1. Teach Like a Champion: CLASSROOM CULTURE 2015-16 Blue Sky Focus Group

2. Once you have a copy of the handout, please take a moment to write down your reasons for signing up to the ‘classroom culture’ CPD this year. Do Now

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4.  ‘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 leave 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.’

5. Teach Like a Champion CLASSROOM CULTURE The Strong Start: Threshold Routines Do Now Review Now Ultimately, it’s a way of mastering the FUNDAMENTALS, key to the processes of TEACHING, and effectively using these to drive student PROGRESS. Ultimately, it’s a way of mastering the SYSTEMS AND ROUTINES, key to the development of INDEPENDENT LEARNERS, and effectively using these to drive student PROGRESS.

6. Strong Start What does the teacher say and do to ensure an effective start to the lesson? (clip 47)

7. Strong Start - Threshold Helps establish a personal connection with students; Re-inforces your expectations. Managing your first interactions with students: At the door Establish tone Set expectations Build rapport (pick a few each day) Positioning – see both sides to narrate positive behaviour Model professionalism and civility you expect at all times. For when it’s not possible, invent another ritual to signifiy the start of something formal.

8. Strong Start - Routines Making a habit out of what’s efficient, productive and scholarly as students take their seats. Avoid teacher handing out (collection point/student role) Seating plan Homework routine (tray/desk, front right) Objective/’do now’ in same place – predictable Transition between activities (brightening lines) The aim: to make this routine, without prompting. In early days, narrate the positives to build momentum towards compliance.

9. Strong Start – ‘Do Now’ Let the learning start even before you begin teaching. Same predictable place so it becomes habit Self managed. Needs no direction, discussion or additional materials Timing 3-5 minutes (use a timer) and requires pen to paper – accountability Either preview today’s learning or review/embed prior learning

10. DO NOW Shakespeare’s presentation of Deception How many devices used by Shakespeare to present deception in ‘Much Ado’ can you remember? Here’s one to start you off... 1.echoing 4. 7. 2. 5. 3. 6. How many devices used by Shakespeare to present deception in ‘Much Ado’ can you remember? Here’s one to start you off... 1.echoing 4. 7. 2. 5. 3. 6.

11. DO NOW Maths

12. 1) Where in a cell are proteins synthesised? 2) What material is the cell wall made of? 3) What term is used to describe cell membranes ability to only let small molecules though? 4) Which layer of the leaf is specialised for photosynthesis? 5) On a hot summers day what will limit the rate of photosynthesis? 6) What chemical is glucose converted into for storage? 7) What is the most important part of an enzyme? 8) What is it called when an enzyme loses its shape? 9) Which organ of the body produces all three major enzymes? 10) What does bile do to fats? 11) What chemical does the body need to break down lactic acid? 12) What enzyme turns glucose into fructose? 13) What form of cell division produces identical daughter cells? 14) What form of cell division produces gametes? 15) What process have stem cells not yet been through? 16) Two parents who carry CF have a child, what is their chance of having CF? DO NOW Science Superquiz

13. Strong Start Review Now What does the teacher say and do to ensure the start to the lesson had a positive impact? (clip 41)

14. Strong Start – ‘Review Now’ Accountable review and selective neglect. Q&A – alternate between cold calling* and hands up all students check or change Show call* – showcase or peer assess (visualiser) Show me* – mini-whiteboards, stand up, hold up no. of fingers Be selective – don’t attempt to cover it all Timing 3-5 minutes (use a timer) and no longer than the ‘do now’ time. *cold call - 33; show call – 39; show me – 5.

15. Teach Like a Champion CLASSROOM CULTURE The Strong Start: Threshold Routines Do Now Review Now Ultimately, it’s a way of mastering the SYSTEMS AND ROUTINES, key to the development of INDEPENDENT LEARNERS, and effectively using these to drive student PROGRESS.

16. “By receiving weekly observations and feedback, a teacher develops as much in one year as most teachers do in twenty.” Observations should not be judgmental but to “coach [teachers] to improve student learning.” “Teachers… develop most quickly when they receive frequent feedback and opportunities to practice.”

17. DORF Dedicated Observation, Reflection & Feedback Process of paired/group support Non-judgemental Regular + progressive – (fortnightly and formative) 15 min observation + 15 min feedback Feedback: focus on key strengths + 1 specific target Coaching used to develop target & process

18. Getting the most out of working together Tips for your Coaching Work Be specific about feedback/reflections 1.How did threshold establish expectations/build rapport? 2.Were there missed opportunities to reinforce expectations? 3.How are resources managed? Is this routine? Does it need instruction? 4.How is homework collected? 5.Is ‘Do now’ self directed? 6.What is the ‘do now’s’ learning purpose? 7.Is ‘Do now’ kept within 5 minutes? 8.Count the number of cold calls during review 9.How are wrong answers/”don’t knows” managed? 10.How are students all accountable? 11.What was the level of engagement like in the class (1 – 10) 12.Is ‘Review now’ kept within 5 minutes?

19. Next Steps Decide on your Blue Sky Objective: Focus? Impact? Key actions or support? Evidence? Discuss and plan your Route Through – including the DORF/Coaching method.

20. Example Objectives To [develop/improve/explore/trial] the use of…[insert focus here] by focusing on [class/group of students] in order to [impact/final outcome]. To develop a more effective ‘start to lessons’ by focusing on underachieving boys in 8R4 in order to increase engagement and support individual progress towards targets. To explore and develop a variety of ‘Teach Like a Champion’ techniques that will drive the learning of pupil premium students in 10T3 so that good progress (4LOP) is made.

21. Next Inset (Friday 23 rd October) Presentation to other group members: Log – Progress, problems, development of techniques How practice has gone? Has this been useful? Did you practise? How useful you found this first Inset session in preparing you to use /develop the techniques? How consistent you have been with using the techniques? The Impact?