Focus Group Feedback

@RHVSTL #rvhstm

RVHS TeachMeet 10 February 2015

Differentiation!!!!!If a man does not keep pace with hiscompanions, perhaps it is because he

hears a different drummer.Henry David Thoreau

Key ideas… differentiation

• …is the process of identifying, with each learner, the most effective strategies for reaching agreed targets”

• “Differentiation should be seen as integral to learning, not an add-on for when things do not go as well as planned.”• “ It is not about troubleshooting but is a concept

which has to be seen in an inclusive way, applying to everyone”

Differentiation can be aimed at:

• The whole class (setting).• Groups within the class.• Individuals.

What are the categories ofdifferentiation?

• By task (tasks graded in difficulty)• By outcome (open-ended tasks, allowing pupil response at different levels)• By support (perhaps via an LSA)• By resources (reading comprehension at differing levels of complexity)• By interest (choice of title for writing)• By variety (media/ICT/games/role play)• By progressive questioning (Planned levels of questioning)• By grouping (Different grouping based on prior attainment,

learning style)

• Do you know the SEN, LAC, PP, G&T, RA, Prior Attainment of the students you teach? It is all about the DATA

• Are they identified on SIMS as having a special need? • Seating plan- where should they sit? Do they have a

physical/ sensory need? Can they see the board?• At the beginning of the year have 2 seating plans, to

target different needs within the classroom for the year. Plan learning partners from data.

• Know your Blooms Taxonomy.

Planning for differentiation

Few people to follow on twitter

• @ASTsupportAAli• @rj1981• @TeacherToolkit• @SENChatUK

GROWTH MINDSET

Step 1• Devise a questionnaire- repetition of

questionsStep 2• All year 7s complete the questionnaire- 7

completedStep 3 • Analyse the data- anomalies, 24 students

Step 4• Group and individual tasks to encourage a

Growth Mindset- Team building, eggs, marbles emphasis on trying not success

Step 5• Complete the original questionnaire

againStep 6• Analyse the data v the rest of the

yearStep 7• Evaluate the projectStep 8• Smoke a cigar

Technology and Home Learning

Google Forms and Self Marking Homework

Create a Google Form by going on your Drive and click ‘Create’ and

‘Form’

Create the questions on your form and a selection of answers

Then ‘Share’ the Google Form with yourself and it will email it to you

for you to fill out a copy first

Pros:• Self Marking• Instant results• Easy to view and show

studentsCons:• Time consuming• Not all students know their

Google Login/Passwords• Teacher

Dashboard/Classlist email not updated

Technology and Home Learning

Click ‘Add On’ at the top and search for Flubaroo and install it as an add on

This will install immediately and is the program which marks the quiz responses

for you

Then ‘Share’ the quiz with your class by typing in their email address or classlist

code

Websites and Blogs

Technology and Home Learning

In science we have designed a blog for the KS3 students where we can give out information about school trips, homework tasks and reminders for clubs etc…

We have also created a blog designed especially for year 11 revision. We can post revision topics in advance and when/where revision will take place.

A blog for year 10 will be our next project!

• Pupils have received information about the website and blog. Posters on display (class room, teaching area and around school).

• Home learning material made available (pdf documents used). If paper copies are lost there is no excuse for work not completed due to missing sheets.

• Sticker produced for their planner as a reminder of website.• Digital leaders supported with the designing and input of files. Teacher updates files

regularly.• Focus group: GCSE (Year 10), very low ability group as a whole.• Moving forward: • Maybe pupils can post some of their own examples on the site (of completed tasks)/

examples available of different grades to view.• Recipes/dishes can be posted by pupils and comments can be given by other

members of the group.• Setting challenges for each other in the group and identification of skills achieved.• Support needed:• Would be useful if admin time could be available to input all resources.

Websites and Blogs

Technology and Home Learning

Technology and Home Learning

Show My Homework

• We looked at a case study• Tried the process of setting h/w, lots of steps• Spoke to a pupil from case study school about it• Discussed with colleagues and discounted due to mainly

due to price (£6400 for 2 years), but also complexity of setting h/w, but this would become easier with familiarity.

• Google classroom/ Doddle and Google Calendar can all do what Show My Homework does.

Students know how to improve

• Marking policy • Written feedback through closing the gap• Oral feedback• Green pen• Pair work• Peer assessment• Mini plenaries • Mini whiteboards• 2 stars and a wish• MFL forms

KS 3

Success criteria checklist (KS4)ABC I have used different connectives

ABC I have given opinions and justified them (reasons)

ABC I have used the present tense and checked my verbs

ABC I have used the perfect tense and checked my verbs

ABC I have used the future tense and checked my verbs

ABC I have used time phrases

ABC I have used intensifiers

ABC I have used negatives

ABC I have used adjectives +checked agreements/position

ABC I have checked that my sentences make sense

ABC I have completed all of the task in enough detail

ABC I have used adverbs

ABC I have checked spelling and accents (dictionary)

AB I have used different pronouns not just je

AB I have used the comparative

AB I have used the imperfect tense and checked my verbs

AB I have used reflexive verbs (in more than one tense)

AB I have used “après avoir” and “après être”

AB I have used “y” meaning “there”

AB I have used the conditional (je voudrais)

AB I have used depuis + the present tense

AB I have used j’ai décidé de + infinitive

AB I have used avant de + infinitive

A A* I have used while doing … (eg. en regardant)

A A* I have used subordinate clauses (quand,où)

A A*I have used direct + indirect object pronouns

AA* I have used interjections

AA* I have used the superlative

AA* I have used the conditional tense and checked my verbs

AA* I have used an if sentence and the conditional tense

AA* I have used relative pronouns (qui/que)

Mark scheme

KS 4 mentoring form

Google CalendarClick on the date and time the homework is due.

Select the teaching group

Set and email reminder to the group

Open the Calendar app from any google webpage

Technology and Home Learning

Google Calendar● Staff, Students and parents

can access on phones, tablets and desktop computers.

● We already have class groups set up for emails.

● Homework can be set focused on due date to help students manage their time

● Staff can enter homework directly from classroom computer during lesson, in advance or at the end of the day.

● Option to give students a reminder

● Potentially replace homework tracking forms for HoFs Technology and

Home Learning

GOOGLE CLASSROOMSTECHNOLOGY & HOMEWORK FOCUS GROUP

MR S. RAHMAN

Google Classroom

Easy to Set Up Teachers can add students directly or share a code with their class to join.

Google Classroom

Enhances Communication Teachers can easily communicate with the class. Students can also collaborate on work.

Google Classroom

Improves Organization Google Drive folder automatically created for each class. Homework can be tracked on Assignment page.

Google Classroom

Part of Google Apps for Education Integrated with Google services.

Mobile Phone andTablet Access

The Classroom app is available on Android and iOS.

Snap a photo Attach photos to assignments or posts to share with the teacher or the whole class.

Share from Other Apps Attach files, images, and links to Classroom assignments right from other apps.

Offline Access Access Classroom assignment without an internet connection.

More Information

Introductionhttps://www.google.com/edu/products/productivity-tools/classroom/

Training Linkhttps://www.google.com/edu/training/get-trained/classroom/basics.html

20 Things You Can Do With Google Classroomhttp://www.alicekeeler.com/teachertech/2014/09/07/20-things-you-can-do-with-google-classroom/

RV and E-Bacc• Performance Indicator (for Ofsted)• 49% current yr 11 (108/221)(English, Maths, Science, Geog/Hist, MFL)• 58% current yr 10 (134)(English, Maths, Science, Computer Science, Geography/History/ MFL)

What have we been doing?• Impact of E-Bacc – what is it?

Research / links from DMA/viewed favourably by university/6th forms /employers

• Identifying E-Bacc students in Yr10 / Yr11Attached to this ppt

• What do students know and need to know about it?Designed a quiz /assemblies/award

certificate/letter home

• What do we need to know about it? ***ALL STAFF EBACC FOLDER SHARED IN DRIVE***

Moving Forwards …..• Letter home to parents of Year 11 students• Assembly for Year 10 – after half term• Assembly for yr 9 – prior to option choices• Tutor time information• Quiz for students • Certificate of Achievement (KS4 Awards Eve)• Establishing suitable candidates for exam

entries in other MFL

Establish how many students can speak another language and enter them for a GCSE - (no teaching required)

TUTOR TIME INFO

-----------------------------------------------------------------------------------------------------

LETTER TO PARENTS

Certificate of Achievement - presented at the KS4 Awards Evening to the successful cohort.

‘ALL STAFF FOLDER’ OF Ebacc INFORMATION

Yr10/11 Ebacc student list(Roding Valley)

LATEST DFE 'Ebacc'

EBACC info for schools (last updated July 14)

Options (2015)

The Red A group is the Triple Science high flyers Ebacc group. The Red B is the higher ability Ebacc route with Core and Additional Science. Green A encourages students to follow the Ebacc route, but does not make it compulsory whilst still filling all the Ebacc buckets for Attainment and Progress 8

Positive behaviour and environment for learning

Think ….

• Gandhi said that in order to see a change in the world, we must first change ourselves.

• If you want to see a change in your classroomand the students you teach, the same is true.

Why students don’t do what you want them to

1. They don’t know what to do.

2. They don’t know how to do it.

3. They don’t know why they should do it.

4. They aren’t suited or matched to the task.

5. There isn’t any consequence.

6. There isn’t any relevant feedback.

7. They get more attention by not doing it.

So what ???

• Be assertive, not passive or aggressive. • Describe the behaviour you want , not what

you don’t. • Be super CONSISTENT.• Use positive language. • Praise on a minimum of 4 to 1. • Invest time in building student relationship.

The bible

Few people to follow on twitter

• @Sue_Cowley• @@BehaviourTeach #behaviourChat• @TeacherTweaks• @StrictTeacher99• @tombennett71