This past term we’ve begun looking closely at Rosenshine’s principles of instruction (download below). Rosenshine suggests effective classroom practice involves much of the following (Sherrington, 2019*): 1. Begin a lesson with a short review of previous learning2. Present new material in small steps with student practice after each step3. Limit the amount of material students […]Read more "Rosenshine’s Teaching & Learning Principles"
When we think about professional learning, our first thoughts might go to all those twilights, courses and INSET days that we’ve attended over the years that didn’t quite work. We’ve all had to sit through hours of training that just hasn’t quite cut it for one reason or another. Ineffective CPL encompasses much of the following: […]Read more "The Thinking behind our CPL"
Our CPL year came to an end last week, culminating in a wonderfully collaborative Nano Meet. Summed up nicely in Alan’s plenary talk, the event was designed simply to give us space as colleagues to talk, reflect and critique. Alan reminded us of Wiliam’s notion that ‘everything works somewhere/nothing works everywhere’ and also Warren Little’s […]Read more "Our CPL Year"
A key component of great teaching is the explicit modelling of processes so that students learn how to adapt and apply their knowledge. Here are five simple strategies that make for high-quality modelling: Model live Unpacking and demonstrating how to solve a problem is common in some subjects, but can be completely absent in others. Modelling […]Read more "Effective Modelling"
In 2017 our Progress 8 was 0.17, yet for disadvantaged students this figure was -0.63. 1 in 5 children at KEVICC receive the Pupil Premium. A key priority for the College is to close the gap in progress and attainment between those students eligible for the Pupil Premium and those that are not. Research tells us […]Read more "Closing the Gap in the Classroom"
Another term gone, and another market place to collectively share and reflect upon our CPL. Yesterday’s market place was of the highest quality. We saw the work that our Growth Mindset hub had been doing over the past two terms, notably around changing attitudes to learning, promoting growth focused feedback to students and nurturing grit amongst […]Read more "CPL Market Place"
Today we held our first primary secondary partnership, focused on transition between Key Stage 2 to 3. Colleagues from our feeder primary schools joined us for the afternoon. We selected a representative sample of students across Year 7 to help shape our conversations, evaluations and reflections. Our learning conversations were very much focused on how we […]Read more "Reflecting on learning with primary partners"
Yesterday after school, our middle and senior leadership were discussing the ethos and rationale behind our approach to feedback here at the college. Our latest collective work scrutiny tells us that we still have some inconsistency in how we encourage students to respond to our marking. We agreed that ensuring that our marking is acted upon […]Read more "Why feedback matters…"
We had a great Market Place this week to bring our collective CPL over the last two terms together. Here are some of the highlights from our evening: Feedback Strategies There were some great ideas from Emma’s hub: ‘Go for 3,’ ‘Comment girds combining growth mindsets and attainment, Triple Impact Marking, ‘Yellow box’ and test swapping. […]Read more "Our CPL Market Place"
If feedback seems like the new stick to beat us with, then it’s probably worth checking out Dan Ariely’s TED Talk on ‘What makes us feel good about our work?’. A behavioural economist, Ariely presents to us the stark impact of not receiving feedback. Check out the video from 9.54 minutes in. His message: not receiving […]Read more "The Motivation of Feedback"