2. Effective teaching and learning
Tim Clarke
@tim_jumpclarke
timjumpclarke.wordpress.com

3. Visible Learning: John Hattie
Handout

4. Visible Learning Learning is the explicit and transparent goal
It is appropriately challenging
There is deliberate practice aimed at attaining mastery
There is feedback given and sought
There are active, passionate and engaging people participating in the act of learning
It is staff seeing learning through the eyes of their pupils

5. Teachers and LSAs are the major players
Staff’s beliefs and commitments are the greatest influence on pupil achievement over which we have some control
Expert staff are proficient at creating an optimal classroom climate for learning
Expert staff influence surface and deep pupil outcomes
“To be passionate about teaching is not only to express enthusiasm but also to enact it in a principled, values-led, intelligent way.” (Day 2004)
The key is what is going on in each pupil’s mind – because influencing these minds is the point of the lesson
Important for teachers to critique each other, plan together, evaluate together and find many other ways in which to work together

6. Preparing the lessons
Any lesson planning must begin with a deep understanding of what each pupil already knows, understands and can do
Learning is collaborative and requires dialogue, and this requires teachers to be attentive to all aspects of peer-to-peer construction and mediation
The Learning Aims of any lesson need to be a combination of surface, deep and conceptual
The major role is to get pupils engaged in and enjoying the challenge of learning. It is the challenge that keeps us investing in pursuing goals, and committed to achieving goals
Staff and pupils must be able to see a pathway to attaining the challenging Learning Aim
Educating pupils to have high, challenging, appropriate self-expectations is among the most powerful influences on enhancing pupil achievement
The fundamental purpose of schools is to ensure all pupils learn, not merely that all pupils are taught
Coaching involves empowering people by facilitating self-directed learning, personal growth and improved performance

7. Starting the lesson
A positive, caring, respectful classroom climate is a prior condition to learning
The most important task for staff is listening. Listening needs dialogue (not monologue) and allows for sharing genuine depth of thinking & processing
A balance needed between surface knowledge & deeper processes to develop conceptual understanding
Staff need to stop over-emphasising ability & start to emphasise increased effort & progress
When pupils do not learn, they do not need ‘more’; they need ‘different’
Get pupils to actively seek evidence of their learning gains, evaluate their progress & more responsible for their own learning
Staff see their fundamental role as evaluators and activators of learning

8. The flow of the lesson: LEARNING
Learning starts with the staff & pupils knowing the desired outcome & the purpose of the lesson(s) is to reduce the gap between pupils’ starting points & the Success Criteria
Staff provide differentiation to ensure that learning is meaningfully & efficiently directed to all pupils gaining the Learning Aim of the lesson(s)
Staff are adaptive learning experts, who know where pupils are on the continuum
Staff have high levels of empathy & “see learning through the eyes of the learners”
Deliberate practice requires concentration, monitoring & providing of timely feedback
A lesson ends when teachers interpret the evidence of their impact on pupils

9. 9 essentials for improved outcomes
High expectations for all
Strong personal connections
Greater pupil engagement & motivation
Rich & engaging curriculum
Effective teaching in all classrooms daily
Effective use of feedback & data to improve learning
Early support for individuals / groups
Strong positive parent / school relationships
Effective engagement with community
Diamond 9.

11. Promoting learners’ Metacognition
“The Science of how we learn” (John Hattie & David Yates)
Teachers as activators: reciprocal teaching, feedback, teaching students self-verbalisation and meta-cognition strategies.
Education Endowment Foundation
High Impact for very low cost.
Learning to learn: think about their own learning more explicitly.
Develop their understanding of what is required to succeed.

12. Your school?
EEF handout

13. Learning Powers

14. Learning Journey prompts
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?
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?
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?

17. Dylan Wiliam: Creating a culture where all teachers improve
1. Formative assessment focuses on aspects of teaching that will have the greatest impact on pupil outcomes. 2. Review what our students have learned regularly and frequently…before moving on, is applicable to any learning 3. Ericson et al (1993) defined deliberate practice as a “highly structured activity, the explicit goal of which is to improve performance. Specific tasks are invented to overcome weaknesses and performance is carefully monitored.” 4. The relationship between instruction and what is learned as a result is complex. Even when instruction is well designed and students are motivated, increases in student capabilities are, in general, impossible to predict with any certainty. 5. Clear evidence that having teachers engaging in an enquiry cycle where students’ needs are identified, and solutions are then proposed and developed, can be effective.

18. Dylan Wiliam: Embedded Formative Assessment
5 key Strategies of Formative Assessment

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

20. Education Endowment Foundation
@EducEndowFoundn
subscription

21. Cognitive Load Theory
Working memory holds limited information for a limited time
We have an unlimited long term memory
Retention and connection of long term memory information transforms our ability to function
Most applicable when information is new, complex and learners are at the novice stage
The challenge is how to acquire increasing amounts of useful information in our long term memory and access it readily when needed

24. We will continue to clarify, exemplify and embed these inspirational definitions / impacts this year: clearer how when we come to SDP discussion.
It involves everyone: the ILC needs us all as a team.
The outcomes are the result of daily, weekly, termly, yearly thinking, actions & interactions.
Share Inspirational T&L from Summer term Have a read and discuss. Can you pick one to share from another class.