Active, Collaborative and Reflective learning across the Curriculum: “This workshop follows up the student leadership theme from last year’s AST & KP workshop by exploring active, collaborative and reflective learning strategies that can be used with a wide range of ages and subjects. The focus is on practical, tested ideas for the classroom, although how these ideas can be extended whole-school will be discussed.”

Coverage and assessment frameworks need not be the enemy of active, collaborative and reflective learning… … and therefore the development of values and skills.

Active, Collaborative and Reflective learning across the Curriculum: Northgate’s Leaders in Learning at last year’s AST/KP day

1. How did it start? - Northgate PE Department successfully adopts ‘Sport Ed’ student leadership model. - County ‘spreading pupil leadership across the curriculum’ project launched by Mike Crichton (Learning & Improvement Adviser: PE and Sport). Students from Year 2 at Murrayfield Primary in Ipswich… … all years at Horringer Court Middle & Hardwick Middle School… … all years at Northgate High School & Sixth Form experienced student leadership in lessons.

2. How did it develop? The 6 Role Cards for use in collaborative learning. Development of 10 Northgate Values Annual cross-subject competition A mixture of quantitative student surveys, qualitative student perception data and structured educator feedback was carried out and analysed.

3. Findings… positive impact Comments on any positive impact: The addition of roles has the potential to improved motivation and behaviour, especially among low ability boys. A competitive element improves learning outcomes in collaborative activities. Use of roles can generate more effective team work and respect between team members. Collaborative learning results in less teacher input and more independent learning. A variety of activities is essential to maintain motivation, engagement and learning. Roles can be successful in developing leadership that can be transferred across subject and across key stages. None of the above strategies need be time consuming to implement!

4. Staff workshop to share findings

5. KS3 Curriculum Leadership Model -Leaders in Learning: -Bronze – Supporting learning (lessons, PE break & lunch, feeder primary schools. -Silver – Dragons Den Product Design -Gold – Sports Leaders Award -Literacy Ambassadors : -Extreme Readers -Readathon -Great Writers competition -Year 7 Leadership Week: -Leadership roles and values embedded in lessons during the week to select next cohort of Leaders.

6. Embedding student leadership and independence into the curriculum -Formal education research into active learning, and raising boys achievement. -Action research into active, collaborative and reflective learning (through our T&L Group). -Widespread integration of active, collaborative and reflective learning into lessons.

An active, collaborative and reflective approach to delivering changed curriculum. Team task to experience active, collaborative and reflective learning. Discussion and evaluation of the activity. Explanation of evidence- based process and assessment of impact.

Deciding on your roles… In your team, you have to assign each person a role. Each person will have to think about a memorable example of someone you can think of who fits this role (it could be from your school, interests, hobbies, sport etc). Write your role on a sticker and then stick it on! Each team member then also needs to have considered how to assist with the tasks before starting the activity. 5 mins

3 1)I have heard of the main nutrients 2)I have a reasonable knowledge of the different nutrients and why they are needed. 3)I think I have a good knowledge about nutrients 4)I’m feeling pretty confident about nutrients – I could explain about them to others! 5)I can facilitate outstanding learning about nutrients. James (Before) Chloe (After)

Team Tasks You have 15 mins in your teams to complete the four tasks.

Reviewing and Reflecting Memory test reproducing poster. Peer formative feedback (post-its). Reflecting on how you completed the task, worked in your role, and learnt how to improve (S.T.E.P.S.). 10 mins

3 James (Before) Chloe (After) 1)I have heard of the main nutrients 2)I have a reasonable knowledge of the different nutrients and why they are needed. 3)I think I have a good knowledge about nutrients 4)I’m feeling pretty confident about nutrients – I could explain about them to others! 5)I can facilitate outstanding learning about nutrients.

Discussion of strategies… Which learning strategies or techniques do you think were developed into this activity? Try to list as many as you can… … we’ll then share them as a group.

Our thoughts on the strategies used… do you agree? Active Collaborative Competition Leadership Timing Rewards ‘Chunking’ Seating arrangement Differentiation by process, by group, and by information given Reflection Feedback Classroom environment Variety remains essential so the use of these strategies depends on the objectives on the learning episode!

Evidence: Active Chris Watkins, 2008: Plan, Do, Review, Learn, Apply Geoff Petty, 2009: High effect sizes for active learning (e.g. graphic organisers 1.03) Hattie meta-study: Advanced organisers (0.37), goals (0.52), simulation and games (0.34) Gary Wilson: Raising boys achievement (active, competitive, ‘chunked’ etc) Anthony Seldon: ‘Real education’ and ‘An end to factory schools’ (active, holistic development)

Evidence: Collaborative Sutton Trust (Educational Endowment Foundation) collaborative learning adds +5 months (from minimal cost) Hattie’s effect size, peer effects +0.38

Evidence: Reflective Sutton Trust (Educational Endowment Foundation) meta-cognition and self-regulation adds +8 months Hattie’s effect size, feedback 1.13 Anthony Seldon “reflection connects learning, informs planning for future learning, ensures progress rather than repetition.”

Questions How could this apply to your school?