teach meet collaborate

Teach Meet Collaborate

Wednesday 25th September 2013

Pitch: Action Research Cluster Groups

What are we doing at Elthorne Park?

Every member of staff is engaging in action research as part of the school’s CPD model.

There are three action research clusters

Stretch and challenge for all

Marking and acting upon feedback

In-class interventions for underachieving groups

Session 1

Teachers across departments meet in their cluster.

Each cluster is led by a pair of Lead Learners who have expertise in the chosen area.

Teachers engage with some wider reading to kick-start discussion and generate ideas.

The cluster decide on criteria for observing best practice.

Each teacher decides on their specific line of enquiry.

The importance of reading…

Teachers are keen to stay up to date with the latest discussions on teaching and learning but not all have the time to read

books!

Using blogs is a good way of getting more members

of staff to engage with pedagogical debates.

Wider Reading: stretch and challenge for allBuilding Challenge: Differentiation that’s quick and works.http://learningspy.co.uk/2013/01/19/building-challenge-differentiation-thats-quick-and-works/

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

Gifted and Talented provision: a total philosophyhttp://headguruteacher.com/2012/09/12/gifted-and-talented-provision-a-total-philosophy/

Great Lessons Series: challengehttp://headguruteacher.com/2013/01/31/great-lessons-3-challenge/

Great Lessons Series: differentiationhttp://headguruteacher.com/2013/02/03/great-lessons-4-differentiation/

Wider Reading: marking and acting upon feedbackMake your ‘Marking Policy a ‘Feedback Policy’http://huntingenglish.wordpress.com/2013/02/09/making-a-marking-policy-a-feedback-policy/

Marginal Learning Gains: Feedbackhttp://marginallearninggains.com/2012/11/01/feedback/

Improving peer feedback with Public Critiquehttp://learningspy.co.uk/2013/02/08/improving-peer-feedback-with-public-critique/

What can we learn from Dylan Wiliam and AfL?http://pragmaticreform.wordpress.com/2013/03/30/afl/

Making feedback count: close the gaphttp://headguruteacher.com/2012/11/10/mak-feedback-count-close-the-gap/

Wider Reading: In-class interventions for underachieving groups

Education Endowment Foundation: Teaching and Learning toolkithttp://educationendowmentfoundation.org.uk/toolkit

Teaching and Learning Interventionshttp://www.teachingexpertise.com/articles/teaching-and-learning-interventions-1613

Closing the gaps (WWC)http://www.equitableeducation.co.uk/1/post/2012/12/effective-classroom-strategies-forclosing-the-gap-in-educationalachievement-for-children-and-youngpeople-living-in-poverty-includingwhite-working-class-boys-by-c4eo.html

What works in improving the educational achievement of gifted and talented pupils?https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/189733/DCSF-EPPI-04-08.pdf

Motivating underachievers: techniques and tacticshttp://www.teachingexpertise.com/articles/motivating-underachievers-techniques-and-tactics-3002

Core pedagogy texts

Session 2: Sharing our resources and plans

Teachers share new resources or lesson plans they've created.

We are honest about the relative success of these new things!

Teachers are encouraged to ask probing questions of each other to measure impact.

Before session 3...Teachers set up peer observations and use the

agreed criteria from the first session.

Wow! This class is

awesome!

Session 3: Teachers reflect on their colleague's feedback

What were you trying to achieve?

What do you think made a

positive difference?

How are you measuring success?

What could you have

done differently?

Session 4: Formal presentation

What was the aim of your action research?

What are your key findings?

How has your action research shaped your practice to enable better outcomes for students?

So in the words of that wise rapper Vanilla Ice…

DLight@ephs.ealing.sch.ukOne half of @TeacherTweaks