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Teaching and Learning at The GMUTC

18th August Presentation to Staff
by

Ian Hirst

on 1 May 2015

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Transcript of Teaching and Learning at The GMUTC

Finally
Don't count the days. Make the days count.
Development for GMUTC Teachers
Choice - Collaboration - Connectedness
"
You can train me and you can educate me, but you can't develop me. I develop."
Julian Edge
Flavours
You, your classroom & your students
By learning you will teach, by teaching you will learn.
You, TheGMUTC & your colleagues
Share your knowledge. It is a way to achieve immortality.
You, the world, and your connections
Chance favours the connected mind.
Teaching and Learning Lead
What's cooking?
What CPD works best for teachers
How to achieve it in practice
How to make it count
What professional development makes the most difference to teachers?
What develops teachers' ability to teach well?
7 factors...
Dalai Lama
Professional Learning Community
Staffroom chats
Distribution Board
Social Media
Open Space Technology
Discussion Groups
Peer Observations (Learning Triads)
Mentoring
Walk Through's
Observation
issues
Attitude
Time
Culture
Support
Leadership
collaboration
Latin proverb
"...learning has happened when you find yourself able to do something or be something that you weren’t...before.”
Awareness of awareness of awareness!
Teaching - reflection
Self observation - audio
Self observation - video
Observation - Is Learning Happening
Try using a new...
classroom-based
Steven Johnson
outside expertise
Twitter
Hashtag Chats
Facebook
PLN ('global staffroom')
Blogs - ideas, resources
Webinars
Youtube - TEDTalks
Online conferences
Online courses & mentoring (e.g. iTDi)
1. Ian attends GMCG conference
2. Goes to OFSTED session on Observation Expectations
3. On return to school, gives Feedback workshop (perhaps)
Top-down / Transmission
1. Teacher watches Jim Scrivener session Online
2. Participates on Twitter back-channel
3. Visits blog and gains an in depth insight into Jim's thinking
4. 'Follows' blog & receives notification when it is updated
5. Takes part in discussion on Twitter
6. Interacts with @jimscriv & others; re-evaluates own thinking
7. Reads the follow-up summary of the Twitter discussion
8. Tries out ideas in own teaching - reflects & comments on Bluesky or Yammer (or own blog)
9. Is alerted to new posts on Blog including Seminar & Observation tasks
10. Delivers seminar or engages colleagues in discussion / peer observation, discusses at the PLC meeting
11. Sees tweets from PLN which share links to further reading
Bottom-up / Experiential
collaboration
Muhammad Ali
You may say I'm a dreamer. But I'm not the only one.
I hope someday you'll join us. And the world will live as one.
John Lennon
Reflection
Record
ihirst@thegm.co.uk
@ianhirst101
Task:
How have you collaborated in your workplace in the past?
How will you ensure collaboration in the future here at the GM?
How will we share knowledge & expertise?
How often will we do this?
What facilitation is required from SLT?
Task: In Groups
Brainstorm an Action Research question
Task - In Pairs:
How often do you use social media?
What words would you use to describe it?
What learning is possible via social media?
How does it relate to the kind of CPD discussed so far?
Share your experiences / success stories:
How do you record your development?
When do you do this?
Will you choose to?
A Teacher Portfolio
Examples of lesson plans
Own resources
Achievements
Student work
Observation feedback
Photos of 'me & my class'
Peer observations
Workshops attended
Workshops given
Books & blogs
Imagine you have reached a grand old age, it is your last minute to live, your great-great-Grandchild asks "Tell me what should I do with my life": Take a minute to try and answer this question as honestly as possible, write down the advice you would give.
Prof Steve Peters calls this the truth engraved on your stone of life. This is really the advice you would give yourself and is central to how you actually live your life.
A Quick Task
How to develop high expectations for each student
Teacher credibility in the eyes of the students
Providing formative evaluation to teachers
How to provide better feedback
Reciprocal teaching
Teacher-student relationships
How to better teach meta-cognitive strategies
7 Highest effects on learning
http://www.teachthought.com/learning/hatties-ascending-order/
Make them believe in you
http://www.tes.co.uk/article.aspx?storycode=6179294
Credibility is a key factor
Formulate the question using -

If I do X will Y happen
Bluesky - Distribution Board - News Feed
1. What knowledge and skills do our students need?

2. What knowledge and skills do we, as teachers need?

3. How can we deepen our professional knowledge and refine our skills?

4. How can we engage students in new learning experiences?

Evidence based thinking
We do have choices
One choice would be to have a growth mind set
Become a research-informed school (coffield, pg. 34)
We can achieve this with Joint Practice Development (JPD)

Jointly (J) Share our practice (P) in order to develop (D)
Refers to students’ expectations for and beliefs in themselves.

Involves students predicting or self-reporting their grades.

Implications: teachers need to provide opportunities for students to be involved in predicting their performance. “Making the learning intentions and success criteria transparent, having high, but appropriate, expectations, and providing feedback at the appropriate levels is critical to building confidence in taking on challenging tasks.”
If a teacher is not perceived as credible, the students just turn off.
If a student doesn’t get (the value of education) by the age of 8, they are behind for most of the rest of their school life.
Students are very perceptive about knowing which teachers can make a difference to their learning.
And teachers who command this credibility are most likely to make the difference.
Refers to teachers attending to what is happening for each student in their classrooms as a result of their instruction—when teachers ask, “How am I doing?”
Highest effects when teachers seek evidence on where students are not doing well.
Among most powerful of influences, especially when it is from the student to the teacher.

If the teacher is open to feedback regarding what students know and understand, where they make errors, when they have misconceptions, and when they are disengaged, then they can respond accordingly.

Feedback is about providing information about the task performance.

Effect sizes from these studies show considerable variability, meaning some forms of feedback are more powerful than others.

Least effective: programmed instruction, praise, punishment, and extrinsic rewards.

Feedback is more effective when it provides information on correct rather than incorrect responses and when it builds on changes from previous trials.
Teaching cognitive strategies intended to lead to improved learning outcomes.

Emphasis on teachers enabling students to learn and use strategies such as summarizing, questioning, clarifying, and predicting.

Dialogue between teacher and students around text.

Students take turns as teacher and lead dialogue to bring meaning to written word with assistance to learn to monitor their own learning and thinking.
Interestingly, “when students, parents, teachers and principals were asked about what influences student achievement, all BUT the teachers emphasized the relationships between the teachers and the students.”

“Building relationships implies agency, efficacy, respect by the teacher for what the student brings to the class (from home, culture, and peers) and recognition of the life of the student.”
Meta-cognitive strategies refer to those “thinking about thinking” strategies: planning how to approach a learning task, evaluating progress, and monitoring comprehension.

Self-questioning is another meta-cognitive strategy.
Ian Hirst
John Hattie - Visible Learning
Epistemology
KNOW THY IMPACT
How Can We Make It Casual
In order for research to be properly embedded in schools, it has to be at the point of use – in the
classroom
. Teachers, therefore, need targeted and appropriate training to help translate promising research findings into effective classroom practice to really make a difference to the lives of the pupils they teach. (C, Hendrick; 20114)

Carl Hendrick is Head of Learning and Research at Wellington College

Full Article Available - https://cerp.aqa.org.uk/perspectives/can-teachers-really-engage-research
Over the next few weeks we will be developing the schedules for Learning Triads, Professional Learning Communities, Lesson Observation and Coaching Support.
Full transcript