1. Personalising Learning Through Innovative Practice Kirkley High School Kirkley Run Lowestoft Suffolk NR33 0UQ Project Leader: Simon Hart shart14@googlemail.com Region: NCETM East of England

2. Personalising Learning Through Innovative Practice  Abstract: The project is split into two areas, each with the central aim of personalising learning through innovative practice: Coaching loops  Loops will consist of three teachers who will collaboratively plan three lessons; the loop will teach, observe and then evaluate the process to develop strategies of best practice. Learning guides  A learning guide will be a teacher advocate for a group of up to 10 pupils; the guide will work with pupils to help overcome learning obstacles, will track data and observe lessons, and will use activities designed to improve thinking skills.  There will be opportunities at parents’ evenings and progress days to meet with the learning guides and discuss their child’s learning.

3.  Coaching loops Collaborative planning Paired observations Four phase learning techniques Thinking skills  Learning guides 4 Learning groups – 1 guide up to 10 pupils Advocate for learning Learning challenges Data tracking Target setting Parents evening Personalising Learning Through Innovative Practice

4.  Coaching loops The loops will personalise learning through excellent lessons based on Mike Hughes’ 4-phase learning, the following slides give an insight into the thinking Personalising Learning Through Innovative Practice

5. Coaching Loops: Four-Phase Learning Phase 1 Set the scene; link to prior knowledge; review previous lesson; provide the big picture; share learning objectives; create intrigue Phase 2 (Teaching) New information; instruction/exposition; Phase 3 (Learning) Processing; making sense of information; understanding. Phase 4 Review

6. Coaching Loops: Phase One - Indicators of Excellence  Teacher creates a relaxed yet purposeful atmosphere.  Students are engaged without feeling threatened.  Work from previous lesson(s) is briefly reviewed.  Lesson is linked to students’ prior knowledge.  Lesson is placed in a wider context  Specific learning objectives are shared with students.  Students know what to look for during the lesson.  Interest is generated and curiosity stimulated.  There is a sense of challenge.  Open questions are asked.  Problems are posed.  Targets — collective and individual — are set by the teacher and generated by students.

7. Coaching Loops: Stimulating curiosity  Begin the lesson on an interesting, novel, unexpected way.  Start by asking an open question or two. Many lessons begin with a flurry of closed questions. It is unlikely that students will be stimulated by too many closed questions.  Pose a problem to be solved.  Get the pupils to generate the questions. People will generally pursue an answer to a question that they have generated with more enthusiasm than if the question has been imposed upon them. They are also more likely to remember.  Set a challenge. “Your challenge today….” Is a different message from “today we are doing…” Most teenagers, particularly boys, will respond to the “I bet you can’t” gauntlet.  Set targets. These can be collective (“Our target today is…”) or individual (Your target today is…”).

8. Coaching Loops: Questions to ask yourself  What is fascinating about this topic?  What would happen without it?  What is the key point to remember? Examples:  What is so fascinating about algebra?  What would happen if we couldn’t add up?  What is the key to remember with equations? This is what the pupils are asking!

9. Jumping off point Phase 1’s come from:  Asking what's the point?  Distancing the thinking from the subject  And finding the jumping off point This is the light bulb moment  The moment where you can model the concepts in an interesting way  Only by asking what’s the point? What would happen without? Can you truly find the jumping off point

10. Coaching Loops: Remember your best teacher Almost certainly, he or she:  Made you feel special  Treated you with respect  Took an interest in you as an individual  Convinced you that they believed in your ability  Conveyed a genuine sense of enjoyment and enthusiasm  Made lessons interesting and learning fun

11.  Learning guides The guides will work with a group of around 10 pupils for the year, focusing on customising their learning. The idea has come from 2020 vision and it is hoped that by the end of the year there will be a clear role developed with specific aims and objectives Personalising Learning Through Innovative Practice

12. Learning guides Phase 1 – But for which topic? One pupil must pump for a long time; you could use a bike pump or just model the motion. Then after maybe ten minutes (other pupils working by now) you have another pupil come out and they pump once or push a button? Anything that involves little effort and you explain that they deliver the same outcome. You could have a zapper and when the pupil gets there you zap or claxon?

13. Phase 1 – But for which topic? Pupils have to copy something from the board but you only give them a little paper “Can’t do it Sir!”….. “Write smaller then”….. ”Can’t do it sir!”…. “What’s the solution?”…..

14. Phase 1 – But for which topic? Make a cup of tea in wrong order; ask them to see what things at home they couldn’t do if it was in the wrong order.

15. Phase 1 – But for which topic? Model sharing out money using sweets (They love sweets!) where one gets much more “Right then…. That’s one for you, one for me” “Now….. that’s two for you, one two for me” “Three for you, one two three for me” Each robber/gangster (They love Gangsters!) gets a different amount of money

16. Phase 1 – But for which topic? Jeopardy where you are given the answer and must work out the question

17. Phase 1 – But for which topic? Make a drink during the lesson, squash with water added ask the pupils if they want a drink and make it too sweet or too watery.