Marking and Feedback CPD Action research – Concluding Session.

Slides:

Advertisements

Similar presentations

Junk Food Science Running Discussions KS3/4 CPD Slides.

Advertisements

Effective Dialogue Techniques for fostering effective dialogue in the classroom.

Providing Effective Feedback

Sandra Pizaro Planning templates Who has used the writing moderation kit – how? How do you provide feedback to your school? What teacher/s or content area.

Would you rather be “someone” or make a difference?

Mentoring Awareness Workshop

Rationale To encourage all students to take a full part in the life of our school, college, workplace or wider community. To provide opportunities to enable.

for EVALUATING Meeting Success

Effective Use of Assessment and Data Winterhill School – October 2014.

Self Determination in the IEP

Participating actively in decision making as a team and as an individual Investigating ways in which rights can compete and conflict, and understanding.

Safety Mustang Roundup. Round Up focus this week will be Safety in and around Avondale Middle School. Lets take a look at how our core values tie into.

Cooperative learning in the classroom.

Year 11 PSHE Mind mapping Why is it so good? How can it be used for effective revision?

Business research methods: using questions and active listening

Improving learning in mathematics. Perception, taste & priorities Pearls before breakfast.

Coaching Skills for Leaders Workshop Date 13th March 2014 Facilitator Mike White.

Reflect on Note Taking On a post-it on your table… Write one note taking strategy you have tried with your students Place it on the closest chart paper.

Literacy Across the Curriculum 2 Managing Small Group Talk.

New Teachers’ Induction January 20, 2011 Office of Curriculum and Instruction.

The Power of the Recommended Text List Grades 6-8

Whakatauki. What are the key steps to effectively facilitating a professional learning group?

Also referred to as: Self-directed learning Autonomous learning

Targets, Tasks and Texts Across the Day (Grades 3-5) Experienced with NTI Teachers/ Coaches Session 5.

Talking Partners. What is Talking Partners? The NLS promotes “talk for writing”. They recommend the use of “talking partners” during shared work in the.

Changing practice: Dilemmas, challenges, supports Dr. Christine Suurtamm, University of Ottawa.

P UTTING T HE F IVE P RACTICES OF E XEMPLARY L EADERSHIP I NTO P RACTICE.

Cooperative learning in the classroom.

Click a button…get a plenary

Long and Short Term Goals To develop a responsible and positive attitude we chose Respect for Self, Others and Learning for the long term goal. Our students.

A Parent’s Guide to Formative Assessment Communication is Key! Education is shared between the home and the school. Good communication is important as.

1 Facilitation Facilitation is the process of making something easier or less difficult…

Closure Activities Thurmont Middle School,

Escape and evasion! Community of enquiry Date Learning Objectives -To work together to share ideas and solve problems -To encourage and support others.

Marking and Feedback CPD

Marking and Feedback CPD

Marking and Feedback CPD Student approach to marking.

Marking and Feedback CPD Follow up to marking. Expectations and ground rules Respect the views of others Give everyone space to make a contribution All.

Identity Pack Session: Visible and Invisible. Session One: Visible and Invisible Lesson Objectives To explore the similarities and differences within.

n Taking Notes and Keeping a Journal n Listening Skills n Working Together n Managing Your Time.

Coaching & Mentoring to support teachers Julie Halley-School Improvement Adviser 2014.

Strategies & Knowledge for Independent Learning individual Work SKIL SKIL cards are sets of cards that explain how to use different learning strategies.

River Stour Lemons Hill Bridge Tattingstone east north.

Thinking Skills in RE Part I Lesley Prior Roehampton University, London.

Examples of small group techniques ( Breakout groups are subdivisions of a larger meeting to deal with.

Developing students’ language

Creating a whole-school coaching culture

Would you rather be “someone” or make a difference?

Leaders as Peer Coaches and Coachees

Why bother – is this not the English Department’s job?

Inquiry learning How do we support inquiry learning?

WHERE DO WE STAND? DISAGREE AGREE Activity 2A Continuum

I can talk about what makes me feel sad

I can talk about what makes me feel sad

Goal Reality Options Will

I understand it is important to keep going when something is tricky

M.A.T.C.H. Professional Series: Module 11

I can talk about what makes me feel sad

Nuts and Bolts of Peer Coaching

Does respect need to be in the form of an action?

Module 2 Nuts and Bolts of Peer Coaching Peer Coach Training.

Creating a Vision for a Caring School Community

Fishbowl Discussion Directions:

Core Competencies for Primary School Teachers in Crisis Contexts

L.O. To share stories about our lives that build up a deeper picture of identity and diversity within our class TLN Identity Pack L3.

Identity Pack Session: Visible and Invisible

Junk Food Science Running Discussions KS2

Recall Session.

Levels of involvement Consultation Collaboration User control

Presentation transcript:

Marking and Feedback CPD Action research – Concluding Session

Expectations and ground rules Respect the views of others Give everyone space to make a contribution All questions are valid Actively listen Take part Confidentiality – Chatham House Rules Challenge the idea and not the person Do you have any of your own you would like to add?

Aims and outcomes of the session To reflect on how our groups are working. To deeply consider focus of action research. To analyse our groups’ research progress. To plan for the group presentations. To plan for the rest of the action research.

Where are we: Our school What are do we doing well in our projects so far? What have we already done to improve our marking and feedback? What do we still need to improve? What do we want to improve upon next?

Where are we: You What do areas of your project do you feel confident about? What have you already done to improve your marking and feedback? What do you still need to improve? What do you want to improve upon next?

Theory McNiff (1988) suggests that action research should encourage: ‘...teachers to develop theories and rationales for their practice and to give reasoned justification for their public claims to professional knowledge...it is this systematic enquiry made public which distinguishes the activity as research.’ Think: Think about the statement for 30 seconds. Pair:Pair up with someone in your group and discuss your thoughts. Share: Be ready to share your ideas.

Show and tell – presenting your findings Focus questionsIdeas What did you do?Action planning Working with others Resources used Action taken Problems experienced Highlights What did you discover?What were your results? How do they compare to prior results of similar groups results? Was there anything surprising? What did you, or will you change as a result of your enquiry? What are your actions points from the enquiry? What are you going to look at next?

The students? This is all about making the experience for our students, in our classrooms, is the best experience we are able to give them. So why are we doing this action research? To understand what works in our classrooms To give our students better chances in life

Experiential Articulate – Instructions One person - pick up the card in the centre of the table. You must try to get your team to guess what the word is without saying the word, drawing anything of making any actions or gestures. Everyone in your team must have a go at explaining the item written on the cards. You will need to articulate your points well in your presentations so get practicing in using your words to help others understand what is in your mind.

Practice Exploring issues with your topic: Pair up in your groups and choose one person to talk for one minute about a possible problem you are dealing with or can foresee within the data collection and analysis or presentation process The other person should listen carefully to them. Talk to your partner and give them as much detail as possible.

Coaching Goal What do they want to achieve? Why do they want to achieve it? Reality Where are they now? What have they already tried? Options What are the things that they could try? What have others tried? Will do / Way forward What are they going to do now to move forward? Once they have finished telling you about their problem, take them through the GROW process of coaching to try and see a way forward. Ask them questions to help but do not offer any answers yourself! Once you have finished repeat the whole process in opposite roles.

Practice Exploring issues with your topic: As a group you should share your discussion from the paired coaching activity around your action research topic. What issues and ideas for ways forward have you come up with as a group? Note them down on the large paper on your tables.

Reflect and review Aims To reflect on how our groups are working. To deeply consider focus of action research To analyse our groups research progress To plan for the group presentations To plan for the rest of the action research Individual reflection Take minute to reflect on how you have found this session and what it has made you think about.

Follow-up Commitment to action: Complete any last tasks in your action plan Gather and anlayse the data Work with your group to help one another Decide how you will present your findings Next session: We will be presenting our final write up and findings form the action research project. We will be planning for future possible enquiries.