Transcript Planning for learning

Aims of the session
• Share ideas and plan for learning.
• Get tips for setting effective learning
objectives.
• Explore opportunities for assessment.
• Re-cap Kagan strategies for collaborative
learning and assessment.
• Prepare for the review and ensure we
incorporate the ‘Thomas Aveling 10’ in to
lessons.
Review the learning
Share the objective with students
• But it doesn’t end there…..
Activities to encourage students to engage with
the objective and consider what they are
learning and why.
Kagan Dice
• Get students to question the learning.
• Set the learning objective- ask students to write down
questions that could be answered in the lesson; they
can pair/share them; link questions together.
• Go back to them in the plenary. How many can they
answer?
• Test the teacher- can the teacher answer any questions
students can’t answer themselves?
Multiple learning objectives
• Split class in to groups. Give each group a
separate learning objective.
• Provide students with resources and allow
each group time to plan how they might
meet their objective.
• Review by asking each group to share their
work and ask the other students to try to
work out what their learning objective was.
The hidden objective
• Tell students you will only reveal the
objective at the end of the lesson. They need
to try to guess what it is at several points
during the lesson.
Wordle
Develop independence and thinking
skills
Kagan strategies
• Encourages group work
• Collaborative learning
• Peer feedback/assessment
Stand up, hand
up, pair up
• Steps
1. When I say “Go” you
will stand up, hand
up, pair up.
2. Keep your hand high in
the air until you have a
partner.
3. I will ask a question
and give think time.
4. You will interact with
your partner using
Rally Robin or Timed
Pair Share.
Timed pair share
• Steps
1. Teacher announces a
topic and states how
long each student will
have to share and
provides think time.
2. In pairs, partner A
shares; partner B
listens
3. Partner B responds
with praise.
4. Partners switch roles.
Rally Coach
• Steps
1. Partner A solves the
first problem.
2. Partner B watches and
listens, checks, coaches
if necessary and praises.
3. Partner B solves the next
problem.
4. Partner A watches and
listens, checks, coaches
if necessary and praises.
5. Repeat taking turns until
all problems are solved.
After the first two problems
check with the pair opposite
Round Robin
• Steps
1. You will be asked
a question to
which there are a
list of answers.
2. Take it in turns
to state one of
the answers.
All write round
robin
• Steps
1. You will be asked
a question to
which there are a
list of answers.
2. Take it in turns
to state one of
the answers
which you will all
write down.
Quiz-Quiz-Trade
• Steps
1. Stand up, hand up,
pair up.
2. Partner A quizzes B
3. Partner B answers.
4. Partner A praises
or coaches.
5. Partners switch
roles.
6. Partners swap
cards and thank
each other.
7. Repeat steps 1-6
many times.
Every student makes progress over
time
Use data to plan for different
groups
1. Differentiated Learning Mats
Support students’ SMSC development
SMSC
‘Quick wins’ for English
• Act out a scene from fiction focusing on how
the characters felt
• Watch a topical TV show and ask learners to
write a magazine article/letter to a TV guide
expressing a strong opinion about the
moral/social issues raised
Quick wins’ for Mathematics
&
Science
• Put class into teams to solve mathematical problems
• Conduct self reflection activities at the start and end
of each new topic in Maths
• Starter activities highlighting interesting origins of
mathematical concepts
• Build in activities to discuss the ethical implications of
scientific developments
• Allow time for discussion and respect differing
opinions, on creation for example
‘Quick wins’ for History &
Geography
Multiple opportunities to highlight SMSC including
reflecting on issues for example:
• Slavery
• The holocaust
• Climate change
• Social and cultural characteristics of society
• Moral implications of actions of historical figures
• Imperialism
• Evolution of British Society
‘Quick wins’ for MFL:
• Include activities around culture & customs as
well as language
• Develop listening skills in oral/aural work
Art, Music & Drama:
• Studying artists with spiritual or religious
themes
• Consider ethical issues raised by artists such
as war painting
• Explore the wonder of the natural world
through art, music and drama
‘Quick wins’ in Design Technology:
• Debate the moral dilemmas created by advances in
technology
• Project on how a specific technology has been developed
by different cultures
Physical Education:
• Activities involving co-operation, teamwork, competition,
rules, self-discipline and fair play
ICT:
• Produce a guidance leaflet about the ethical use of the
internet
Review the learning
The Plenary Producer
High-quality marking and assessment
All students receive and respond to
constructive feedback
Have consistently high expectations
Create opportunities to practise
literacy and numeracy
Full on Learning- Zoe Elder
Within a particular subject area or topic,
consider:
• The ‘Triple Whammy’ planning question.
– What do learners need to know and understand
as a result of this lesson/subject/topic?
(knowledge and understanding)
– What do learners need to be able to do? (skills)
– What do learners need to be like? (dispositions)
Principles of Full on Learning Design
• Design learning through higher order thinking
strategies
• Explicitly focus on transferrable learning skills
• Use the ‘Triple Whammy’ planning question
• Deliberately design opportunities for reflection
and feedback
• Integrate what you want to assess into the task at
the outset
• Unpack your own expertise
• Deliberately share your learning intentions with
the group
• Start at the end.