Team Review

HUMANITIES TEAM REVIEW

(10th March – 21st March 2014)

FOCUS:

What are the ingredients that make up a “sparkling classroom” in the Humanities at Heathfield Community School?

keep-calm-and-sparkle-1947 

END RESULT:

  • A menu of strategies / resources / ideas created for each key ingredient of a lesson.
  • This menu to be created collaboratively, using current thinking about pedagogy and our own ideas.
  • Each area is encouraged to “take a risk” in their lesson planning
  • Student voice and observers a crucial element and encouraged to input to whole process.
  • Key findings to be presented as a “teachmeet” style presentation. The key ingredients to be agreed and a bank of resources created to help plan “sparkling classrooms”…..

 AREAS OF PLANNING TO EXPOLRE:

1. Starters / Learning Objectives / Progress during a lesson / Plenaries

2. Questioning skills to promote learning

3. Extended writing / Literacy

4. Effective group work

5. Differentiation

GENERAL KEY DOCUMENTS:

The following will help give an overview of the planning process:

1. Sparking Classrooms- Roy Blatchford

2. “Teaching in the Zone” white paper – Angela Lui

3. Planning Lessons – Learning Spy – http://www.learningspy.co.uk/featured/planning-lessons-lessons-ive-learned-about-how-to-plan/

4. This much I know about…lesson planning – John Tomsett – http://johntomsett.com/2012/06/29/this-much-i-know-about-lesson-planning/

5. OFSTED framework (January) for Outstanding Teaching and Learning

1. Starters / Learning Objectives / Progress during a lesson / Plenaries

Key questions to investigate:

• What is the point of a LO and can challenge be built into them so that all can access?
• Can progress be demonstrated during a lesson? How else can progress be demonstrated over time? How is this made explicit in lesson planning based on prior knowledge of student?
• What does an effective plenary look like?

Here are our findings:

Research:
Planning challenging lessons through learning objectives SO THAT….
http://fullonlearning.com/2012/10/01/constructing-learning-so-that-it-is-meaningful-and-purposeful/

Building challenge through Learning Objectives:
http://www.learningspy.co.uk/english-gcse/building-challenge-differentiation-thats-quick-and-works/

Rapid progress
http://teachertoolkit.me/2013/04/30/rapidprogress-in-my-classroom-how-it-is-made-and-how-do-i-know-it-blogsync/

Plenaries:
http://fullonlearning.com/2013/05/11/teaching-repertoire-to-learning-repertoire/

2. Questioning Skills to promote learning

Key questions to investigate:
• How can questioning promote learning across all students?
• What activities encourage perceptive, challenging and deeper questioning?
• How do students demonstrate independence of thought?

Here are our findings:

How to ask questions to facilitate dialogue P4C

Research:
Questioning – Top 10 strategies:
http://www.huntingenglish.com/2012/11/10/questioning-top-ten-strategies/

http://www.huntingenglish.com/2012/11/03/oral-formative-feedback-top-ten-strategies/

From Good to Outstanding – Questioning strategies to promote learning:
http://www.fromgoodtooutstanding.com/2012/05/ofsted-2012-questioning-to-promote-learning

Pose, Pause, Pounce, Bounce
http://teachertoolkit.me/2013/01/04/pppb-version2/

Probing questions:
http://headguruteacher.com/2013/01/22/great-lessons-1-probing-questions/

3. Extended Writing / Literacy

Key questions to investigate:

  • How can students improve their writing in the Humanities?
  • What role do specific literacy focused lessons play in the Humanities?
  • How can we improve written feedback?
  • Do students know how they can improve their written work?

Here are our findings:

Completed “word mat”for Humanities lessons:

word mat 1

word mat 1

word mat 1

wordmat 2

Research:
Doug Lemov’s Field Notes:
http://teachlikeachampion.com/blog/first-glance-sentence-starter-adds-unexpected-rigor-writing/

The art of beautifully crafted sentences:
http://www.learningspy.co.uk/english-gcse/art-sentences/
http://www.learningspy.co.uk/english-gcse/the-mathematics-of-writing/

Hexagons:
http://invisiblelearning.blogspot.co.uk/2011/04/solo-enquiry.html  (from “Thinking in Shapes”)

Slow writing:
http://www.learningspy.co.uk/english-gcse/how-to-improve-writing/

Improving written feedback:
http://www.huntingenglish.com/2013/06/16/improving-written-feedback/

Literacy mat:
https://twitter.com/dandesignthink/status/419823851384483840/photo/1

4. Effective Group Work

Key questions to investigate:
• What opportunities are there for group work? Does group work enhance motivation?
• What are the most effective group sizes / group activities?

Here are our findings:

Research:
Top 10 Group Work strategies:
http://www.huntingenglish.com/2013/01/12/top-ten-group-work-strategies/

Group work idea:
http://www.learningspy.co.uk/learning/the-expert-approach-to-group-work/

Supporting effective group work:
http://www.mrgilladvice.com/1/post/2014/01/leadership-lessons-part-4.html

5. Differentiation

Key questions to investigate:

  • How do we model and scaffold in the Humanities to “teach to the top, as well as support at the bottom?”
  • What role does marking play to help differentiate?

Here are our findings:


Research:
A monster of a post:
http://headguruteacher.com/2013/02/03/great-lessons-4-differentiation/
http://headguruteacher.com/2013/01/31/great-lessons-3-challenge/

Building challenge:
http://www.learningspy.co.uk/english-gcse/building-challenge-differentiation-thats-quick-and-works/
http://www.learningspy.co.uk/featured/differentiation-really-matters/

Inclusive questioning:
http://www.huntingenglish.com/2013/02/03/inclusive-questioning/