and Strategies to meet Diverse Learner Needs

Please consider each of these items carefully and rate your current understanding of them and the capacity you believe you currently have to coach members of your staff in their successful application in classrooms. H = high, M = moderate, L= low, U = Unfamiliar with concept

Concept, strategy Rating – my current capacity to effectively

coach my staff

H M L U1. Active learning

2. Advance organisers

3. Anticipation guides: see prior knowledge

4. Assessment for learning

5. Attention focussing

6. Authentic tasks, assessment

7. Automaticity

8. Bloom’s taxonomy

9. Brain-based learning

10. Chunking

11. Concept learning, development, mapping

12. Constructivism, constructivist theories and principles

13. Convergent thinking, questions

14. Cooperative learning

15. Critical thinking

16. Cycle of learning, inquiry

17. Deductive reasoning

18. Differentiated curriculum: process, content, product

19. Discovery learning

20. Emotional intelligence

21. Explicit and systematic model of teaching for literacy – model, guide,

independent practice

22. Expository teaching

23. Graphic organisers: KWL, PMI, Venn, cause and effect

24. Higher – order thinking skills (HOTS)

25. Information literacy and process skills

26. Inquiry learning

27. Integrated curriculum

28. Instructional models, design: direct, interactive, inquiry

29. Knowledge – declarative, procedural, conditional

30. Learning how to learn

31. Learning logs/journals

32. Learning styles: inventories

33. Literacy strategies: three level guide, planning pyramid

34. Memory: nature of, schemas, skills and techniques, mnemonics, short, long

35. Metacognition, metacognitive skills

36. Modelling

37. Motivation: theories, approaches, to learn

38. Multiple intelligences theory

39. Multisensory teaching: VAK, visual, auditory, kinesthetic

40. Outcomes focused teaching and assessment – standards framework

41. Note making, taking: Cornell,

42. Peer assessment

43. Prior knowledge - anticipation guides

44. Portfolios for learning

45. Problem solving, finding

46. Project, problem, inquiry, research based learning

47. Questioning: open-ended, fat v skinny,

48. Reading processes and skills: SQ3R, word attack

49. Real life connections: practical applications of authenticity

50. Rubrics: performance criteria and marking guides

51. Scaffolding learning

52. Self direction and assessment – planning, goal setting, reflection

53. Self-regulation, self-evaluation, self-monitoring

54. Study skills: note- making, summarising, reading texts,

55. Structured overview

56. Test taking skills

57. Text types for writing

58. Thinking skills: critical, creative, 6 hats

59. Writing process

60. Zone of proximal development