teachmeet main powerpoint

Staff Meeting22nd April

STCM Teach Meet

Learning Focus • To know how to use Information,

Learning Focus and the Big Picture as part of the Recipe for Learning.

• To understand how digital technology can be used effectively in the classroom.

• To be able to apply 3 step differentiation to an activity within a lesson to Support, Stretch and Challenge.

Teaching and Learning Focus:All lessons to be Good or better

STCM Teach Meet

Learning Walk Feedback

Learning FocusThe Big PictureVisible Language for LearningStudents able to explain

STCM Recipe for Learning Lesson PlanThe BIG picture?

Engagement?

Differentiation GA/Levels

Mos

t abl

e Boys

Pupil Premium

SEND

Learning Objectives

Data/Information

Stickability!

±%

Learning Episodes/steps: Shape and Structure (PTO)

Frame the start of the lesson to reflect the ‘big story’ of what they’ll be learning (links to SOW/modules/specs /themes/IMYC).

Key question What do you want students to learn specifically?To know…To understand…To be able to (skill)

‘Hook’ students into their learning.

Recap, engaging starter

What do you want students to remember? How will you make learning stick?Literacy/Numeracy/terminology

Questioning, resources, activities, prompts, LSA target focused support, interventions,Seating plans

BooksAs

sess

men

t

Test

s

Progress

checks

Questioning

Seating plans

Prior learning

Overall, what do you want students to achieve by the end of the lesson? Make links back to the Big Picture:

“We will have learnt about…………….. because………”

Learning OutcomesLearning Focus:

AssessmentAssessment Assessment Assessment

Teacher Led or Student Led?




Learning Episodes/steps: Shape and Structure

Home Learning: Extend/embed learning from lesson, prepare for next

Adaptability Adaptability Adaptability Adaptability

STCM Recipe for Learning Lesson Plan

• Mini whiteboards

• RAG• Pit stops• Questioning







Activities clearly linked to Learning Objectives

Activities/teaching

build on knowledge, steps, variety of

activities

Be flexible, consider pace and content . Adapt activities – be responsive to needschallenge and support

Learning Outcomes ReviewWhat have students achieved at the end of the lesson? Learning Objectives ReviewWhat are they now able to demonstrate in terms of knowledge, skills and understanding?

How will you adjust if students don’t understand?

How will you adjust if students understand quicker?

How will you adjust if some students are more able?

How will you adjust if some students require extra support?

Learning Focus • To know how to use Information,

Learning Focus and the Big Picture as part of the Recipe for Learning.

• To understand how digital technology can be used effectively in the classroom.

• To be able to apply 3 step differentiation to an activity within a lesson to Support, Stretch and Challenge.

Teaching and Learning Focus:All lessons to be Good or better

STCM Teach Meet

CC’s idea!

CMM’s idea!

1. Learning Objectives go here; Add a semicolon after each one as a separator for other slides; Then click Insert>Header Footer> Apply to all.

The Big Picture: Two controlled assessments: 1. Compare and contrast two types of text 2. Using language features for a particular purpose and audi-ence.

Learning Objective:Be able to

write about the purpose, audience and form of the

Center Parcs Blog

Learning Focus:To write notes on the Blog

and answer questions

Title: The blog extract - how does the language fit its purpose and audience

AJ’s idea!

Language Look closely at the article. Can you find words that suggest the

writer is pleased with his situation? Why does the writer use his

children’s names? Is the text formal or informal?

Evidence?




Center Parcs Blog



NOW ANNOTATE YOUR BLOG WITH ALL OUR IDEAS!

PAFT! Purpose Audience Form Tone

(formal informal) … PAFT! Can you now describe the PAFT of

the the Blog In pairs write a paragraph on the

PAFT of the BLOG using all your notes.




Center Parcs Blog



Time for a chat!

Go to www.answergarden.ch by either:

- Clicking on the link above- Using the link on the Go Group blog- Typing the url /address into Internet Explorer

Question: How can digital technology have an impact within teaching and learning?

http://www.answergarden.ch/

Let’s review our learning so far: time for a quiz!

Go to www.kahoot.it by either:

- Clicking on the link above- Using the link on the Go Group blog- Typing the url into internet explorer

http://www.kahoot.it/

What is ‘differentiation’? A recap and update from your teacher training days…

• The theory behind differentiated instruction comes from the views of Vygotsky (1978): – The social context and the interactions of the student within that

social context play a fundamental role in the acquisition of knowledge.

– Students in their 'zone of proximal development' can, with assistance, resolve a problem that they could not have resolved alone and move on to another level of knowledge.

– Teachers can help accelerate students' cognitive development (Vienneau, 2005) by supporting children in resolving problems, by questioning their conceptions, and by asking them to justify their positions (Lafortune & Deaudelin, 2001). They can also provide specific interventions, known in this context as 'scaffolding'."

Differentiation STCM Recipe for Learning

Differentiation for access, eg: - Enlarging texts- Coloured overlays- Some seating arrangements

Differentiation to ‘scaffold’ learning, eg:- Through tasks/activities adjusted to the needs of the learner- Through checking the learner’s understanding and moving them

onto the next level

Differentiation through ‘outcome’ doesn’t scaffold effectively to the needs of the learner; it is not a differentiation strategy.

A crude, but functional, simplification:

• “Scaffolding” = supporting, stretching and challenging the learner to secure knowledge, understanding and skills• This means putting systems and

structures in place for the above to be able to take place• 3 step differentiation to support, stretch

and challenge looks like this...

Learning Objective:

• To know details of China’s 1979-1990 One-child Policy and to recognise its impacts.

• To be able to apply this knowledge and develop exam skills through answering an 8 mark question.

Exam question:

Describe how China implemented its One-child Policy in 1979 and discuss the impacts of this. (8 marks)

By the end of the lesson you ALL need to…

• Know the rules and regulations of the 1979-1990 One-child Policy.

• Consider which of these rules were incentives or consequences.

• Decide if this policy had been a success, using both problems and benefits of the policy.

• Answered an exam style question, and peer assessed these.

A B C

PCH’s 3-step differentiation

- Set to one learning objective- Targets needs of learners in classroom using

graded activities (Information, Big Picture)- Able to check which activities support, stretch

and challenge (Differentiation)- Check understanding of learning using ‘pit

stops’ (see MJV video on GO Group blog too)- Has opportunities to move learners onto next

level

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CLD’s use of 3-step differentiation:

• Based on knowing the ability of learners to design appropriate task (Information)

• Still based on same whole-class objective (Learning Focus)• Graded to support and to stretch learners• Able to build in questioning prior to starting the task to check that learners

understood the different grading (Assessment Opportunities)• Used monitoring to confirm grade of task chosen was suitable, or re-

designated to support or stretch student (Assessment Opportunities)• Able to use all 3 stages/grades with whole class for assessment

(Assessment Opportunities)

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Add AS 3-step skills task here and to blog!

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AS’ use of 3-step differentiation:

• Based on knowing the ability of learners to design appropriate task (Information)

• Still based on same whole-class objective (Learning Focus)• Graded to support and to stretch learners, with challenge provided through

progressive practice of skills• Modelled through own attempt of task (Shape and Structure)• Able to build in questioning prior to starting the task to check that learners

understood the different skills(Assessment Opportunities)• Used monitoring to confirm grade of task chosen was suitable, or re-

designated to support or stretch student (Assessment Opportunities)• Able to use all 3 steps with whole class for assessment through peer

assessment (Assessment Opportunities) 26

Your turn…

In departmental groups, create:1. Plan and create a 3-step differentiation activity

based on a learning objective for a lesson that you are likely to deliver within the next 2 weeks

2. Ensure that you have considered the information about the learners to determine the level of support, stretch and challenge

3. Decide on which assessment opportunities you will use for your 3-step differentiation activity, including when you will assess

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GO Show and Tell

What 3-step activities have you come up with?

What other GO teaching ideas do you have to share with others?

GO Group

Aim: To share Good and Outstanding practice within school, between teachers and departments

Next meeting: - Tuesday 28th April Lunchtime 1.30pm in J5 ;

extended afterschool session 3.30-4.30pm

Focus: Using digital technology in the classroom/3 step differentiation

What have you gained from this session?

• Back to www.Kahoot.it please….you know how!

http://www.kahoot.it/

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