1. Learning episodes: Liberated Learning that provides freedom for both teacher and child.

2. Our research question What are Learning episodes? Action research cycles. Overall findings. Questions. Presentation Outline

3. Our research question Can teaching through ‘learning episodes’ have a positive impact on our children’s learning and progress?

4. What are Learning episodes? Mini lessons (episodes) to meet an objective Each episode can be teacher led/child led - practise and repeat - workshops - inductive - carousel As many episodes as you like No set time length Increases pace EPISODE 1EPISODE 2EPISODE 4EPISODE 3

5. Before we started teaching using Learning episodes….. Identified key children Carried out an observation of key children’s learning behaviours (Leuven scale)

6. Poetry features lesson In mixed ability TP, discuss features they know. CT teach features that ch missed out. In mixed ability TP, ch highlight features in poems. In tables, Ch sort poems according to features that they have. Provide image on board. Ch choose a feature to practise and write on post it notes. Create a bank of ideas on A3 paper for working wall. Findings All ability groups and genders fully engaged throughout entire lesson due to increased pace. Learning behaviours very strong. All ch made good progress. LA performed better than they would independently or in ability group. More learning than 3 part lesson. How does this style of lesson affect ability groups?

7. Data Handling lesson CT display tally and explain research question. Ch discuss with talk partner, how my data is recorded. Ch discuss own research question and set up own tally with no CT input. Collect data independently. Ch compare tally charts and provide verbal feedback. Ch make necessary changes. CT display bar chart on IAWB. In mixed ability TP, ch discuss what makes it successful. Create shared SC. Create shared SC. Ch create own bar charts. Ch add to SC throughout this process. Findings FREEDOM: for CT and children. LA more independent Very strong learning behaviours Increased work output HA naturally moved learning forward Allowing ch independence. They were more aware of own learning. Excellent structure for AFL. Would it be as successful if every episode was more teacher led? Ch compare bar charts and provide VF. Ch make necessary changes.

8. Separating material lesson CT introduce LO. Ch given the task of separating pasta and rice. In mixed ability groups ch discuss possibilities. Try various methods of separation. Ch given more materials to separate including paper clips, pasta, rice, sand and flour. Ch discuss how to separate materials. Ch decide what equipment they will need. Collect their own resources. Carry out separation of materials. CT and LSA observe pupils. Use questioning and observation for assessment. Would mixed ability groups be as successful in other lessons ? Findings: Child-led learning increased independence and deep understanding. Pupils worked well in mixed ability groups. MA progress not capped. All pupils could explain their findings. Pupils communicated their ideas, listened carefully to others’ suggestions, decided who would take on which role. Free to explore, learning from mistakes.

9. Initially mistakes were made, but learning took place through errors.

10. Pupils decided who should take the turn to use and investigate with the equipment.

11. Up levelling sentences lesson On IWB display CT display a word linked to topic. In Mixed ability pairs pupils make new word using last 2 letters of word….continue making as many words as possible. Mixed ability pairs. Give pupils VCOPP game. Take low level sentence, shuffle cards, take turns to turn over letter. Use letter to alter sentence. Transfer sentences on whiteboards to books. Change the word order of sentence for effect. Share sentences. Pupils take sentences from their independent work to up level in the same way varying vocabulary, connectives, openers and punctuation. Would using these episodes have been as effective in ability pairs? Findings: Both LA and MA pupils showed progress. Pupils produced high level complex sentences. Opportunity to work with a different partner. LA pupils were using higher level vocabulary, connectives and punctuation than normally. Independently pupils got their own resources, mainly thesauruses.

12. Findings of Leuven Scale of involvement. NameBefore (Nov)After (Apr) M (Year 2)Male, EAL, LA14 D (Year 2)Female, PP, MA24 C (Year 2)Female, HA35 D (Year 2)Male, HA,35 A (Year 2)Male, SEN, LA24 S (Year 6)Male, MA24 K (Year 6)Female, EAL, HA24 T (Year 6)Male, LA23 R (Year 6)Female, MA24 S (Year 6)Female, MA24 KEY: 1= no activity 2= interrupted activity 3= activity without intensity 4= activity with intense moments 5= continuous intense activity

13. Findings of Pupil survey More children prefer to be taught a series of shorter episodes within a set lesson time rather than the standard three part lesson. 80% of children prefer episodes where they were in control of their own learning (inductive, workshop). Children like a mixture of fast pace and slower paced episodes. Vast majority of children prefer to work in groups to support learning but ‘sometimes’ like to work by themselves.. It seems that LEARNING EPISODES are in fact how children would like to be taught!

14. Findings Good to use a range of structures within Learning episodes. Number of episodes doesn’t matter. Within a lesson, beneficial to all learners to use a range of mixed ability and independent activities/tasks. Encourages less teacher talk and more mini plenaries/ facilitation Excellent for AFL- flexibility within lesson All pupils made good progress within lessons and overall for the year. All ch have become motivated learners Ch have improved in their learning behaviours, including: - independence to tackle tasks without support of teacher - resilience - settling quickly to tasks. - working collaboratively - actively participating - remaining focussed on task

15. Any questions?