Marvelous Monday 15.9.14 - Wanda Barnes.
This afternoon we will hear about the importance of lesson maps for mapping progress
across the lesson, but also for managing levels of engagement. Please see the example below;
From 2014 Mayfield School becomes the first state all-through-school in Portsmouth. It is evolving from a secondary school of 1000 youngsters to introduce a new reception class in September. This blog is to share our successes and how we have evolved teaching and learning across the year groups in a rapidly improving school.
Monday 15 September 2014
Tuesday 9 September 2014
Whole School Booklook! - Mrs Tearle
Whole School Booklook
On the first
day back this year, the whole staff spent time looking across a range of books.
As a teaching member of staff I found this session very enlightening. It became
clear to me that students are actively choosing to perform in certain subjects
– often due to passions and interests, but equally because they feel they can
get away with it.
The impact
this has had on my classroom practice is to encourage me to raise the bar. To
expect more.
The feedback
from staff has been fascinating. I have attached the anecdotal ‘post-it’ note
comments, and as you can see: we all want the same things. We want to see staff
actively challenging and expecting more from presentation; we want to see
supportive measures put into place to support spelling across the curriculum
and we want to continue to develop a more collaborative approach to teaching
and learning to make our students achieve better, whilst making our
professional lives less challenging.
For me, the
most interesting feedback from the session was differentiation. Firstly, we all
identified a need to differentiate more actively for the less able. However, we
also acknowledge that there seemed to be an over scaffolding for our able
students. We decided to challenge ourselves with this in the coming term. Combining
this session with the differentiation cards we received in the subsequent
session, I feel that this is going to have a good impact on the experience of
students in my class this term.
I would like
to thank staff for your contributions – I will keep you updated on how we move
forward in the coming weeks! Good luck; keep raising the standards and our
young people will come with us!
Monday 8 September 2014
Mondays Marvelous idea
Why is reading important? Show students that reading is a lifelong hobby by sharing with them what you read!
1) Click onto this link
http://whatimreading.org/
2)Enter your name e.g. 'Mrs Tearle' and what you are reading e.g. 'The Hobbit'. Some example book covers will appear. Click on the one that looks best.
3) A poster will appear. Click on 'Get poster' and save it to the shared area.
4)These will be printed and ready for you to display in your classroom or resilience room next week!
Thursday 4 September 2014
A must-watch for the start of term!
Whilst scrolling through ice bucket challenges on
Facebook last week I came across this video that a teacher friend had shared. A
powerful reminder that whilst we should always be aiming for the highest standards
in our planning, preparation and assessment we should never forget the
difference that making pupils believe in themselves can make.
Ryan Gibson
Tuesday 2 September 2014
Student Book look!
INSET 2/9/14. - Session One
Sharing our experiences of student progress by comparing student work across curriculum areas. Main findings to be published soon!
AfL - Charlotte Humm
AFL work
Over the last year I have been working on several ways to
further embed AFL into my lessons. I have been predominantly focusing on
year 7, but I have found that these techniques do work with other year groups
too. Many of these techniques have been taken from ‘Perfect Assessment for
Learning’ by Claire Gadsby.
The first technique I have used is called ‘Red Herring’.
This is where I have added extra success criteria onto the list of success
criteria, this then results in the students having to discuss which one has not
been covered. I found that this helped the students track their learning and
become more reflective of what they needed to concentrate on next. Furthermore,
this can be used as a mini plenary and students can discuss what they need to
do meet the extra success criteria.
Another technique that I used was called ‘Random Success
Criteria’. This is where the success criteria are jumbled and students have to
decide upon the levels/grades for each success criteria. I found that this
helped the students as they were able to reflect upon the language used in the
success criteria (e.g. describe, evaluate) and decide upon a level/grade. I
also found this technique good for differentiation as students could use their
current and target grades to help them highlight the correct level/grade onto
the success criteria. I also ensured that the students were encouraged to explain
why they have chosen the particular level/grade.
I use the role of ‘experts’ in my lessons on a regular basis
especially with KS3. This is where one or two students are in charge of
explaining certain parts of the lesson to other students. This allows the
students to have ownership of their learning and enable them to discuss the
learning with other pupils. One class has evaluated the use of experts and many
have said that being an expert in the lesson has helped them to improve their
own learning.
Finally, I have used ‘Question Cue Cards’. This is where
students have to write one or two questions about the topic that they must
bring up during the lesson. I have found that this has helped students to
become more reflective in their learning.
Charlotte Humm
Subscribe to:
Posts (Atom)