Print overview of technique relationships. Print student survival guide (p105) Print handout sheets. Print copies of ‘route through document’

TLaC 2.0: Part 2 Setting High Academic Expectations Planning for Success Lesson Structure Pacing TLaC 1.0: Parts of chapters 1,2,3,5,8

Structure: Last year – Cold Call, No Opt Out. Initial session – Right is Right, Format Matters. Possibly extra techniques if time. Free to choose focus technique(s) within working group towards end of session.

‘A large swathe of training has no effect whatsoever on pupil outcomes. In fact, in some cases, teachers come away from irrelevant away-days having made poorly-understood and superficial changes to their teaching that not only make the lessons worse but also leaving them with the impression that they are now better teachers who require less training in future’… ‘The training most schools choose is often poorly chosen and ineffective, and the evidence about how to fix this is not widely known or understood.’ D. Weston, Teacher Development Trust – based on data from CUREE

The technique: Right is Right When you respond to answers in class, hold out for answers that are “all the way right” or all the way to your standards of rigour (a high quality response).

The technique: Right is Right When you respond to answers in class, hold out for answers that are “all the way right” or all the way to your standards of rigour (a high quality response). Avoid ‘rounding up’ Ensure students can use correct technical vocabulary.

E.g. T: What is photosynthesis? S1: How plants make food. T: Right, it’s the chemical process plants use to make food. What do we mean by food? S2: Glucose. T: So Photosynthesis is the chemical process plants use to make Glucose. (moves on….)

Everybody writes (4 minutes) Group Discussion (4 minutes) 1. Why are we, as teachers, sometimes inconsistent about holding out for right answers? What incentives make us vulnerable to letting “almost right” slip past us? 2. How can we address and overcome these challenges?

1. Why are we, as teachers, sometimes inconsistent about holding out for right answers? What incentives make us vulnerable to letting “almost right” slip past us? Time Positivity Clarity in ourselves Self-evaluation.

2. How can we address and overcome these challenges? Be positive/ upbeat about what has been accomplished Be clear and honest that more work is needed. Be clear when the answer is wrong.

The technique: Right is Right Exemplar Video: In what different ways does the teacher insist on “Right is Right”? How does he make his intervention as effective as possible?

The technique: Right is Right The student survival guide 1) The Kitchen Sink 2) Bait and Switch 3) Heartfelt Topic 4) Vague Vagaries

The technique: Right is Right The student survival guide 1) The Kitchen Sink – everything you know about. 2) Bait and Switch – Answer another question. 3) Heartfelt Topic – Say something true, and beautiful. 4) Vague Vagaries – Don’t be specific, let the teacher hear what they want to hear.

The technique: Right is Right Planning (6 Minutes) How can we insist on correctness? Write a list of phrases that you could use to positively hold students to a high standard of “right”.

The technique: Right is Right Practise: If in a group of 4 – pair up. If in a three – two people practise whilst third considers the ‘Right is Right’ phrase(s) that they have just used and records / rewrites them.

The technique: Right is Right: Practise. Teacher: Asks one of the questions on the sheet. Student: Employs The Kitchen Sink. Teacher: Uses/adapts one of their prepared ‘Right is Right’ responses. Student: Gives correct answer (finish) or admits they do not know. Teacher: Gives correct answer. Student: Repeats correct answer. Teacher make quick note of the phrase you ended up using, is it better? Repeat once more with same teacher (for Kitchen Sink) before swapping/rotating.

The technique: Right is Right Practise: Technical Vocabulary. 1) Choose a lesson or series of lessons with a class. 2) Write a list of five key technical terms that they will need to know the definitions for. 3) Write the exact definitions they will need to know for each term. 4) Give 2/3 examples of simpler words or incomplete definitions they might offer instead. 5) Write 1/2 possible prompts you could use to challenge them (these need not be case specific e.g. ‘Is that the dictionary definition?’)

The technique: Format Matters Help your students practice responding in a format that communicates the worthiness of their ideas.

The technique: Format Matters Help your students practice responding in a format that communicates the worthiness of their ideas. Correct ideas can be dismissed if they are not suitably expressed. Three elements: Grammar, Sentence and Voice.

The technique: Format Matters Grammar: People have different patterns of speech in different circumstances (teachers do swear…) It is important to correct slang, syntax, usage, and grammar in the classroom. Model and insist on the pattern of speech that will lead to academic success. Pupils will be forced to consider all aspects of their answer more carefully.

The technique: Format Matters Grammar: In the video: What two methods were used to correct students grammar?

The technique: Format Matters Sentence: Help students practice building complete sentences (which is the format that is most commonly required in their final assessments). Begin full sentence answer. Express expectation in the question. Prompt in response to answer “full sentence”

The technique: Format Matters Voice: If it important enough to ask someone, it is important enough for everyone to be able to hear the answer. Insist students make themselves audible to everyone. Correct inaudible response with simple instruction e.g. “voice” (efficiency, avoid explanations/nagging).

The technique: Format Matters Fig Unknown Author Describe what you think is happening in the cartoon to the person sitting next to you.

The technique: Format Matters Fig Unknown Author As part of an essay describe the events in the cartoon.

The technique: Format Matters Restricted Code: Assume listeners share same context and perspective. Elaborate Code: Make a point of not assuming there is a shared point of view, even if there is good reason to assume there is one. Q: Describe the role of George Knightley in Emma.

The technique: Format Matters Restricted Code: Assume listeners share same context and perspective. Elaborate Code: Make a point of not assuming there is a shared point of view, even if there is good reason to assume there is one. Q: Describe the role of George Knightley in Emma. e.g. In the book he plays the role of …… e.g. In Jane Austin’s Emma, the character of George Knightley

The technique: Format Matters Task: Script an explanation for your expectations in terms of: Grammar Complete sentences Voice Suggestion: Explain in terms of codes – ways of talking in different circumstances – this is school/academic ‘code’

Time to complete ‘Route through Document’ Consider planning Bluesky Objective: ObjectiveActionsEvidence Incorporate techniques from the Academic Ethos focus group into my teaching. e.g. Right is Right, format matters. For every lesson plan three questions and the exact answers that will be required. Record of question planning. Peer-observation record. For every fortnight’s worth of lessons prepare a list of 6 keywords and exact definitions. Ensure that these form part of cold-calling during these lessons. Record of technical vocabulary planning. Evidence of technical vocab being used in written responses. Peer-observation record. Ensure that all student vocal contributions are audible to all members of the classroom. Record of planned ‘classroom expectations’. Peer-observation record. Ensure that students are held to account for correct use of grammar and full sentences when answering questions verbally. Record of planned ‘classroom expectations’. Peer-observation record.