lahc final workshop
TRANSCRIPT
One School’s Journey from Good to Excellent
LAHC Workshop Review Training to Whole School CPD
The only person who does not fear change is a baby with wet diapers!
‘Change is inevitable, except from a vending machine.’
Robert Gallagher
Review Training Dec 2007
Review Oct 2009
Road Map - Good to Excellent
Training
Review Beyond
Whole School Learning Cycle
Good
Excellent
‘Turn your face to the sun and the shadows fall behind you.’
Maori Proverb
‘Your goals should be out of reach but not out of sight.’
Anita DeFrantz
The Seed is Sown
Learning partners
Learning styles
Learning community
Learning Leaders
Developing a model
Tweaks
Whole School CPD
Excellence in us all
Staff Meeting Agendas
Being At your best
Teaching styles
Lesson Observatio
ns Performan
ce Manageme
nt
How the brain
learns
Learning Walks
Comfort Zone
TTT
Physical & Emotional
State
Study Groups
‘Leadership and learning are indispensable to each other.’
John F. Kennedy
‘If you do not have time to read, you do not have time to lead.’
Phillip Schlechty
‘Be not afraid of growing slowly, be afraid only of standing still.’
Chinese proverb
‘The foolish and the dead alone never change their opinions.’
James R. Lowell’
Photos
•Planning
•Assessment
•Introduction
•Main Body
•Plenary(Lead by LAHC trained reviewers)
BrainstormWhole School CPD
Observing a lesson using LAHC observation criteria
‘Year 4 Literacy’
Can we recognise good teaching and learning in our classrooms?
Trying out Feedback skills on colleagues
Learning Partners
Infant, Junior and Senior teachers discussing what makes excellent teaching
&learning!!!
What are you smiling about?
Learning
‘ Learning- the most gloriously messy, unstructured, mysterious process known to man.’ John Abbot, President of the 21st Centuary Learning Initiative
•90% of what we know about how the brain learns has been discovered in the last 10yrs
•Important to take into account what we know about learning when we are trying to make teaching more effective
•Learning involves building on existing understanding
Learning
•Scaffolding-ZPD- zone of proximal development Lev Vygotsky
•Understanding is the is the result of cognitive activity (thinking)
•Learning is best done through multisensory experiences with all children being given frequent opportunities to hear, see and do.
•Emphasis on exploring, rather than delivering the curriculum
Understanding the Triune Brain
Our brain is three brains in one
•The hind or reptilian brain
•The mid brain
•The cerebral cortex
Left Brain
•Language
•Logic
•Mathematical formulae
•Number
•Sequence
•Linearity
•Analysis
•Words of a song
•Learning from the part to the whole
•Phonetic reading system
•Unrelated factual information
Right Brain
•Forms and patterns
•Spatial manipulation
•Rhythm
•Musical appreciation
•Images and pictures
•Dimension
•Imagination
•Tune of a song
•Learns the whole first then parts
•Daydreaming and visioning
•Whole language reader
•Relationships in learning
STATE STYLE STRUCTURE
Plants grow themselves- they just need the right conditions (Death Valley 2005)
Teachers & Farmers
Death Valley
The brain needs fuel – water, oxygen and glucose – to function efficiently.
Oxygen:
•The brain uses about 20% of the body’s oxygen intake. The greediest organ!
•If we sit for extended periods of time the heart rate slows- less freshly oxygenated blood feeds the brain, reducing brain efficiency.
•Approx age + 2min
•Athletes warm up to perform! Brain Gym
STATE STYLE STRUCTURE
Do Super Brain Yoga
The brain needs fuel – water, oxygen and glucose – to function efficiently.
Water:
The brain which is ? % water, requires water to function properly.
•Conducts the tiny electrical currents that drive the brain
•Removes waste and toxins
•Allows more oxygen to bind in red blood cells
•Skin:body mass ratio means young children need little and often.
When dehydrated, learning is impaired as mood and concentration deteriorate
90%
What does a nurturing, stimulating classroom where neurons are being connected look, sound and feel like?
Good Practice What it might look like
The Physical Environment (extract)
The learning process is evident in the room.
Learning objectives displayed and used in lessons.Displays reflect the process of learning in different curricular areas, not just finished product.Curriculum displays include statements and questions to highlight key learning points
Classroom supports an inclusive, interactive teaching approach.
There are prompts and posters that remind children how to…Timetable/routine is visible and visual.Word prompts, lists, and tools (alphabet strips, number charts, etc)
The Emotional Environment (extract)
Children feel competent and safe to take risks.
Supportive language used by all teachers.Individual’s contributions are validated and not ignored or dismissed.Teacher has established a trusting and personal relationship will all children.There is evidence of positive reinforcement for effort.Children are encouraged to achieve personal bests.Children are given opportunities to demonstrate proficiency.
Children have a sense of belonging; individuals are valued and included.
Rights and responsibilities are clearly established and posted.Class rules have been agreed upon by everyone.There is no tolerance for bullying and making fun.Cultural differences are celebrated.A variety of learning styles are provided for.There is evidence of contributions from each member (photos, work displayed, names, etc).
VAK
Visual Learners: 29% of population
•Are neat and tidy
•Are appearance-orientated in both dress and presentation
•Usually are not distracted by noise
•Doodle during conversations and meetings
Auditory Learners: 34% of population
•Are talkative, love discussion and go into lengthy descriptions
•Talk to themselves while working
•Are easily distracted by noise
•Learn by listening and remember what was discussed rather than what was seen
STATE-STYLE -STRUCTURE
Kinesthetic Learners: 37% of population
•Touch people to get their attention
•Are physically orientated and move a lot
•Gesture a lot
•Can’t sit still for long periods of time
……………………………………………………………………..
Boys are more likely to be kinesthetic learners. Girls are more likely to have a visual preference
Boys are more likely to be right brain dominant
Most schoolwork favours left brain thinking
Year 6 X Modality Questionnaire
0
5
10
15
20
25
30
35
Luca
s A.
Brun
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Aristid
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Rena
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Damasia
Nina
Matteo
Enzo
Camila
Nodok
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Luca
s M.
Julia
Aleksand
er
Leop
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Giova
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Pietra
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Mar
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Visual
Auditory
Kinesthetic
Year 6X Learning Styles
STATE-STYLE -STRUCTURE
Researching Greek Armour
• In pairs, read the case study notes and watch the video clip.
1. Note the visual, auditory and kinaesthetic learning opportunities and share them with your partner.
2. Reflect on recent lessons you have taught and how you provided opportunities for children to learn in a variety of ways.
3. Are there any learning approaches you tend to overlook?
4. Think of how you could include VAK learning opportunities in a lesson you will teach.
5. Share some of your findings with the whole group.
Memory•Good memory is a skill not a gift
•We all have a photographic memory……… some of us just don’t have any film!
•If you don’t process- you don’t retain (phone number- short term memory)
•Strong emotional experiences stay with us (good & bad)
1. Teach- pencil list
2.Visualise- 70% brain focus- vision trumps all other senses
hear & in 3 days 10% retained
see = 35% retained
oral + visual = 65% retained
+ teach it = 90%
3. Movement- ‘If its in their bodies they won’t forget!’
increase oxygen to brain- brain gym! 30min
decreases free radicals
improves long term memory
improves cognition
reduces Alzheimer's by 50%
increases neuron creation, survival and resistance (Victor Borge)
1.Pencil
2.Snake
3.Triangle
4.Track
5.Star
6.Bullet
7.Dice
8.Hourglass
9.Baseball
10.Fingers
11.Goalpost
12.Eggs
13.Conference
14.Necklace
15.March
16.Car
17.Magazine
18.Soldier
19.Golf club
20.Glasses
STATE-STYLE -STRUCTURE
A model – structured to reflect the way in which the brain learns naturally
(Tweak to transform – Mike Hughes 2005)
•Phase one: Introduction, set the scene, link to prior learning, review previous lesson, provide big picture
•Phase two: Teaching, new information, instruction/exposition
•Phase three: Learning, processing, making sense of information, understanding
•Phase four: Plenary, review, reflection
Introduction-Indicators of Excellence
• Relaxed yet purposeful atmosphere• Engaged without threat• Links to previous learning/prior knowledge• Learning placed in wider context/big picture-
overview shared- jigsaw• Specific learning objectives shared• Pupils primed to learn- know what to look for
(RAS reticular activating system)
• Interest generated and curiosity stimulated• Sense of challenge• Open questioning- (alternatives to questioning & Bloom’s taxonomy)
• Problems posed• Targets set by teacher & pupils / success criteria
•Learning partners
•Study groups
• TTT
•Sarah’s Video
•Assessment for leaning videos
•Teachers TV- Good to Excellent
•Lesson Observations
•Performance Management
How?
Agreed lesson observation focus: General introduction focus- creating interest/motivation, questioning, links to previous learning and ‘big picture’.
St.Nicholas Junior School Lesson Observation
Strengths:Excellent connections made with; real-life, previous learning and contextChallenged pupils to justify their opinions and to analyse the textRich literary environment- lots of thinking, analysis and discussion about words and textModelled the scaffolding of knowledge and built on the contributions of pupilsExcellent materials prepared to support the introduction with lovely connection with other ‘circuits’Pupils focussed and engaged in discussion in pairs and as a groupVery good paired discussion and use of mini whiteboard to record ideasTransition to main part of lesson very smooth with excellent mini-plenary of introductionReally nice thought provoking questions and statements eg. ‘anything in your heads?’
Areas for Development:•Give more thinking time and engage all children in dialogue through wording of expectations and getting pupils to comment/build on the opinions of others- avoid prolonged dialogue with individual pupils- focus others to listen to and respond•Reinforce expectations regarding oral participation- avoid attempting to raise your voice to talk over the pupils- be very strict about high expectations for routines involving oral participation•Share clear learning objectives and success criteria and display them visually- refer to them throughout the learning and plenary where appropriate
1.Pencil
2.Snake
3.Triangle
4.Track
5.Star
6.Bullet
7.Dice
8.Hourglass
9.Baseball
10.Fingers
11.Goalpost
12.Eggs
13.Conference
14.Necklace
15.March
16.Car
17.Magazine
18.Soldier
19.Golf club
20.Glasses
Question:
How are we doing on our presentation so far?
Answer:
Muy bien!!!!
80% of talking done by the teacher, often more in secondary classrooms!
•Teacher’s brain grows not the pupils
•Rat research
Phase three: Learning
‘The difference between excellent and satisfactory lessons is often the extent to which students are engaged in their learning and the ways in which they are challenged to think and interact with information.’
Ofsted
‘Education is what survives when what has been learnt has been forgotten.’
F.Skinner
Phase three: Learning/Understanding
A sample of Indicators of excellence;
•Tasks that require students to think – engage cognitive process
•Students re-creating rather than reproducing information
•Making it real
•Students fully engaged in their learning
•Opportunities for students to demonstrate their understanding
Top 5 Evaluation\Review Tips from across the Continent!
1.Pencil
2.Snake
3.Triangle
4.Track
5.Star
6.Bullet
7.Dice
8.Hourglass
9.Baseball
10.Fingers
11.Goalpost
12.Eggs
13.Conference
14.Necklace
15.March
16.Car
17.Magazine
18.Soldier
19.Golf club
20.Glasses
Lets try again!
0-5 Oh dear!
6-10 Could do better!
11-15 Not shabby!
16-20 Oh yeah!
Thank you
‘Highlight my strengths and my weaknesses will disappear.’
Maori Proverb
‘Knowledge is knowing that a tomato is a fruit; wisdom is knowing not to put it in a fruit salad.’
Brian O’Driscol