Growth mindset & Questioning

This year’s objectives To develop deep and probing questioning for teaching/memory that elicits students to think hard, supporting a culture of ‘growth mindset’ and questioning for assessment that informs teaching. To embed a culture of ‘growth mindset’ across our learning community in order to raise aspirations and expectations of what students can achieve.

Hub 6: Objectives One Final Tool/Strategy Using google docs to create self marking MCQ quizzes / assessments (pre test, retention building) Review follow up student voice analysis Evaluation of Hubs and CPD (discussion & survey) Suggested next steps (ideas for next year?)

Using regular testing to improve memory… Using google forms to improve student retention. Google forms are easy to set up and with the ‘flubaroo’ add on, tests can be self marking.  The video explains how to install this and how students can be emailed instant feedback.  Google forms also allows teachers to analyse data in real time.  Summaries of class responses can give a general understanding of class mastery and hence help with lesson planning.  www.hackthecurriculum.wordpress.com

Using google forms to assist with self marking MCQ quizzes https://www.youtube.com/watch?feature=player_embedded&v= n_lrRmw0I8A

Final Student Voice Results End of year follow up student voice

Final Student Voice Results End of year follow up student voice

Final Student Voice Results End of year follow up student voice

Final Student Voice Results End of year follow up student voice

Final Student Voice Results End of year follow up student voice

Final Student Voice Results End of year follow up student voice

Final Student Voice Results End of year follow up student voice

Student Voice - Revisit Positives: Teachers are using ‘no hands up’ in lessons (84% -- 97% said yes) Teachers are asking students questions which challenge them to think hard (77% -- 84% of students agreed / strongly agreed) Everyone gets the opportunity to answer questions (82% -- 86% of students agreed/strongly agreed) Teachers prompt students to improve others’ answers (74% -- 85% of students agreed / strongly agreed)   Focus areas: Giving more thinking time (only 14% of students stated that this happened when someone didn’t know the answer to a question) Review = 22% Encouraging students to refer to learning aids to help them when they ‘don’t know’ (only 4% of students said this happened in lessons) Review = 10%

Finally…What’s been our impact? Do we have examples of: - Deep and probing questioning for teaching/memory that elicits students to think hard, supporting a culture of ‘growth mindset’

- Questioning for assessment that informs teaching. What’s been our impact? Do we have examples of: - Questioning for assessment that informs teaching.

What’s been our impact? Do we have examples of: - Embedding a culture of ‘growth mindset’ across our learning community in order to raise aspirations and expectations of what students can achieve.

Reviewing our Hub Why does professional learning matter? NTEN National Teacher Enquiry Network Why should we improve the quality of teaching? This research from the Sutton Trust shows us that the more disadvantaged the learner, the more they stand to lose, or gain from varying teaching quality. This speaks to our mission as teachers – to help the most vulnerable we need to improve our practice. Source: Sutton Trust (2011) Taken from the NTEN Powerful Professional Learning presentation

The culture we all work in “Teachers described CPD activities […] primarily delivered through lectures, presentations and discussion. Teachers reported little active learning.” (Opfer et. al. for TDA, 2008) In a large-scale survey of practice within schools, the most common practices were those that were the least effective. Taken from the NTEN Powerful Professional Learning presentation

Questions How many people have ever watched a TV programme about diet/eating? Keep your hands up if the programme made you aware of some new information Keep your hands up if that TV programme (not something else) caused you to change your eating habits sustainably and successfully

Changing habits is hard Not sufficient One-off courses Lectures Printed guidance Discussion Taken from the NTEN Powerful Professional Learning presentation

Powerful professional learning is… Collaborative Focused on valued outcomes for pupils Practical and theoretical Sustained (30-50 hrs) Draws on external expertise Evaluated and monitored Challenging Powerful professional learning has these characteristics. Teachers must work together to support and challenge, to enquire together. They must focus their work on student learning, identify issues/areas for development and work on these valued student outcomes. This must be relevant to the needs of students in their own classes, and sustained for many hours of thinking, planning, reflecting, discussing, reading, etc. Professional learning must cycle between understanding the why and the how, developing the theory and the practical wisdom. It requires ongoing monitoring and evaluation, particularly of its effect on the valued pupils outcomes that drive it. Finally, it must not sit within our comfort zone – we all learned the most in our first year of teaching (although many of us cried at the sheer challenge of it). How has our hub fit with each of these features? Taken from the NTEN Powerful Professional Learning presentation

Where next? More collaboration? NTEN Lesson Study Teacher-led, evidence-informed professional development Strong collaborative and supportive focus on observing pupil learning Lesson Study has been shown to be one of the best ways of doing this. First, is that this is very non-judgemental development. It should be given sufficient time and should not be part of performance management or accountability. Taken from the NTEN Powerful Professional Learning presentation

Where next? Lesson Study 1. Plan Plan a lesson together. Address each activity to your Learning Goal and predict how pupils will react and how you will assess this. Pick 2 or 3 case pupils. 2. Observe Teach the lesson with your colleagues observing. Pay particular attention to the case pupils Conduct any assessments and/or interviews during & after. 3. Reflect & Plan As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why? Taken from the NTEN Powerful Professional Learning presentation