Welcome to the sharing best practice group

• Theme: Sharing our gifts

What is the core purpose of the group?

• Develop effective teaching and learning strategies to improve pupil learning.

• Develop our own pedagogy

• Talk about teaching and learning.

The Core Focus Areas of the SBP Group.

• Practicalities • SBP File• Future Focus and

Teacher Directory• Reflection and

Actions

• Cooperative Learning

• Independent Learning and Homework

• Developing a culture of critique

• Challenge and Differentiation

How can we create an ethic of excellence through peer assessment?

• Peer assessment is often derided or done badly, by both students and teachers. For students it can be a poor substitute for teacher feedback.

What is the purpose of peer critique ?

• “Most discussions of assessment start in the wrong place. The most

important assessment that goes on in a school isn’t done to students but goes on inside students. Every student walks around with a

picture of what is acceptable, what is good enough. Each time he works on something he looks at it and assesses it. Is this good enough? Do I feel comfortable handing this in? Does it meet my standards?

Changing assessment at this level should be the most important assessment goal of every school. How do we get inside students’ heads and turn up the knob that regulates quality and effort”

• (P103, ‘An Ethic of Excellence’)

Strategy 1: Gallery Critique

• Stage 1 of the Gallery Critique Process

• Use models of work first.

• Part of every day learning

Stage 2: Gallery Critique Step 1: Students display work: • An introduction, a paragraph, a conclusion or

whatever is appropriate for your subject. Tip number the work it makes it easier to review.

Step 2: Silent gallery walk (10 minutes)• Walk around the classroom, corridor, flexi area,

silently observing all the displayed work. • Students to take notes as they go round the room

Step 3: Review: What did you notice? (10 minutes)• Focus on the positive • What has impressed them? Why?Purpose: • Creates positive pressure for every child to

produce better quality • Generating ideas• Creating strong models of work • Setting the tone for a whole class standard of

quality. • Timing/Training/Language/Experts

Kagan Co-Operative Learning Strategies

P Positive Interdependence

I Individual Accountability

E Equal Participation

S Simultaneous Interaction

Learning Intentions:

Basic Principles

No hogs & logsConfidence building

CollaborationInterdependence

Active engagementDeveloping social skills

Deepening understandingListening skillsSharing ideas

All students feel valuedTimings are clear = better time-managers

Clear structures and patternsRoutines – for pupils and teachers

Questioning

Learning Intentions:

Benefits?

Learning Intentions:

Grouping effectivelyH HM

LM L

Learning Intentions:

Learning to CoachH HM

LM L

HOW TO COACHTipTipTell

Explain

Showdown

Each student writes his answer on his individual response board. When

everyone in the group is ready, the leader says "Showdown" and team

members compare and discuss their answers before final answer is

agreed.

Peer support on challenging questionsGroups self-correctLA supported by higher

achieving pupils

Learning Intentions:

Strategy #1

Showdown

Each student writes his answer on his individual response board. When everyone in the group is

ready, the leader says "Showdown" and team members compare and discuss their answers before final

answer is agreed.

Peer support on challenging questions

Groups self-correctLA supported by higher achieving pupils

Learning Intentions:

Rally Coach

1. Partner A solves the problem/ question while saying out loud how they are working it out2. Partner B will watch and listen as this is done, and then either coach if the problem is answered incorrectly or praise if it is right3. Partner B will then solve the next problem using the same method.4. Partner A will then watch and listen, check the answer, and either coach or praise.

Coach provides support and corrections

Answer will be improved as work is conductedRepetition of skill leads to deep

learning

Learning Intentions:

Strategy #2

Rally Coach

1. Partner A solves the problem/ question while saying out loud how they are working it out2. Partner B will watch and listen as this is done, and then either coach if the problem is answered incorrectly or praise if it is right3. Partner B will then solve the next problem using the same method.4. Partner A will then watch and listen, check the answer, and either coach or praise.

Coach provides support and corrections

Answer will be improved as work is conductedRepetition of skill leads to deep learning

Learning Intentions:

HOW TO COACHTipTipTell

Explain

Learning Intentions:

Strategy #3

Fan N Pick

Each team receives a set of question cards:

1. Student 1 holds question cards in a fan and says, “Pick a card, any card!”

2. Student 2 picks a card, reads the question aloud and allows 5 seconds of “think time”.

3. Student 3 answers the question.

4. Student 4 paraphrases [says in own words] and praises or coaches.

5. Students rotate roles one person clockwise for each new round.

Students work as a team to find correct answer

Each student has a roleProcess continues so all become

coaches at some point

Learning Intentions:

Fan N Pick

Each team receives a set of question cards:

1. Student 1 holds question cards in a fan and says, “Pick a card, any card!”

2. Student 2 picks a card, reads the question aloud and allows 5 seconds of “think time”.

3. Student 3 answers the question.

4. Student 4 paraphrases [says in own words] and praises or coaches.

5. Students rotate roles one person clockwise for each new round.

Students work as a team to find correct answerEach student has a roleProcess continues so all become coaches at some point

FAN

PICK ANSWER

COACH

Learning Intentions:

Strategy #4

Quiz Quiz Trade

Each person receives a question card:

1. students stand-up, put their hands-up and then pair-up

2. Partner A quizzes.

3. Partner B answers.

4. Partner A coaches or praises.

5. Switch roles.

6. Partners trades cards and raise their hands to find new partners.

7. Repeat steps 1-6 a number of times

Each student has a roleRepetition consolidates knowledge

Coaching improves quality of verbal response

.