1. TLE 2014 - 2015 Challenge – Session 2
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Challenge – Session 2
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

2. Post Twilight Activity
Try at least 2 new differentiation strategies to challenge students.
In particular, focus on how well students respond to the challenge.
How can you help them to have a positive attitude to challenge?
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CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

3. Aims “Mastering our craft” Promoting a Growth Mindset in our students:
Encourage resilience
Encouraging positive attitudes to challenge
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CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

4. Flow
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CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

5. Flow Tasks are appropriately challenging Teacher input is minimal
Class have necessary learning skills
Goals are clear and worthwhile
Feedback is immediate
Tasks are intrinsically motivating
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CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

6. Growth Mindset GROWTH MINDSET FIXED MINDSETSH
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

7. Dweck Video Link https://www.youtube.com/watch?v=J-swZaKN2IcSH
Stop after 7 minutes
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

8. Quick Discussion…… How do students react if they are:
Given a really difficult maths question
Not very good at a sport in PE
Top of the class at English in Yr4, but struggling with spelling in Yr7.
A really good sports player who loses a match
Do different students react differently?
SH – think about what happens in your own classroom/subject?
Mastery……
Maths…!
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

9. Use of language….. Praising pupils for being clever
Praising effort and learning strategies
Formative comments that emphasise effort and application
Formative comments that emphasise attainment
Praising students for achievements that come easily
Building robust self confidence
Giving pupils a strong voice in the learning process and a sense of purpose
Always directing pupils to which tasks to complete
Boosting self esteem
Providing constructive criticism
Only place importance on grades / levels rather than learning
Place importance on learning rather than grades / levels SH
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

10. Use of language….. Praising pupils for being clever
Praising effort and learning strategies
Formative comments that emphasise effort and application
Formative comments that emphasise attainment
Praising students for achievements that come easily
Building robust self confidence
Giving pupils a strong voice in the learning process and a sense of purpose
Always directing pupils to which tasks to complete
Boosting self esteem
Providing constructive criticism
Only place importance on grades / levels rather than learning
Place importance on learning rather than grades / levels SH
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

11. Modelling a Growth Mindset
What fixed mind set pupils might say
What we could encourage them to say
I don’t get it… I can’t do it…. I’m not doing it…
I'm brilliant at this.
I just can’t do ****, I’ve never been any good at ****.
This is too hard.
I’m happy with my current grade/level.
You didn’t explain it properly.
Is this on the exam? What grade/level is this? SH
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

12. Modelling a Growth MindsetSH
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

13. The PIT of learning!
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CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

14. CHT

15. CHT
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

16. Working in Groups of 3 - 4
1. What do I know of the perceptions my pupils have of their own ability and how can I find out more? 2. How does this relate to me, in my subject area, for the groups I teach? 3. How can I use the information from this session / my colleagues to move these students toward a growth mindset? (see example handouts) 4. In what ways does this prompt me to consider the language I use with students and the feedback I provide? 5. How can we develop a shared language of learning that explicitly promotes the belief that learning is a developmental process?
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CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

17. Colour in the person that represents your mindset in today’s lesson.

18. Colour in the arrow, up to the statement which best describes your current understanding.
I’m so confident - I could explain this to someone else!
I can get to the right answer but I don’t understand well enough to explain it yet.
I understand some of this but I don’t understand all of it yet.
I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.
I do not understand any of this yet. There are things I could do to be a better learner next lesson.

19. My Favourite MISTAKES Means I Start To Acquire Knowledge Experience
Skills
A mistake that moved my learning on……

20. Progress Pyramid One question I would like answered…
Two things I am not sure about yet….
Three things I have mastered…

21. What type of mindsets do my students have?
Identify 2 or 3 with a fixed mindset. Have a think about what you might take from this session to move them towards a growth mindset.
SH – How does this fit in with the TLE wheel.
CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

22. Post Twilight Activity
The next half hour is planning time for your TLE work with your TLE partner. This time should be used for co-planning. Please make sure that in this time you also organise a date and time for a peer observation (see below).
Before the Summer Half Term Break, please ensure that you have had the opportunity to observe your TLE partner and that they have observed you
This will contribute to your Appraisal at the end of the year
Other points:
- the observation does not need to be for a full hour
- notes do not have to be taken as it is the post observation
conversation that is crucial
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CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

23. TLE Sharing Event Meet colleagues from other areas – social aspect!
Brilliant way of sharing ideas across subjects
Two possible ways of getting involved:
- come along and informally chat to
colleagues about their TLE work
- share your own work informally by having
a ‘desk’
Diary Date:
THURSDAY 26 MARCH from 3.30pm – 4.15pm
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CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION