|Timestamp||Date of CPD||Stimulus||Responses/Reflection||Actions||Link/Ref||T1||T2||T3||T4||T5||T6||T7||T8|
|9/13/2012 7:05:51||31/7/12||AQA stakeholder day (AS/A2 specs)||tension between universities and schools|
AQA need to use backward design!
|share info with yr12/13 classes and teachers||T3|
|9/13/2012 7:14:03||23/8/12||York tweetup||http://www.evernote.com/shard/s93/sh/87c90764-f32e-4ba9-ad22-434e566561ce/3242ec0686376d94cd0f1e605dbc20bb||contribute to #sciteachlib|
better use of 5/7Es model
interactive graphic organiser like @bio_joe
|10/10/2012||observation by ITT student||discussion about ways to quickly assess a lesson, learning points and comparison with standards, especially regarding behaviour management||time to review old blog post, maybe produce pro forma about observations?||T8|
|13/10/12||online marking discussion - how to be formative yet comprehensive?||too often responsibility placed on teachers to mark, not on students to read. anything that gets them more engaged with *actions* is worthwhile. Decoding idea, similar to ours. Comments not grades(cf research) often against policy.||reread Alfie Kohn's article, checked info in Petty (page refs to come), blogged||http://teachingofscience.wordpress.com/2012/10/14/how-i-want-to-mark||T2||T6|
|17/10/12||Reflection on RSci/CSciTeach/wider responsibilities in Teacher Standards||Standards apply only to wider responsibility within school, *not* profession. Arguably this means by blog for example doesn't count against T8, presumably this might be involved in Master level, if it ever happens.||will only 'credit' CPD as T8 when can show effect on/with colleagues locally (inc ITT students, not wider practice|
|10/18/2012 15:29:11||discussion with ITT student on practicals vs demonstrations||It's easy (esp for those new to profession) to assume that 'doing practicals'=learning science. Kids perhaps assume this too? We discussed PEOE and I provided copies of previous post on 'demonstrations vs practicals'. Worth producing display material for the wall specifying these steps and the reasons for them, so students have some prompts about the skills - both practical and analytical - that they are 'supposed' to be gaining/practising.||Produce display work explaining steps of a practical/demo, ideally getting kids to take photos of their work and explaining steps and their thinking. Follow PEOE framework, refer to SCORE best practice checklist. wt: "Hands on, minds on."||http://teachingofscience.files.wordpress.com/2012/01/demonstrations.pdf||T2||T3||T4||T8|
|10/24/2012 16:44:49||guardian article from @deevyb|
specific Language Impairment
|Useful description for under diagnosed kids who have difficulty with verbal ideas, in particular when this is about expressing their own understanding.||Recheck cats scores for particular students - pass article on to sen dept. Focus on differentiated instructions in written form, perhaps as flow chart with spaces for ticks to ensure sequencing.||https://www.evernote.com/shard/s93//sh/339cbf11-7851-4de2-9fb7-be7bce8dcd46/8d5b880d2e421d16342e5877aedc63cf||T5|
|10/25/2012 10:39:34||Performance management discussion. Fine on most, and met pupil performance target, but more than expected number of students doing triple science failed to meet base or stretch targets in Physics. This was true across cohort.||On closer inspection, those missing their target were 'middle' students who had struggled through the course, particularly with the maths involved. More girls than boys got B grades who had an A grade target.||1 Check maths grades for these students|
2 Use blogged maths worksheet early on with this year's triple students - perhaps suggest to colleagues teaching year 11 to identify those at risk.
3 Offer tutorial for those who show (by interim exam results) that they are struggling with this aspect of the course.
|10/26/2012 13:13:10||School INSET; ICT skills||Main learning point: it's a waste of time trying to update Moodle when using Internet Explorer, as school version is so obsolete all changes take 30s+. Have taken hints and tips sheet home to work on via Firefox. Unrealistic to maintain the VLE when can't do it at work, esp. when would involve uploading school resources.||Update page to static links selection - need to minimise changes as so slow to implement.|
|11/6/2012 7:00:16||5/11/2012||Blog post by D K Mead on literacy in science - http://pedagogicalpurposes.blogspot.co.uk/2012/11/literacy-in-science-part-1-first-and.html?showComment=1352151755173&m=1||Reminder of useful technique, having kids make explicit links between reference and questions.|
Relevant to #sciteachjc a while back, F&F article?
Also provides straightforward task, separating reading from writing. V useful with weak writers, reduces chance of "I don't get it."
Marginal gains approach?
|Use with yr11 and yr8 classes|
variant - have students produce a reference sheet electronically, print extra copies and then pass to classmates to use and grade.
Blig responses, link to marginal gains, sciteachjc and possibly grr?
|11/6/2012 9:38:36||Finished marking ks3 digestion tests (2 groups)|
Very clear difference between straightforward recall questions and those requiring thought.
Students failed on all longer questions, even when the answer was known - issue was in reading, relating to knowledge.
|Need to improve students' approach to longer questions - some did not even give right kind of answer.||Go through paper with students to 'feed forward'.|
Produce practice questions in same extended format for next topic.
Compare notes with colleagues in have higher marks on test - what am I doing wrong?
|11/7/2012 21:23:16||Score monthly email - item on ofqual consultation about separation of publishers and awarding bodies.||main concern is with Pearson, but would still apply to our textbooks, primarily as/a2 physics books by Nelson Thornes. It's noticeable that the chapters follow the specification, rather than a logical sequence.|
Will be interesting to see if anything actually changes - wonder if open source would be any better?
|produce logical ticklist, referenced to sow and giving page references.|
More professional interest than classroom impact - unless I somehow get around to coordinating an open source version...
|11/9/2012 14:47:39||Tweeted about frustration of having students who refused to read, even for less than 15 minutes with a book/magazine of their own choosing. Swapped a couple of tweets with @miss_mcinerney and @Bio_Joe.||change of approach needed - researched strategies and blogged. My students less unusual than I thought, according to Literacy Trust report.||Raise with school librarian - any extra suggestions?|
Read responses to blog
Discussion activity based on Literacy Trust results?
Bribery - one green slip for each committed reader, from next week.
|11/11/2012 19:39:02||Post by John Tomsett on different aims for curriculum and assessment structures||I agree that focus is often in the wrong place - in fact whole piece is interesting, if depressing. But I disagree with idea that curriculum should be starting point. Still like backwards design idea, so that *good* assessment criteria drive a good curriculum. Is this a difference in language? Main problem as stated in post is spot on, that politics and non evidencebased ideas should not be setting an agenda for the education sector. Further discussion over twitter with PassionateAboot and EricWareham: education is about a sequence of gateways or signposts - exams and other assessments are best thought of as milestones. (This viewpoint only works if they are criterion referenced, not normed!) Rather than a straightforward A-B journey, learning is a maze with many routes to particular destinations. Worth emphasizing to students that skills/knowledge in school - whether subject or learning approach - will be useful throughout life, not just for exams. We already tell them this, how to increase chances they'll believe it?||Nothing I can do!||http://johntomsett.wordpress.com/2012/11/10/this-much-i-knowhave-recently-learnt-aboutdeveloping-curriculum-and-assessment/|
|11/13/2012 12:39:09||12/11/2012||#asechat: "How to Show Progress over a Lesson"||What I do works for me, but it would be good to make progress more explicit with students. 'FeedForward' idea, where kids write in main comments, could be extended to see progress. Adding to a mindmap (with or without dates), ticking off review sheet, comparing 'before' and 'after' attempts at a sample question - all good methods.||Make explicit in plenary progress made, highlighting individual contributions.|
Document this progress, aiming for students to put in own words (and so identify next steps)
Eg today, students added to summary sheets during speed dating exercise to show what they could improve.
|11/14/2012 10:26:34||article on @DTWillingham's blog about a psych paper. During a guessing game, people were more honest if the the rules had been in terms of unfair people (cheaters) than in unfair behaviour (cheating).||This seems opposed to the idea that we should focus on the behaviour, rather than the child - but only if it is abstract. It would be interesting to compare responses to punishment/consequences when it is described as 'cheating' or 'being a cheat' - are students more defensive/more negative when they feel it says something about their personality?|
Interesting to consider how putting *teacher* behaviour in these terms can be seen as a personal attack, eg recent 'overmarking' claims by Ofsted.
(Irrelevant to teaching - this approach also seems very relevant to expenses claims, doping in sport etc)
|Use both positive role models and negative warnings when relevant in lessons - esp at the start of tests and when setting assessed homework. Be clear about the definition of cheating and make explicit that this makes the person doing so a cheat. (Link this to plagiarism too)||http://www.danielwillingham.com/1/post/2012/11/an-easy-trick-to-reduce-cheating.html||T1||T7|
|11/19/2012 13:50:34||Mobile phones in school article (Guardian Pro)||Very little effect on what I can do in my classroom, as blanket policy against devices. 6th formers use phones, but need serious encouragement to make the most of them.|
Very true that students have access - often unmonitored - out of school - but article doesn't address concerns about in school use (and the implications of bullying, electronic or otherwise, being seen as happening in the classroom.
Article is *not* about devices replacing school resources, although this is certainly the case in some situations (and so means those without, go without).
Very valid point that teaching students 'best practice' is usually better than outright ban. (best practice likely to extend to home use, ban won't.)
|Nothing I can do - school policy.|
Gather data about 6th form use?
|11/20/2012 16:23:32||Guardian article about Pakistan 'blasphemy' case||Must be hard for students, with family in areas such as Pakistan where speaking out can be a capital offence, to accept teaching of evolution, big bang etc which contradicts their texts. Even if they can see how evidence supports these concepts, knowing that family members who expressed the same ideas could face extreme response must be challenging.||Should emphasize free exchange of ideas in classroom, UK, science in general. Cannot change truth to suit politics or religion, but explicitly acknowledge difficulty of reconciling scientific fact with civil consequences - this separates it from belief and expression.||http://www.guardian.co.uk/world/2012/nov/20/pakistan-drops-blasphemy-case-christian|
|11/29/2012 9:41:13||Leadership and modelling exemplary practice: a re-imagined role for the HoD (article in SSR 347, not available online)|
US educators considering how the HoD role should be a lot more than an administrative one; three key areas are leadership, modelling best practice and fostering community spirit.
|Co-operative, rather than top-down approach is intriguing - utopian? True delegation involves helping dept to realise strengths, so that individuals feel supported to take a leadership role of their own. Should be about sharing best practice (part of which is about listening to others) rather than speaking ex officio. Separating 'management' (ie admin) role from 'leadership' (ideas-led) roles can help with this. Lots of observation and reflection opportunities - something we often miss out on (esp useful feedback).||Nothing I can do from HoD side - not something that can be 'bottom up'! Can find areas in which I do well and be better at offering to share this - restart lunchtime ideas group? Or look at running electrinically, offering paired observations and swapping suggestions?|
|11/29/2012 9:51:11||Common Earth science misconceptions in science teaching, Chris King, SSR 347||More issues that I realised - useful article! Surprising that so many misconceptions propogated through textbooks. Is this an example of textbooks copying from each other as discussed recently (somewhere, can't remember source)?|
Sedimentary rocks and processes one of most common, followed by earthquakes and earth structure. I teach weathering and erosion correctly, but need to be more explicit that cementation, not compaction, is most significant part of sedimentary formation.
Plate tectonics is an issue - need to research useful models to use in the classroom to clarify, isdeally emphasizing 'local' nature of earthquakes and volcanic eruptions.
Clarify that fossil fuels being continually produced, but very slow proceses - extraction/consumption *much* faster.
Mantle is solid, *not* liquid. Plastic flow due to high temperature and pressures, not being >MP. Crust is 7km (oceanic), ave 35km (continental), section of lithosphere on surface.
|Further reading required, add summaries and better materials to SoW. Check with geology colleagues.||http://www.ase.org.uk/journals/school-science-review/2012/12/347/3235/ssr-december-2012-045-052-king.pdf||T3|
|12/13/2012 16:48:36||combinging revision of english language and literature from a blog post by @Lisajaneashes||I should develop use of HSW Qs to help kids prepare/practice for content-led exams. Would it work better with more explicit links between skills of the two contexts? This is along the lines of thigns already tried, but a change of focus shoudl help kids to feel at least slightly refreshed - esp true when have been preparing for a long time.||Worth producing some sample questions - perhaps blog them?||http://lisajaneashes.edublogs.org/2012/12/13/revision-overkill/#.UMoBbsfhriM.twitter||T2|
|12/17/2012 21:36:33||Article on gdn teacher network abour guest marking by @modblog1. Based in primary, each week 6 pieces of work added to posterous. Different guest each time, suited to piece eg persuasive writing by marketing person.||Would be great to get practicing scientists, engineers etc to give feedback on work. Which activities would be best? Summaries, descriptions, definitions? Perhaps one page 'explainers' about big ideas, evolution or carbon cycle etc.|
Who to ask? Via #asechat or other twitter routes?
What a great way to audition scientists for ias - pass on idea to them?
|over Christmas, choose activities for yr8 and 10 - three of each? Specify ideas, blog and ask for volunteers.||http://www.guardian.co.uk/teacher-network/teacher-blog/2012/dec/17/guest-marker-students-written-work||T1||T2||T6|
|2/4/2013 8:40:58||G&T update (£, sign up via http://www.teachingexpertise.com/publications/gifted-talented-update-89 ) supplied by G&TCo, tips for exceptional performance in Physics||3 areas: Practical, Mathematical and Literacy. Some useful links, but fails to address major issue with some of my students - motivation. Need to flag up links via VLE, email the best to yr12 (some such as www.schoolphysics.com are already being used) and share with colleagues.|
Nothing about reading actual paper books?
add best three to Moodle (Triple page)
email one of each (practical, maths and literacy) to yr12
find Bio/Chem equivalents and raise at department T&L meeting
|5/9/2013 15:48:45||7/5/2013||#SciTeachJC 19: discussion of case study where Sc1 skills taught discretely in yr7, not just as integrated skills.||Not much I can do as individual - depends on setting. Will aim to include emphasis early on in KS3 on these skills, provide appropriate and compatible language.|
Blogged a summary of discussion (which I moderated) at http://science.teachingjournalclub.org/2013/05/sciteachjc-discrete-ks3-hsw/
|Review CASE materials to build up personalised library of resources, teaching KS4 skills to KS3 pupils (using basic content to avoid confusion!)||T2||T3||T8|
|5/9/2013 15:55:15||article (linked from SCORE email) on the challenges of responding to government plans on untiered final exams.|
|Keeping up with changes; reflects some of the concerns I have about the political demands for 'greater rigour' not being helpful from either assessment or educational sense. Also makes clear that schools will have to 'game the system' due to pressure on them from above for league tables, meaning any exam approach will end up being effectively subverted, often because we want to achieve the best for the pupils.|
The idea of non-overlapping exams in Science is interesting. I suspect many students would end up sitting the 'basic tier' at the first opportunity, then those who achieve highly would have the change to redo the qualification. This would be particularly true for settings which teach GCSE science from Yr9.
|Nothing for me to do - will await decisions with interest.||T2||T5||T6||T8|
|6/4/2013 14:46:22||3/6/2013||CPD during an INSET day on lesson observations. In cross-curricular groups we watched a video of a lesson, used Ofsted criteria to judge it and then discussed our overall findings. Back in curriculum groups we then discussed common features and next steps as a department.||Feels impossible to tick all the boxes for an 'outstanding' lesson in an hour, let alone 20 minutes or so of observation. Lots of negativity from colleagues however, surely we can use the strategies described by the criteria more generally? Ofsted observations are like symptoms, or BMI measurement - a useful clue which could be useful in context. Aim should be to look at criteria and plan to focus on introducing and embedding one at a time, based on priority.|
Another issue is that the CPD was about observing a lesson, even though we rarely observe each other. I would love to do paired observations, esp with SMT or similar to see if we spot same things, make own judgments. Difficult when always the observee, never observer.
|Blog this - context of @learningspy's Perfect Ofsted English Lesson book, checklist vs criteria vs boxticking exercise, getting most out of observations.||T4||T8|
|6/4/2013 14:57:30||blog post: Considering Hattie's class size result in a realistic context|
Basically, Hattie's result showing that smaller class sizes don't make a great deal of difference ignores the other changes which this inevitably brings. Bigger classes means less time and attention on the other factors which *do* make a big difference, such as high quality feedback.
|From my POV I know just how hard it is to get a class of 32 through ISAs, not just from marking side but also equipment, absences etc. The summer mock paper (1hr to do) took between 7 and 8 hours to mark, *without* any formative feedback to students. Even 5 minutes for each one would have added another couple of hours.||This should be a consideration for managers and politicians, really - tactical and strategic, rather than methods which I can alter. It might be worth looking at the top-scoring Hattie interventions to consider which are most efficient in terms of time, rather than money (which is how the EEF currently rank them).||T2||T8|
|7/4/2013 14:59:23||Guardian article: MMR protection against mumps may drop to 60% after a while.|
|Adjust teaching of immune system (KS3/4) to emphasize protection against complications, not simply prevention of primary infection.||Added to SOW, my own and setting.||T3|
|7/8/2013 10:34:17||Article from David Sang about new draft GCSE Science criteria, hosted at http://alomshaha.com/2013/07/gcse-science-consultation.html||Focus on 'big ideas' and themes should be the starting point of a new specification. Learn from past mistakes, try to find balance between 'topical' and 'reproducible' eg statins in previous spec was perhaps premature. Changes made seem arbitrary, and often more historical interest than future-looking (AM/FM? really?). Students need to see big picture and will hopefully, over course, start fitting new information into context themselves without having to be signposted too obviously.||Nothing I can change, except to ensure displays, materials and classroom discussion emphasize the overall structure of Science course as taught. Post-it activities help students see links. See http://www.learningandteaching.info/teaching/advance_organisers.htm for more info/references||T3||T8|
|7/11/2013 17:26:01||Jim Smith @Jimsmith1982 at #teachmeetmidlands|
No hands up, no hiding.
name kids, codes to tell which are more able or weaker.
Questions are levelled, open or closed, higher order.
Random choice still better than picking volunteers.
|Link to teaching layout. Like and already use 'no hands up.' like idea of and.oh kids by ability in discreet way.||Add code column to electronic planner.||T2||T4|
|7/11/2013 17:46:12||Stockperson inc worksheet||Like thermometer idea - large display perhaps? Track progress in similar way to eca 123 method.|
Stockman change means drop in milk production - how much is a change, how much is quality link? Would there be a drop when a better person takes over, simply because of change?
Very busy slides!
|Permanent sign for confidence and competence in classroom.||T2|
|7/11/2013 18:03:24||More teachmeet - Stacey and Laura|
introducing learning objectives in interesting ways - from learningspy's site.
List of topics which students turn into objectives, including an individualized target.
Good use of learning style idea to encourage variety of methods.
3x4x5 - 4 minutes, create 3 objectives, share with 5 pupils on other tables.
At end, any not ticked define home working or next lesson.
Some students need to have their targets challenged!
|Familiar from the book - still need to produce adapted science version!||Produce list of possible approaches to try - perhaps three each week?||link to ppt||T2|
|7/11/2013 18:14:57||Shanie - bore kids with a task that's too easy. Bring in 'never take easy route.' No meerkats.||Poster?||Use the analogy||T2||T7|
|7/11/2013 18:19:50||Bring a teacher to twitter.|
|Who could I recruit?||?||T8|
|7/11/2013 18:31:48||Peer self assessment - looks a bit like modified app.|
Grid in 2 sections, lesson skills and literacy.
Keep it simple, kids give a score to each peer. Grand total is important. Make kids the markers, then identify strong scores and reasons for that, plus feedback. Good for personal learning targets.
|Really nice idea, good for salad days? Presentations for generating electricity, etc. Use as a5 so can be stuck in.||Use electronic master to produce more. Link to tweet with picture, add proper link when possible.||T2||T6|
|7/11/2013 18:36:24||Michael Grange - discussions for building subjects, need to be able to stand their ground. Role play, but extra (rotating) character. Assassin, devils advocate, mole. Basically psy-ops. Needs to be well managed.||Like idea, more tell for ethical or social issues.||Put together scenario and wait until I know classes.||T2||T4||T5||T7|
|7/11/2013 18:53:20||Solo - unlike blooms, is nonlinear.|
Hexagons idea, pupils put together to show their understanding.
Different levels at different times - may go 'back' when context is broadened.
|This is the best #SOLO explanation - for kids or staff - that I've seen so far, by @IanMcDaid pic.twitter.com/qwjbzI16mz #ukedchat|
Ppt is *very* cramped - add link
placemats, ppt questionnaires with challenges, gain points by becoming an 'expert'. question grid allows generating lots of very tricky Qs.
|Steal idea of reminders at bottom of powerpoint - similar to template idea. Shortcut to memory.|
Link from ppt to spreadsheet - looks very complex, need to ensure points gained by students matched to reality. Evidence?
With that many students - 350+ - need to have more collaborative tracking. Chart shows average, not most recent peak - wonder if could include bug to contrast?
|10/5/2013 8:27:46||RSS feed from Daniel Willingham: effect of different ability groupings on self-concept.|
|Nothing I can change but good to be aware of issues. Students in groups which are set by ability separately across time table identify as worse and become less engaged. This is a recognition of what teachers see when a group is only a little lower in ability on paper but much harder in reality.|
Paper applies to maths - would be interesting to see science equivalent. How was behaviour controlled for?
|Tactical, not method - good one to pass on to Steve for JC? Ensure that all comparisons in class are made personally, not to other classes. This is another argument for targets that show students they are capable of more - cf idea from David Didau about percentage rather than absolute targets.||T1||T2||T5|
|10/6/2013 20:22:51||Results of class in assessment show lower grasp of scientific question/evidence/description than hoped.||Need to model this much more clearly and explicitly with students. For catch-up/prep use second wikid task (fishy) and have students in small groups use the checklist before finding the answer (sealed envelopes?) They can then peer teach, marketplace style, the other two sections.||Try this as prep for one class and catch up with the other. Effectively action research?|
Add details to Evernote Inc template for activity. If useful (better performance for second group) then add to dept folder and present in a meeting.
Complete write up, ideally with blog post, by half term (added to gcal)
|10/19/2013 19:49:00||Peer pressure and behaviour at yes: http://www.tes.co.uk/article.aspx?storycode=6367579|
Basically should we take peer pressure into account when students are sanctioned?
|I like the idea of positives adding up to a class 'treat', but how to apply this to secondary? Version of my baked goodies for quiet? How about credit for whole class if don't get below 15? Countdown rather than time?|
*all* of class in the room get the credit - only remove it if a student is removed. This would mean peer pressure to continue positive behaviour. Hopefully.
For pressure between friends or competing for silliness, trickier. Moving students apart means they can't demonstrate positive behaviour. Smaller version - countdown from three and they lose opportunity to work together. Then break/lunch dt to discuss, together.
Can this be combined with class dojo? Or keep as two totally separate strategies?
|Fifteen to zero marker by side of board, explain as way to focus on class disruption. Emphasise will not change individual issues/sanctions, which can be managed by class dojo.|
Review by half way through next half term (start of December).
|10/26/2013 22:44:42||Tweeted link to edutopia article on improving listening skills in the classroom: http://www.edutopia.org/blog-five-listening-strategies-rebecca-alber?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-listening-list-image||I particularly like points two and five. Pause and explain to the person next to you will be particularly good for practical instructions and mathematical methods. Create a question will work well for demonstrations or videos.||Introduce both of these, modeling them first with classes. Look for opportunities in the first week back after half term. Perhaps a permanent display - and add to student toolkit as ways to make lessons more active?||T2||T5|
|11/18/2013 16:31:44||Restrictive physical intervention in mainstream schools - whole school inset session.|
RPI is term from learning disability, standard in Staffs. In mainstream is a last resort, not common practice.
|All about judgement calls. Principles are about harm reduction, for ourselves and for kids. Often getting a second adult may be the most appropriate choice. The real world is messy, most principles are about negatives, how not to make the situation worse.|
"Reasonable force" to prevent kids committing offences, causing injury or preventing good order or discipline. "Duty of care" balances neglect and abuse.
Blocking a doorway is a physical intervention, even without contact. It's about who blinks first, but will be backed up by smt as long as judgement shows you move once became physical intimidation by the pupil.
Informed professional judgement, in difficult situations. Be prepared to tag team when you feel judgement is becoming impaired.
Minimum = least possible force for shortest time.
Respond in moment: feelings, alternatives, kids being and *feeling* safe. Worst consequences, talk through, witnessed.
Avoid *appearing" threatening, be proportionate, avoid moving if possible, you are not required to put yourself at risk.
Following an incident: inform smt, parents, record, follow up to avoid repeat if possible inc stress debrief, reflect once calm.
Good practice: involve pupils and parents in planning and guidelines, link behaviour management and risk assessment strategies.
|If needed - hopefully not - use checklists and ideas from this to email follow-up to smt.|
Check follow-up about standing in the doorway.
|12/3/2013 12:10:53||Article by @maryuyseg in SSR. Focus on introducing backward design and the use of diagnostic questions and writing explanations.||Good recap of process and useful examples. Diagnostic questions not only identify those on correct path but tell us about why people are making mistakes, eg by identifying a misconception at the root of the wrong answer. With a class that is focused, it should be possible to use a multiple choice q as starter, then separate based on their answers; each student does an activity based on their current level of understanding. I particularly like the idea of choosing an answer then explaining it, something I used to do with multiple choice questions at GCSE.||Produce/find multiple choice questions that can be used diagnostically, for GCSE content with year 9 and 10. Trial materials that support them, matched to each possible answer/underlying misconception |
Already done; grid (soon to be display) asking students to identify what skills they have used to answer a particular question. Link this with confidence grids. Alternative is to ask questions about a piece of text and have them underline the facts they needed for those answers.
|3/10/2014 16:27:25||Staff meeting - SEF discussion in cross curricular groups||Big focus on data - not very subjective so time wasted, as we weren't given data.|
Better appreciation for amount of number crunching needed.
Issue is that we can't affect the data directly; we can either change how we monitor it, or change how teaching and learning improves it.
|Nothing to change for me; although I monitor achievement (for specific groups as well as while classes) I have no power for global changes. Need to make sure I check against other classes 'in-house' and national progress.|
Interesting that outstanding is implicitly better than national progress - we can't all be 'above average'.