Tag Archives: Course

Be Outstanding through formative assessment – a close focus

Will be trying to update this as the course goes on.
So far the important things – staff at venue lovely. Suggested I put my bike in the spare bar when in asked where I should lock it. Thanks the biggest worry of the day sorted. Tea drank and pain au chocolate eaten and now working my way through the biscuits.

Nothing in the booklet (which runs to almost 50 pages) which jumps out as being new or something that we don’t either know or already do.
Will switch back to report writing whilst waiting.

Once every two years. New book being written at the moment. Carol Dweck Growth Mind Set strongly linked to her work. Included in pack case study’s of s hoop development of whole school. Long term and short term.

Use video observation sheets in lesson observations?

Paul Ginnis check his website. Global citizenship not national citizenship.
John Hattie the effect size of what we do to impact children’s learning. 0.4 is the impact level above do. Below why are we doing it?
Ability groupings little impact on chn impact. What effect will this have on maths for next year. Visible Learning by John Hattie Amazon link
What you do before teaching
How do yo start the lesson
Development of lesson
End of lesson
Growth mind set assemblies all in from September.
CD article for chn (share it with staff). Why and yet two key ideas. Why for everything. I can’t do it yet – chn need to understand this and that it is okay that thy cant do it at the moment.
Will have to look at the reward system. SC achievement and effort – would it not be better to have progress and effort?
Use chn as learning resources. Can we get the y6 to create fixed and growth mind set videos especially for lower down the school.
4R’s resilience, resourcefulness, reflections, reciprocity displayed in the classroom.

Really miss my smartboard. :(

Split screen lessons not just academic but learning strategies. Idea of learning muscles – SC breaks down to 8.
Learning wall including chn comments.

Share Hattie thing with staff and parents especially homework.
Don’t ask chn what they know about topic title. Break down the aspects of Romans and asked them what they know about soldiers, buildings etc. interrogation of chn understanding not just what do you know. How do we immerse chn in subjects? Next we need to present the key skills they will need. Again returning to key skills. We need to know what they are. Look again at the planning from SLT we looked at topics not what skills.
Key words at the beginning of a topic to find what they know and what they want/need to know. Ask parents to give ideas to us and would key in skills that the parents already have.
Discuss with chn that they must talk with the person next to them not someone else on the table.
Talk partners – no hands up must be seen in the whole school. Must remember from sept.
TSR need to reinstall this. Chocolates numbers on chairs to answer.

“Can go get familiar with your talk partner?” Feel a law suit coming.
Lolly-sticked as a verb. Not talk partners – learning partners.
Chn need to explain not tell – will need to model.

And we’re back.
Mixed ability teaching not a good idea. Teachers must work collaboratively, think about this for next year. What can we do for cover? MS? Specific day/ morning?
Finding percentages in maths clip- was he only differentiated three ways? Is that enough? End of clip claims 1a to level 5.
Can all do Chungking but what about larger concepts?

Look at classroom organisation U shaped for improved feedback. Difficult to do with current class sizes. Possibly a V Shape?

Now going to look at the beginning of lessons
RPL. Then tell chn what they have learned, capture interest, questioning. Look again at HoT poster.

Get chn to come to the IWB to explain things again. Timer on each slide so that you really do give the. 30secs.

Diamond 9 to group and order items.

Importance of chn knowing learning intention, (intention or objective?)
Need to have whiteboards on tables? Could the y5 cope?

Could use activity starters before sharing the intention.
SC has just quoted herself… Skills not task for learning intentions. Weekly objectives so that chn need to know where they are going. Learning journey again. Especially for literacy and two week units. Can we do the same for maths? Fortnightly units? Pupil generated SC much better than just giving them the SC.
Use the levelled bookmarks as every time we write ideas. Use compare and contrast to generate SC. listen to what chn say and magpie them. That way you could add any that they missed.

Open skills – like you could add dialogue to your story. You could use flashback. Include them as a way of extending learning. Looking at beyond the SC for writing, more discussion on how the reader feels.

Lunch done and back to it.
Rather a lot of teacher talk in latest video, is this because of the editing? Snowballing ideas across the classroom.

Classroom poster
Slant – sit up, listen, ask ?, nod your head, track the speaker

Developing the learning
Constant questioning. What are you doing and why?
SC possibly slightly out of the loop. Didn’t seem to know what recriprical reading was. Slightly doing it wrong no need to read aloud unless EAL. She has spent a year in America.

Fold arms when finished or ready. Like it, like it a lot.

SPIKE as G Reading thing.

Feeling slightly disappointed by today can’t quiet put my finger on why. Every thing being said is good but not inspiring, possibly because of the time of year ? I’m tired? Informative not inspiring.

Next steps – during the lesson, find a way of showing how the improvement different colour, chn initials. Cooperative feedback will need to be modelled and embedded. Chn will find it difficult to start with. Share book – not I’ll mark yours you mark mine.

Loosing the ability to concentrate now. She’s mentioning a learning stop. I’d like one of those now.

Working and editing work use double page so chn can add other things on the extra page.

With a different coloured pen feedback colour. Assessment budget.
Progress purple
Marked in blue
Self assessed green

For maths different order.
This is what we are doing
Chn to create the SC

Iris- buy webcam for professional developments.

They don’t want to be told what to do. Somehow we have to con staff into making the changes themselves.

No fixed destination.

Could use transition days to work on growth mindset.

Display in background punctuation volcano – nice.

Grammar Course

Waiting to go on the grammar course that was put back from earlier in the year. Feel it may be a little late for this as we have now done so much work on grammar and punctuation.
Hoping for tea and biscuits and maybe some freebies.

Biscuits eaten, tea being drunk.
Y6 playing catch up. Start teaching Y5 so that this doesn’t happen again.
Oh god two hours – not sure I’ll survive this.
Introducing us to the ‘grammar for writing’ book.
Jolly Grammar – kinaesthetic approach, lots of worksheets. Homework?
Obsessed with language features. Missed/ dropped sentence structure.
What is standard English? Not about speaking, it’s knowing about grammar. It’s about knowing the rules.
Language rich environments – chn coming from those think in sentences early on.
Reading writing and communicating. Ofsted guide to English teaching.
Don’t just underline, get children to do something, next step marking. Same for all errors. Must get chn to act on the next steps.
Joined up handwriting by level 3 according to National Curriculum.
Bold words must be learnt and understood in the new framework.
Loosing the will to live now. 
Teach the language of grammar – it’s important. Repetition is key.
Adverbs and verbs, be carefully what rules you teach don’t dumb down.
Activity time
KS1 – simple sentence games.
Use picture clues to help create sentences
Adverbial hand – 5w’s for the verb create for school tonight look for old spelling hands adapt.
Talk about location of words in sentence and how they change in a sentences.
Have we got time to play games, share with lower down the school. Pie Corbet?
Sentence chains and story chains – use cards to differentiate.
Basic identification of sentence types. Whole school colour approach. Same sentence throughout school but slowly grows as you go up through the classes.
The solider sat
The kindly solider say gently on the mat.

Play around with the word order of the sentences ask them to start with the noun, start with the adverbial phrase, start with when etc. use the adverbial hand.

Ask a question shows understanding.

Colour texts – underline all the adverbs in blue etc.

Whole school approach all the way from foundation stage.
Think about expectations for whole school. Differentiated.