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Probationary Year� �High Quality Learning and teaching��Vivienne Innes Mike Paul�HT HT�Skene Square Primary Bucksburn Academy�

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Introductory activity

WHAT IS EVERYONE’S UNDERSTANDING OF EXCELLENT LEARNING AND TEACHING?

IS THERE CLARITY WITHIN YOUR CLASSROOMS?

ARE YOU PLAYING THE ‘MAY GAME’?

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High quality learning and teaching

DISCUSSION

What does this look like?

How do you know it is happening?

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Purpose of this session

Support your creation of a safe, caring and purposeful environment that takes into account of the contexts of learners (2.1.1, 3.2.1)
Support your planning for children and young people with additional support needs (2.1.1,3.1.1, 3.2.1)
Support your appropriate use of teaching strategies (3.1.2)
Support your use of feedback (to and from the learner) (3.1.2)

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Young people are Scotland’s most precious resource

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Relationships

“Nobody cares much until they know how much you care.”

(Wiliam 2016)

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Relationships

“Nobody cares much until they know how much you care.”

(Wiliam 2016)

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OSIRIS

Feedback
Autonomy
Challenge
Engagement

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AUTONOMY

Choice
Leading learning
Self-regulation

Be a 'Blue Peter' not a 'Scooby Doo' teacher.

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Knowledge

Attitudes

Skills

Habits

Beautiful Class

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KASH Levelling up

The teacher and learners demonstrate high expectations in relation to quality of work and achieving success. All learners are highly motivated, resilient and possess excellent learning norms. The teachers has planned backwards effectively, to maximise the chances of new learning going into long term memory. All learners are absorbed by the lesson and are thinking deeply for long periods.
The teacher and nearly all learners have high expectations of quality and achieving success. The teacher's training of the class ensures most learners demonstrate high motivation, resilience and excellent learning norms. There is strong evidence in the use of backward planning that the lesson has been designed with long-term memory in mind. Most learners are absorbed by the lesson and are thinking deeply for long periods.
The teacher demonstrates high expectations of learners in terms of progress and quality of work and this has been adopted by most of the class. The teacher is developing clear norms and routines to support learning at higher levels. Most aspects of backward planning have been used, however there are some missed opportunities that limit the potential for long term learning. Learners are engaged, however not all are thinking deeply for long periods.
The teacher has high expectations for the class. Most learners are motivated to participate, others are compliant. There is some evidence that the teacher is building positive norms that will help learners become more autonomous. Teacher is working to grow the mindsets of all learners. Some aspects of planning backwards are in evidence, but this does not result in significant opportunities for deep thinking.

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High

Teacher Expectations

Low

Teacher Expectations

Low

Learner Expectations

High

Learner Expectations

The place to be

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From Modelling to Autonomy

Step 1: Teacher presents / de-constructs model(s) to class

Step 2: Learners apply success criteria as a group/class to exemplars or demonstrate competency

Step 3: Independent practice

I do

We do

You do

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https://beno.uk/metromapcreator/

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FEEDBACK

Where am I?
Where am I going?
How do I get there?

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At Bucksburn Academy feedback is ‘on-time’, personalised information which provides clear next steps to close the gap between where a learner is, and where they need to be.

SELF

TASK

PROCESS

SELF-REGULATION

Praise

How well has the task been performed? Is it correct or incorrect?

What are the strategies needed to perform the task: are there alternatives that could be used?

Self-monitoring to achieve a goal

Used when learning new material

Used when learner has some degree of proficiency

Used when learner has high degree of proficiency

AS LEARNING PROGRESSES,

CHALLENGE INCREASES

‘That’s great work, well done!’

‘You have drawn the x + y axis correctly on this graph but your scale needs to be labelled correctly’

‘You have made a mistake when structuring your introduction, can you look back at your exemplar and work out how to fix it?’

‘What three strategies made you more successful on this assessment than the last? Can you share them?’

TEACH BRILLIANTLY - FEEDBACK

Can establish positive ethos but beware overuse

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MIKE

This is our model at Bucksburn.
Young people report that they welcome feedback, particularly oral feedback in younger year groups in secondary. This is difficult if you have a class of 30
Need to think about peer feedback – dialogue has high impact on learning – how can you encourage this?
Beware too much ‘self’
Task is important, particularly when learning new knowledge and skills
Process feedback can only work once the knowledge is acquired e.g. in Maths HOW they reach an answer.
DISCUSS – think of some of the pupils in your class – where are they on the journey above? How can they get to the next stage.

The only thing that matters about feedback is what students do with it (Wiliam). And remember, young people will respond better to feedback when relationships are strong – it’s human nature.

You’ll notice, feedback can only be given when there are clear learning intentions and success criteria – don’t confuse them with feedback on something else – that is for another time.

10 minutes (5.20pm)

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CHALLENGE

Differentiation
Questioning – developing higher order thinking

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Quick Introduction About Me!

Stephen Crichton: Principal Teacher of Humanities at Bucksburn Academy.

Started my career in Kincorth Academy before moving to Bucksburn Academy in 2018.

Passionate about active learning and inclusion through differentiation.

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Key Aims of Differentiation

To differentiate up and down.

Differentiate in a way that maintains– or even improves- level of workload.

To have transferable differentiation- ideas that we can reuse for a range of young people across year groups and subjects.

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Activity: Pearl Harbour Tour Guide Leaflet

Congratulations! You’ve been employed by the United States government to operate as a tour guide at Pearl Harbour.

As part of your role you will have to have a tour leaflet. You need to tell your tourists about:

Why Pearl harbour happened�
What happened on the day�
What was the aftermath of Pearl Harbour

Challenge Activities

Can you include eye witness accounts from the day?�
Can you include stories like the USS Virginia?

Need Help?

Use the templates on offer as a guide to get you started.

Use the examples of best work from last year as an inspiration!

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Activity Two: Applying to Your Context

1. Thinking about an Activity

Is there an activity coming up that you could organise in the same way to include both differentiation and challenge?
What would it look like?

2. Thinking about a Young Person

Is there a young person/group of young people/class that would benefit from organising differentiation and challenge in this way?
What ideas could help them access your lesson?

Need Help?

Check out the differentiation & challenge example sheet for ideas of how to make your lessons accessible to all.

Challenge

Can you think of ways to apply your strategies above to a sequence of lessons?

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ENGAGEMENT

What motivates young people?
What is the purpose of learning to the young people?
How important is clarity (in language, task and feedback)?

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Questions to consider

How do you make learning fun?
How do you know individual pupils are making progress?
How do you support pupils to achieve?
How do you challenge pupils?
How do the pupils know how they are doing?

How do I know what excellent teaching is?
How inspiring are my lessons?
How often do I take time to reflect on the quality of my teaching?
How frequently do I ask for and receive feedback on my own practice?
How do I share experiences with and seek to learn from other colleagues?

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