1. In the age of uncertainty… ‘It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’ Charles Darwin Adaptable, flexible and resilient... © Jackie Beere Associates

2. RNLC 12 th ANNUAL CONFERENCE John Beasley PGCE Tutor, Teacher Trainer, Consultant, Author, Former Deputy Headteacher John Beasley PGCE Tutor, Teacher Trainer, Consultant, Author, Former Deputy Headteacher Outstanding Learning: Outstanding Learners Outstanding Learning: Outstanding Learners © Jackie Beere Associates

3. Mood and mindset for learning Habits of good learners The learning brain Facilitating an outstanding lesson Success criteria Navigate the 7 C’s in lessons D.I.R.T. – dedicated improvement and reflection time Plenary – the rucksack, treasure chest and first aid box Good feedback What will you Keep / Grow / Change after today? Outline of the presentation © Jackie Beere Associates

4. Check yourself out What’s your mood like? (1  – 10 ) Energy Open-minded Brave 1 MOOD 10 Metacognition – thinking on purpose © Jackie Beere Associates

5. : Expectations Are pupils working independently? Are they self-reliant – do they make the most of the choices they are given or do they find it difficult to make choices? To what extent do pupils take responsibility for their own learning? How well do pupils collaborate with others? Are pupils creative, do they show initiative? Are pupils developing the habits of good learning? © Jackie Beere Associates When observing lessons, inspectors may find the following prompts helpful What are the habits of good learners?

6. Think of children who you knew from first meeting would make outstanding progress in their learning – NO MATTER WHAT THEIR STARTING POINT. What do good learners do? / What are their habits? Discuss in 2’s, 3’s or 4’s and choose the top 3 habits. Then write them down on the Post-its provided. Bring to the front. What % of your pupils have these habits? What % of your staff have these habits? What do your pupils think are good habits for learning? © Jackie Beere Associates How can we build these habits? Be role models. How can we build these habits? Be role models. Responsive to feedback. Resilient. Risk-taking. Relentless curiosity. Communication skills. Making connections. Responsive to feedback. Resilient. Risk-taking. Relentless curiosity. Communication skills. Making connections.

7. Doesn’t it feel great to be so successful!? When I keep falling over, I just laugh! I ask lots of questions I’ll eat anything I try out lots of different words and sounds What’s your secret? I like everyone I meet! I LOVE a challenge © Jackie Beere Associates I’m never, ever going to give up learning to walk Responsive to feedback. Resilient. Risk-taking. Relentless curiosity. Communication skills. Making connections. Responsive to feedback. Resilient. Risk-taking. Relentless curiosity. Communication skills. Making connections.

8. 5 habits of schools that deliver great learning: Vision and values Learning culture Research based practice and self evaluation Coaching for managing performance Good habits and growth mindset modelled by all What habits do schools need to deliver great learning? The aim is to have a school that we are proud for anyone to inspect - any time, any day - because we know what we do…. is to offer our students great learning … ‘The Perfect Ofsted Inspection’. Jackie Beere © Jackie Beere Associates

9. Mindsets (Carol Dweck) You have a certain amount of intelligence, and you really can't do much to change it You are a certain kind of person, and there is not much that can be done to really change that. You can learn new things, but you can't really change your basic intelligence You can do things differently, but the important parts of who you are can’t really be changed. 1 = Strongly agree.2 = Agree.3 = Mostly agree. 4 =Mostly disagree.5 = Disagree.6 = Strongly disagree. 4 = Growth mindset © Jackie Beere Associates

10. Mr Men mindsets Fixed mindset Growth mindset Intelligence is a given Intelligence can grow Leads to a desire to want to look smart and therefore develops a tendency to: Leads to a desire to want to learn and therefore develops a tendency to: Avoid challenges as can’t risk failing Embrace challenges willingly Can get defensive or give up too easily Persist in the face of setbacks See effort as fruitless or sign of weakness See effort as the path to mastery Ignore useful negative feedbackLearn from criticism and welcome the feedback. Feel threatened by the success of others, leading to fragile self confidence and relentless perfectionism Find lessons and inspiration in the success of others As a result, may plateau early and not achieve potential As a result, can reach ever higher levels of achievement. Carol Dweck © Jackie Beere Associates

11. And take the steps to learning !!! Grow a growth mindset…

12. You can change your mindset... ‘Be the change you want to see’ © Jackie Beere Associates Try the mindset questionnaire What to praise… Carol Dweck. Carol Dweck. What to praise… Carol Dweck. Carol Dweck.

13. Primitive Emotional Novelty/surprise Humour Music Rhythm/rhyme Love Mystery Stories Passion! Evaluation Reflection Creativity Analysis Fear Anger Threat Anxiety Thinking The learning brain © Jackie Beere Associates

14. High expectations Learning is scary. You need to take risks. Unconditional peer support. No blame. No failure – only feedback © Jackie Beere Associates

15. Facilitating an outstanding lesson Thunk thinks What colour is Friday? What does sadness taste like? If a Viking lived now what would he wear? Where does the sky end? Do animals get in the challenge zone? Thinking starters prime the brain ENGAGEMENT © Jackie Beere Associates

16. Sharing success criteria To learn strategies that will produce greater progress in learning How will we get there?What will this look like? Start Finish I will use new strategies and techniques in my lessons and deliver measurably better progress for all © Jackie Beere Associates

17. The 7 C’s (well… 5 of them) Challenge / Criteria / Creativity / Collaboration / Communication Learn and Teach – an activity to help students learn from one other Hyperlink Sutton Trust.pptx © Jackie Beere Associates

18. Engaging activities for independent learning Challenge / Criteria / Creativity / Collaboration / Communication Stand back and watch them learn. Encourage. Motivate. Intervene with impact - especially with your vulnerable learners Competition Choice. © Jackie Beere Associates What are the two missing C’s

19. Feedback time Feedback Source of InfluenceEffect Size Teacher1.13 An effect-size of 1.0 is typically associated with: advancing learners' achievement by one year, or improving the rate of learning by 50% a correlation between some variable (e.g., amount of homework) and achievement of approximately 0.50 A two grade leap in GCSE, e.g. from a C to an A grade © Jackie Beere Associates

20. “Your answers are spot on – keep this up” 96% - a brilliant score that you deserve “Your take off was excellent, Matt. On your next jump try to have a more graceful landing” “I think it would be even better if you had included examples to support your argument” “To get an ‘A’ you will need to use more key vocabulary “ The effort that you are putting in is really starting to pay off C. Great effort. You need more detail and need to use more key terminology to develop further. Good start but your answer deteriorated towards the end “You made good eye- contact with your partner. Very supportive body language. Don’t forget to smile.” A – oral (teacher)B – written (teacher)C – oral () D – written (teacher) E – oral (teacher) F – oral (teacher) G – oral (teacher)I – oral (peer) H - written (teacher) Rewrite the last two lines Replace 3 words with key vocabulary Create a question that will challenge you more Beware grades © Jackie Beere Associates Give them a tip and set a challenge or a question to do. Pupil works in purple pen. Do it in DIRT.

21. Effective feedback should: focus on the learning objectives, success criteria, skills and habits for learning ; stimulate the correction of errors or improvement of a piece of work; scaffold or support pupils’ next steps; comment on progress over a number of attempts; Focus on EFFORT, PROGRESS and PROCESS AND RESPOND provide opportunities for pupils to think things through for themselves AND RESPOND © Jackie Beere Associates

22. DIRT - Dedicated Improvement and Reflection Time Teacher adds extra progress working with gap and able pupils Fix- it time S.I.D. – Strengths, Improvement, Do it! F.A.R. – Feedback, Action, Pupil Response One to one coaching WWW What Went WellEBI Even Better IfMRI My Response Is © Jackie Beere Associates Leadership roles Yellow Pages 3B4ME

23. Austin’s butterfly… © Jackie Beere Associates Teaching feedback

24. Measuring progress – the perfect plenary What would you put in each? © Jackie Beere Associates EXIT TICKET Do not leave without doing…. Differentiated proof activities

25. Learning aims, objectives / targets Shared success criteria WAGOLL Developing moods, metacognition, mindsets, habits and skills, knowledge and understanding Engaging tasks Assessment and imperative feedback Pupil response and action Effective AfL © Jackie Beere Associates

26. Attitudes, behaviours, outcomes Mood, habits, mindsets, skills Thoughts and ideas Beliefs and values. Principles of your school Visible Invisible © Jackie Beere Associates

27. Reading and resources Thanks for listening By Jackie Beere: The Perfect Ofsted Lesson The Perfect Ofsted Inspection The Perfect Teacher Coach The KS3 Learner’s Toolkit The Primary Learner’s Toolkit Mindset – Carol Dweck Visible learning – John Hattie The Teacher’s Toolkit – Paul Ginnis Inspirational Teaching – Will Ryan www.jackiebeere.com jackie.beere@virgin.net johnm.beasley@virgin.net.