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Transforming Learning
Outward: Flipped Learning Conference Inward: Department coaching tools
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What skills do employers desire?
CBI: Confederation of British Industry. First Steps report What is it that small, medium and large companies need young people to bring with them into the world of work? – that’s not just exam results. ‘It’s actually about the characteristics, values and habits that last a lifetime. Businesses thrive working with young people who are determined, optimistic and emotionally intelligent,’ so the education system must focus on ‘helping them to be rigorous, rounded and grounded.
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What skills do employers desire?
CBI: Confederation of British Industry. First Steps report What is it that small, medium and large companies need young people to bring with them into the world of work? – that’s not just exam results. ‘It’s actually about the characteristics, values and habits that last a lifetime. Businesses thrive working with young people who are determined, optimistic and emotionally intelligent,’ so the education system must focus on ‘helping them to be rigorous, rounded and grounded.
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Skills for life-long learning
Contents Qualifications Mental Skills & Attitudes
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Developing a Transform learning ‘culture’ in my subject area
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Self Manager Progression
Basic • Make a list of the tasks I have to do • Check the time regularly to makes sure I know how much I have left • Use other people to help keep me on task Better • Create a plan to prioritise my time and tasks • Persevere when things don’t go the way I planned • Be thoughtful and consider other people’s feelings when I make comments and decisions Best • Review and edit my plan of priorities during a project • Be confident in taking risks, by weighing up all the advantages and disadvantages • Change my approach to motivate others to overcome problems
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Have you asked for advice from your peers? What do they think?
Remember it’s OK to start again. Stop and think about it for a minute…. What’s your goal, and how will you know if you have achieved it? Don’t be afraid to walk away and come back to it later Try breaking the task down into smaller sections. Build in moments when you can review what you’ve done? Close your eyes and try to see what you are aiming for. How are you looking at things differently now?
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Transforming moodle
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Collaboration - Wallwisher
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Collaboration - Scrumblr
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Reflection – Glossary feedback
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Create a Nation Mahara Page
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Independence
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Independence
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teacher facilitator, developing student attitude, modelling
Course design, teacher facilitator, developing student attitude, modelling Cross-curricular planning Teachers use 21C technology
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Aspects of a Flipped learning Culture
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Popcorn challenge
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Feedback from participants
Interesting ideas to make me think how ‘flipped learning’ can help with different learning styles Ideas to keep ‘flipping’ simple, I thought it would be more complicated Thorough planning required to be successful with flipped learning How to use flipped learning to revise and encourage collaborative learning I have learnt different software I can use in school and at home, to make me think differently I’ve learnt how to use open source programmes that are web-based
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Departmental coaching to improve learning skills
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Why departmental coaching?
“Good” judgemental Mental Teaching Mentoring Feedback Training “Outstanding” Developmental Learning Self-Evaluation Dialogue Coaching/Action Research
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Observing the LEARNING – Departmental coaching termly plan
Stage 1 (Week 1) - Initial meeting with HoD Discuss Outstanding Learning Model Discuss T&L section of TEF Discuss potential strategies to move forward, time to reflect before next meeting Stage 2 (Week 2) - Plan departmental strategy Share with team at department meeting Consider coaching tools (design some new ones) Plan strategy alongside Team Leader Stage 3 (Week 3-6) - Departmental observations & coaching Half Term - Stage 4 (Week 7) – Plan Phase II strategy In discussion with Team Leader Stage 5 (Week 7-12) – Phase II departmental strategy More focussed? Planned visits? Peer visits? Coaching Team? Stage 6 (Week 14) – Planning self-regulation Update TEF and planning self monitoring for the remainder of the year
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eLearning PuML Outstanding learning Independence Challenge
Success Criteria that comes alive Opportunities to abstract / theorise Enquiry Link to real life Differentiation Checklist Rubrics Choice Modelling Independence Challenge eLearning Reward for effort Groupings Outstanding learning Classroom Culture Environment Learning led not task led Collaboration PuML Discussion about learning skills Pedagogy Questioning Purposeful learning objectives Reflect Qs back to students Strategies for checking what students understand Difficult questions for cognitive conflict Self assessment Peer assessment Teacher as facilitator Don’t allow ‘what shall I do?’ Assessment for planning Metacognition
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It’s not about the formal observation
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Coaching Tools
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Definitely Strong Quite Strong Definitely Weak Quite Weak
elearning Definitely Strong Quite Strong Questioning Classroom Culture Progress Pedagogy Challenge Independence Definitely Weak Quite Weak
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Maths Plan forwards…. Individual strengths & weaknesses identified
Coaching tools decided Learning walk schedule agreed for 3 weeks (phase I – mostly Mel & Alexi, some paired coaching) Conclusions and phase II planning after half term: Departmental strengths? Departmental weaknesses? Paired coaching? Continue with own personal development but with a different coaching tool? Refer back to TEF ???
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