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Students as Learning Partners

How students can make an impact on lessons by giving their advice

Katherine Leon

on 19 June 2013

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Transcript of Students as Learning Partners

Students as Learning Partners
Student 2
It is an initiative in which students and teachers are paired
in order to reflect on different ways
to improve the teaching and learning practice in the school.

The aim is for the students to provide
constructive and non-judgmental
feedback on a focus set by the teacher.

The teacher then takes on board the feedback provided and works towards improving their practice in future lessons .

Step one - Students are selected in terms of ability, gender and personality. Staff are asked to volunteer for the
Step two - Students attend a taster session to test their suitability for the project. The successful student will then attend a series of training sessions. Teachers will also attend a C
PD session.

Step three - From the information gathered in step two, the learning triangle
will be suggested (two students with a member
of staff).

Step four - Students and staff will meet to decide a clear focus for development, the dates for the observations and the feedback meetings (minimum of 2
per term)

Step five - Times and dates displayed in the staff room to make other teachers aware of
Behaviour: i.e. use of praise/rewards
Assessment for learning: i.e. variety of activities, questioning
Other specific focus: i.e. student activity in lessons, time management, students participation...
Observations and Possible focus

Acton High School

What is it?
I am a great believer in student feedback and the SaLP programme really supported this. Students are our customers and so we have to make sure that we listen to their views. They also offer a different perspective to us.
My observers provided great feedback in a mature and professional manner and really got me thinking about my classroom practice. I think that getting them involved in the planning stage would be a great development and would give them a greater insight into the process of lesson development.
I would thoroughly recommend it - after all, we are not really much of an organisation if we don't listen to our clients!
Mr Carter
This programme was useful to me as a teacher, and a CTL, because it brought the focus back to the students. What we see as an interesting or engaging lesson often isn't the case! With the SaLP it means we get direct feedback from students who are responsible, intelligent and can really work with us, as partners, to ensure we all get the best from our lessons. In the first observation, I asked one student observer to use ticks and crosses to see how many times I was praising (tick) and how many times I was being negative or dealing with behavioural issues (cross) - it was really interesting to see I praised a lot more than I thought I did, and the students respond to this. It was also good getting feedback from a student point of view, based on engagement and enjoyment of lesson, rather than wholly on learning.
A good programme that needs the attention of all staff.

Mr Summers
Today we are going to:
-explore and understand what is SaLP
-share our concerns and expectations
-review the code of conduct for the SaLP
-explain how do the observations work

SALP / Concerns


Teachers should not take offense from the feedback provided and should compromise
to take it on board and use it in their lessons whenever possible.

Code of Conduct

Year 10
Caitlin Murphy-Page
Alison Gardner
Akhand Rahim
Shovanne Brown
Year 9

Shahid Arghandubi
Sabrine Hachmioune
Amber homas Lorainey

Year 8
Weronika Tworek
Ava Solouk
Christian Violeta
Pierre Maillfaud
Samiha Bachoo
Blendina Fazliju
Hanan Ibrahim
Harsh Kumawat
Karam Kalsi
Solomon Watson
Rema Feddag
Year 7
Moaz Oustah
William Gamston
Jakub Tarkowski
Scott Macrae
Amir Saeidi
Jade Regan-Thompson
Victoria Kowalczyck
The students
Full transcript