1. Workshop Lesson Structure A child-centred approach which inspires pupils to lead their own learning.

2. What we are going to do… Lesson structure Have a go Research cycle Impact on learning  What the children have to say  Assessment grids Next steps

3. Lesson Structure 5 to 10 minute introduction Time to discuss and choose resources A long child led session where the child is in charge of what he/she is doing Teacher conferences and observes (reception technique) LSAs carry out assessments Discussion and review of learning

4. Workshop How can independence lead to children becoming more motivated and better learners?

5. Have a go Learning objective: Your objective for this task will be to design a flower that aids pollination With a partner Choose from the resources provided 5 minutes Conferencing

6. Reflections Did you feel motivated and why? Have you made progress by producing a flower that aids pollination? How did you find the activity? How do you think children would find this activity?

7. Research Cycle Baseline Assessment Passive observer Similar styles of teaching Majority of the children were engaged Lots of questions during main activity Some children were fidgety Completed a pupil perception survey to find out the children’s views about independence Baseline assessments made using Firth Williams Curriculum Wheel ‘Learnish’

8. Research Cycle Lesson 1 – Year 5 What was planned? Set the objective – to find out about camera angles Had a choice of equipment available at the front Children chose their resources and worked in a group Teacher conferenced and LSAs made notes Plenary – shared what they had learnt What happened? Both classes enthusiastic about choosing their own resources Excellent progress made – could describe different camera angles

9. Research Cycle Lesson 1 – Thoughts and questions Will this lesson structure work with a more formal learning objective? Plan to teach a lesson where written work may be involved

10. Research Cycle Lesson 1 – Next steps Teach another workshop lesson with each other observing Formal interview with focus group (3 mixed ability children from each class)

11. Research Cycle Lesson 2 – Year 5 What was planned? Children to plan their ideas for their own film in groups of three

12. Research Cycle Lesson 2 What happened? One class were very independent and chose appropriate resources - good progress made. The other class became fixated with using Ipads - needed more guidance and did not make expected progress

13. Research Cycle Lesson 2 – Evidence and Analysis

14. Research Cycle Lesson 2 – Thoughts and questions How can we encourage the children to make more sensible choices? Discussions and reflections How much can we intervene during the lesson? To use mini plenaries to re-focus learning How can we provide more structure? Provide children with key questions

15. Research Cycle Lesson 3 – Year 5 What was planned? Children to find out about the features of Anne Fine’s stories What happened? Both classes enthusiastic about choosing their own resources Both classes chose to use laptops initially. One class realised quickly that it was not the best resource.

16. Research Cycle Lesson 3 – Evidence and Analysis

17. Research Cycle Lesson 3 – Thoughts and questions Will this style of teaching work in other year groups? Plan to teach a workshop lesson in Year 1 and Year 3

18. Research Cycle Lesson 4 – Year 1 What was planned? Children to find out about the features of non-fiction texts Children had to choose one of the five activities planned What happened? Class really enjoyed choosing Fantastic progress made by most of the children

19. Research Cycle Lesson 4 – Thoughts and questions What would happen if we did not give them a choice? Could the learning mentors be withdrawn?

20. Research Cycle Lesson 5 – Year 3 What was planned? Children to find out about the features of limericks Children had to choose their own resources without learning mentors What happened? Children needed a lot of support to choose their resources Children made good progress after lots of intervention

21. Research Cycle Lesson 5 – Thoughts and questions Could I have used the Year 1 approach in Year 3? Do the children need a discussion on how to make sensible choices? Would the workshop lesson structure be effective in foundation subjects?

22. Research Cycle Lesson 6 – Year 5 What was planned? Children to find out the advantages and disadvantages of living in Athens and Sparta Children had to choose their own resources What happened? Children chose how to record what they found out using their own resources Children made good progress

23. Research Cycle Lesson 6 – Thoughts and questions How can we use this approach in more creative subjects such as art? What skills have the children gained during these workshop lessons? How have they become better learners?

24. What we are going to do… Lesson structure Have a go Research cycle Impact on learning  What the children have to say  Assessment grids Next steps

25. Focus children were asked questions about the skills they have gained and how independent they have become. Impact on learning What the children have to say…

26. Impact on learning Assessment Grids

27. Impact on Practice Not constricted by the three part lesson structure Allows for more freedom in the classroom Provides the children with the opportunity to be in charge of their own learning Provides you with the opportunity to stand back and observe/assess your children

28. What will you take from this session? List three things that you will take from this session

29. Any thoughts or questions?