1. Teaching, Learning and Assessment
January 2017
@tim_jumpclarke
timjumpclarke.wordpress.com

2. Teaching and Learning
What has changed in your practice, or your school’s policy since September 2014?
Please discuss on your tables and write bullet points on one half of your sugar paper.

3. Teaching and Learning
What has stayed the same in your practice, or your school’s policy since September 2014?
Please discuss on your tables and write bullet points on one half of your sugar paper.

4. Process Research Principles and Aims Visiting classes Coaching
Pupil Voice Groups
Teaching for Learning Foundations

5. Research John Hattie and David Yates – “The Science of how we learn”
An ACTIVIATOR: reciprocal teaching, feedback, teaching students self-verbalisation, meta-cognition strategies, mastery learning, goals – challenging
Great feedback provides a map – it is a mode of processing but also motivating and ensuring that a knowledge gap is bridgeable and does now become a chasm
Being a thinker requires an effort that moves us beyond our natural state. It depends on being exposed to information and then being expertly guided to assimilating and using that information
Expert teachers can empathise deeply with their students and maintain rich social relationships
In order to learn, children need to actively participating in the process
They engage, challenge and intrigue students without boring or overwhelming them
Expert teachers allow students to think about a problem before offering a solution
Expert teachers set worthwhile challenges quickly moving students on from surface to deep learning
‘High quality teaching cannot be seen as a mechanical exercise. Instead, it hinges on developing a relationship with a group of young human beings who have come to trust and respect the goals their teacher has set for them.’

6. Intelligence is static / fixed
Research
Carol Dweck: GROWTH MINDSET
Fixed mindset
Growth Mindset
Intelligence is static / fixed
Intelligence can be developed / expanded
Safe learning
Failure / mistakes bad
Fragile
Avoid challenges
Give up easily when presented with obstacles
See effort as fruitless
Ignore useful feedback
Be threatened by others’ success
Adventurous learning
Failure / mistakes useful
Resilient
Embrace challenges
Persevere despite obstacles
See effort as a path to mastery
Learn from feedback
Be inspired by others’ success

7. Research Sutton Trust (now EEF)
Pupil know their targets and how to improve through effective feedback. They apply these regularly in all subjects
High expectations (of teacher and pupils) for all pupils
Pupils are given time and actively encouraged to reflect on their thinking and learning
Pupils learning from and with each other – through discussion and collaborative learning
Early intervention – when specific gaps / barriers are identified, resources are found to give extra individual or group support
Ensure basic skills are practiced and applied regularly to develop mastery

8. Research A STUDY OF OUTSTANDING PRIMARY SCHOOLS
Matthews, Rea, Hill & Gu
July 2014
Please read the handout provided.
Highlight 5 points which are significant for you.
Share 3 of these with people on your table
Choose one as a table to share with the whole group

9. Principles
We aim to help our children develop a genuine and deep Love for learning and personal growth. Staff show Love through their passion and professional commitment for teaching and the children’s learning and progress. We show Forgiveness in the way we learn from mistakes and Hope through the high expectations we have for every child and the way we strive for the best for all children.
Learners are active and increasingly empowered partners in their learning journey. Staff are activators of learning and promote a “Growth Mindset”. Rich engaging learning experiences challenge all learners and relevant contexts make learning meaningful for them. Mastery and fluency of key knowledge, understanding and skills is balanced with opportunities to deepen and enrich their thinking.

10. Aims All learners (and groups) achieve End of Year Expectations.
All learners (and groups) make sustained progress and develop depth of understanding.
All learners are empowered partners in their learning to grow as people who are: confident, responsible, empathetic, resilient, reflective, open-minded, fulfilled and happy.

11. Visiting classes Coaching Observing each other
Team planning and teaching
Visiting and observing Teaching & Learning in other schools
Teaching students
Coaching
With Headteacher: pre-lesson conversations, developmental observations, post-lesson conversations
T&L coach: discussions, observations, feedback, team planning, setting personal goals…
Coaching Learning Study (handout available)

12. Pupil Voice Groups What makes a great learner?
try their best don’t give up are keen work hard
listen well practise are patient ask for help
let others join in have a positive attitude make mistakes read
learn from others explain their learning concentrate reflect
ask questions are motivated solve problems are imaginative
try hard things are determined take time enjoy learning
keep learning search for clues are confident take risks
learn together use old learning get excited learn practically
set challenges take time to think research play
Which would be your Top Three?

13. Teaching For Learning Foundations 1. Learning Aim
Succinct & precise.
Provides clarity for adults about learning not merely task.
Shared & discussed so learners have clarity about what they are learning and why.

14. 2. Success Criteria Specific & precise guidance for learners.
Shared, discussed & sometimes created with learners.
Learners clear about the specifics of how to be successful.

15. 3. Challenge all Challenge may be to master knowledge & understanding.
Challenge may be to deepen understanding (application, analysis…)
Pitch learning in their ‘stretch zone’.

16. 4. Continuous Diagnostic Assessment
Ongoing throughout sessions.
Designed to gain insight into learner’s thinking & understanding.
Diagnose errors, gaps, misconceptions, barriers & address.

17. 5. Mastery approach
Mastery: Ensure all learners securely know / understand & can demonstrate fluency in the fundamentals of the LA.
Deliberate / corrective practice (with variety). Consolidation & reinforcement.
Enrichment: More open-ended, deeper challenges to apply, analyse…
SOLO poster

18. 6. Feedback (Feedforward)
Specific, precise verbal feedback used regularly in every session.
Specific, precise feedback using Great Green and Think Pink.
Thinking & Improvement Time. Learners must be given time to respond & show impact.

19. 7. Questions / Learning Journey prompts
Support & guide those struggling for Mastery (knowledge & understanding).
Enhance, challenge, enrich, deepen thinking & learning.
Packing / Going On / Unpacking: learners think about their thinking / reflect on their learning.

20. Learning Journey Prompts PACKING for a Learning Journey   What are we going to learn today? What interests you? Why is it important?   What skills do you have that might be helpful? Have you learnt anything similar before?   What might be a challenge for you? What questions might you ask? What might you need to help you today?      GOING ON a Learning Journey   What have you been thinking about? How does this link to what you have learnt before? How do you feel?   What success have you had? How do you know? What challenges / barriers have you found? How might you check your work? What questions might you ask?   What strategies / advice have you used? How have you been involved? How have you worked with others? What choices have you made?   What are you going to do differently now? What should you do to develop your learning / further your thinking? What do you want to find out more about?   UNPACKING from a Learning Journey   What 3 things have you learnt? What did you learn that you didn’t know before? How have your ideas / opinions changed?   What was important about this learning for you? How have you challenged yourself? How were you successful today? How do you know?   What could have made this session better for your learning? What do you need to develop this learning?   What have you learnt that you could use elsewhere? How will you use what you have learnt? What have you learnt that you could share with someone else?    

21. 8. Engaged & purposeful Learners engaged in activity / context.
Relevant & meaningful to their learning journey (and their interests & lives where possible).

22. 9. Prompts / scaffolds
Prompts: in session responsive to learners. Direct teaching, questions, guidance
Scaffolds pre-prepared sources of support or guidance.
WAGOLL: What a good one looks like.

23. 10. Precise interactive inputs
Information & instructions shared succinctly & with clarity.
Learners cognitively active & contribute their ideas, thinking & questions.

24. 11. Discuss & reflect
Opportunities in every session for learners to discuss.
Develop fluency, clarity, coherence & reasoning.

25. 12. Learning Walls Display key info, words, diagrams, models.
Display scaffolds & WAGOLLs.
Adult & learner generated.
Adult promoted.
Actively & independently used by learners

26. 13. Regular drips Ensure mastery of basic knowledge & understanding
Maths ‘Learn Its’, reading/phonics, spelling, handwriting as morning / afternoon registration challenges.

27. Tea and coffee break

28. Assessment
What has changed in your practice, or your school’s policy since September 2014?
Please discuss on your tables and write bullet points on one half of your sugar paper.

29. Assessment
What has stayed the same in your practice, or your school’s policy since September 2014?
Please discuss on your tables and write bullet points on one half of your sugar paper.

30. Continuous Diagnostic Assessment (CDA)
Ongoing throughout sessions
Designed to gain insight into learner’s thinking & understanding
Diagnose errors, gaps, misconceptions, barriers & address
Learners provide feedback to adults through what they say and do
All adults are involved in a CDA. This will inform in session learning, flexible groupings and future planning, by giving an insight into learners thinking and understanding

31. Feedback policy
Every lesson (or sequence) will have a Learning Aim (LA) or a Learning Question (LQ) which will be shared with the children (though not always at the beginning of a session) (in an age appropriate form)
Every lesson (or sequence) will have Success Criteria which will be discussed with or generated with the children (in an age appropriate form)
Learners will reflect on how they feel they achieved / progressed in a lesson by colouring a small self-assessment green / orange / red dot next to the LA, LQ or SC. Or by placing their work in a green / orange / red tray
Staff highlight green a LA, LQ or elements of SC to show that Aim, Question or Criteria has been met. The children need to be reminded that this means “well done!” Staff do not need to write a comment about this as well
The following code letters (circled) are to be used to show: S for supported I for independent and D for discussed
“Great Green” underlining / highlighting elements that show evidence of LA / Success Criteria being met
“Think Pink” underlining / highlighting specific elements that could be improved. This can be explained next to a next step symbol, unless a LA, LQ or elements of SC have already been highlighted pink
The majority of “Great Green” and “Think Pink” highlighting should occur during lesson time with learners
Any Next Step comments (linked to Think Pinks) should be brief bullet points. A challenge (e.g. specific question) / future target could be shared if LA and Success Criteria has been fully met
Learners must have “Thinking and Improvement Time” to improve their work based on next step comments, Think Pinks or Challenge Questions

32. Assessment Journeys
In Reading, writing and maths the school has developed their own Assessment Journeys. These identify the National Curriculum objectives for each subject in each year. The NAHT Key Performance Indicators (KPIs) are identified in red font. The Hampshire Phase Model is also identified.
A class of pupils can be filtered by: gender, SEN, EAL, and Disadvantaged. It is imperative that class teachers and the headteacher are mindful throughout the year of the achievement and progress of all identified groups of pupils. The teachers will assess the pupils throughout the year and input either a 1, 2 or 3 for each objective for each child.

33. Please leave the cell blank if the learner does not understand it yet and always needs support / guidance
1: Working Towards / Apprentice: The learner has some understanding and can manage to achieve it some of the time independently
2: Mastery of End of Year Expectations: The learner has mastered the objective at the end of year standard. They know it, understand it, can explain it and demonstrate it through their work. They are independently accurate.
3: Deeper Learner: The learner can use/apply their mastery accurately, fluently, flexibly and effectively in a range of contexts. Evaluating its use and creating new learning and links to current understanding.

34. Example of Year 1 writing
Example section of Y1 writing
Example of Year 1 writing
Leave spaces between words
Join words and joining clauses using 'and'
begin to punctuate sentences using a capital and a full stop, question mark or exclamation mark
Use a capital letter for names of people, places, days of the week and the personal pronoun 'I'
Learn the grammar for year 1 in English Appendix 2
Use the grammatical terminology in English Appendix 2 in discussing their writing
Total %
NAHT Key Performance Indicators
Spelling
Handwriting
Composition
Vocabulary, grammar & punctuation

35. Copies of: This presentation Teaching for Learning policy
Teaching for Learning Foundations
Learning Journey prompts
Year group core subject Assessment Journeys
Foundation subject Assessment Journeys
Research
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