Related Legislation: Feedforward Policy, Assessment + Reporting Policy, Appraisal Policy, Literacy Policy

Transcription

1 Document Title: Teaching and Learning policy Purpose: To underline teaching and learning principles at The Green School and identify roles and responsibilities of staff and students Summary: Practical advice and guidance for teaching and learning Statutory: No Responsibility: Assistant Head Teacher of Teaching and Learning Approval Authority: LGB Approval Date: 23 rd November 2016 Next Review Date & Frequency: Every 3 years Author: A Douglas Related Legislation: None Related Policies: Feedforward Policy, Assessment + Reporting Policy, Appraisal Policy, Literacy Policy Availability: U:/Drive; Website Version: Final 1

2 Contents 1. Introduction 2. Aims 3. Teaching 4. Mark, Plan Teach 5. Ask, Learn, Refine 6. Inclusion 7. Feedforward, Assessment, Recording and Reporting 8. Continuous Professional Development 9. Roles and Responsibilities 10. Quality Assurance Process 1. Introduction Students of all abilities will be given equal opportunities to learn in order to achieve their full potential. Varied teaching methods and strategies will be used to stretch and challenge students through an inclusive quality first teaching approach. Through reflective practice following the cycle of Mark, Plan, Teach, staff will evaluate student progress and personalise learning. Students ownership of learning will increase through the process of Ask, Learn and Refine, as they reflect on learning, evaluate and improve work. By knowing and understanding how staff and students are performing; staff at all levels can enhance and share strengths and identify potential for improvement. 2. Aims Provide a happy, healthy, safe and stimulating learning environment for all students and teachers Enable all students to achieve their full potential through challenging learning experiences which stretch them and develops their resilience Ensure effective differentiation which challenges and inspires the range of learning needs instilling a joy and love of learning Provide a broad, balanced and relevant curriculum in line with the New Curriculum and exam board specifications that will motivate, engage and challenge students whilst also equipping them with the skills for lifelong learning Set high expectations for all students in order to raise their aspirations, develop their independence and curiosity as enquirers Continue to build on good practice to improve literacy across the curriculum and develop numeracy 3. Teaching Teaching should be aimed at developing the knowledge, skills and understanding of all students. It aims to inspire a love of learning, creativity and academic excellence. Effective teaching results in inquisitive and motivated learners who are confident, resilient and independent. Teachers have high expectations of what each student can achieve and an inclusive quality first approach enables all to make excellent progress from starting points. 2

3 4. Mark, Plan, Teach The aim of Mark, Plan, Teach is to encourage teachers to be reflective practitioners by emphasising the cyclical process, that marking should inform planning and teaching and so on. Mark, Plan, Teach defines the teacher role, whilst Ask, Learn, Refine describes student actions. It addresses the balance in lessons so learning is less teacher led and more student centred and increases student ownership of learning. Mark The purpose of marking is to provide students with the information they need to make further progress and review and reflect upon their learning. It also serves as a diagnostic tool to inform future planning and teaching. The term feedforward encourages students to take ownership of their learning and promotes students to improve work by following the steps Ask, Learn, Refine. Teachers should: Have a secure overview of the starting points, progress and context of all students. Ensure marking is primarily formative with feedforward targets which students must act upon Remember that marking is regular but manageable; and motivational and meaningful for students Use the Spelling, Punctuation and Grammar ( SPaG) literacy symbols to identify errors Use the deep marking sticker which incudes strengths, improvement and response (SIR) Dedicate time for students to act on feedforward by refining work in class or set as home learning Give personalised verbal feedforward to enable students to progress Use the Attitudes to Learning grade to define learning behaviours Ensure regular peer and self assessment with a shared success criteria or key learning points Plan Planning is a process and not a product in itself. It underpins effective teaching, playing an important role in shaping students understanding and progression. It should be fluid, flexible and adaptable but must be inclusive quality first teaching for all students. Schemes of work should be in place for all teachers to use each term in which, objectives, resources and feedforward are intertwined in a series of lessons. Planning should therefore identify what needs to be taught across a sequence of lessons. Teachers should: Be clear and precise about the knowledge/skills you want students to learn so they can progress Focus on the outcomes for students, through the objectives, T+L activities, scaffolding, questioning, challenge and strategies to check understanding Ask WHY? WHAT is the key purpose? HOW will this enable students to progress? Activities, including home learning, must be designed to facilitate purposeful learning Use information from assessment to inform planning Ensure that differentiation is planned over time to ensure a quality first approach which meets the needs of all students and groups Every class must have a seating plan generated by PARS that accounts for their profile including the various groups (e.g. EAL,SEND, Disadvantaged ) Allow students to develop and practise higher order thinking skills such as creativity, analysis, problem solving, decision making and application Use stimulating resources that are differentiated and include use of digital and cloud technologies Incorporate the school's Literacy, Numeracy and ICT Policies 3

4 Ensure LSAs and HLTAs are fully prepared for their role in the lesson to help students develop independently Teach All teachers are teachers of literacy and should promote a love of learning, creativity, and curiosity in students through a deep knowledge of their subject. Effective questioning, inspiring resources and a secure delivery of knowledge, skills and understanding will enable students to progress, achieve goals and academic excellence. Whilst positive behaviour management, praise and rewards for effort and progress, will boost growth mind set values. Teachers should: Set high expectations which inspire, motivate and challenge learners Set goals that stretch and challenge students of all backgrounds, abilities and dispositions Allow students to learn in a variety of different learning styles visual, auditory or kinaesthetic Use effective strategies and interventions that enable students to progress Be explicit about learning outcomes and key words Incorporate opportunities for active learning, independent or collaborative work Facilitate learning so all students must be working harder than the teacher, over time Provide pace and challenge for all students Establish a respectful climate for learning with positive conduct from students Enable students to show resilience and grit by setting challenges just beyond their comfort zone Use AFL throughout the lesson to evaluate progress, consolidate and summarise learning Always try to answer a student s question with another question, using Blooms to scaffold Make the implicit, explicit We are all teachers of literacy. The quality of both students and teacher s language, such as in instructions and questioning are significant determinants of progress. 5. Ask, Learn, Refine Mark, Plan, Teach defines the teacher role, whilst Ask, Learn, Refine describes student actions. The aim is to establish more student centred and less teacher led lessons. Ask, Learn Refine encourages students to be active learners through development of their questioning and reasoning. It places emphasis on supporting the learner to be independent by responding to verbal instruction or written feedforward. It guides them to improve their work, revisit, redraft, refine or carry out further practice to master skills. Responding to challenges that are just beyond their comfort zone enables learners to build resilience and grit, and become more academically buoyant. Ask Our aim is to inspire and motivate learners to explore knowledge, skills and understanding across a range of subjects and be fully engaged, ever curious learners equipped for life in the 21st century. Their curiosity should emerge in the form of questioning which leads to deeper enquiry and learning. This can be further developed in lessons when students reflect and evaluate if their learning has moved forward by responding with another question during Ask, Learn, Refine time. Students should: Ask for help if required 4

5 Learn to ask own questions using Blooms questions stems Use critical and creative thinking skills to analyse and question Use reasoning to solve questions and problems; justify answers, prove theories, explain and explore in depth Express themselves confidently through the development of their skills in oracy Make positive contributions to class discussions Learn It is our aim in the learner centred classroom for students to be active participants as they search for answers and lead learning in lessons. Students should take ownership of their learning by responding to written and verbal feedforward in order to progress. Students should: Be motivated and engaged in their learning to achieve their potential Be Ready, Respectful and Responsible at all times following the Code of Conduct Contribute to a positive learning environment by allowing others to learn Take responsibility for their own learning to maximise their individual potential Take pride in their work as a result of consistent high expectations from teachers Complete home learning to enhance their knowledge, skills and understanding Work independently and collaboratively to explore new ideas Practice to embed skills securely and master their learning Be resourceful and resilient in the face of challenges and develop a growth mind set (GMS) Use the Learning Constructs to reflect and build upon their learning, skills and GMS values Refine Verbal or written feedforward validates a student s contribution to their own learning, recognising achievement and at the same time, creates a direction for future developments. Feedforward promotes students to take the next steps to improve work. In order to progress and build mastery, students need to consolidate the learning they have done, such as completing a task in response to feedforward. Students should Develop evaluative skills and actively respond to feedforward or key learning points by refining and improving work Use verbal or written feedforward to improve work and develop independent learning skills Refer to SPAG literacy symbols to improve written work 6. Inclusion Teachers should: be aware of, and take account of in planning, the specific learning needs of their students e.g. literacy, numeracy, dyslexia, high attainers consult with the Inclusion Team about the needs of individual students when appropriate work with LSAs and HLTAs and other adults to ensure students are best supported in their learning 5

6 7. Feedforward, Assessment, Recording and Reporting (See Policy) 8. Continuous Professional Development The quality assurance process identifies individual training needs and those of the school. The culture of action research, collaborative focus groups, developmental INSET on pedagogical approaches, opportunities to engage in professional dialogue and discussion about teaching and learning equips teachers to develop professionally. Teachers can confidently reflect on what works for their students, in their school. Teachers should: Continuously update their subject knowledge and teaching practice in line with current developments and initiatives Discuss teaching and learning at Curriculum Meetings in order to share good practice Use the CPD menu as a guide for planning their own CPD programme in conjunction with their Line Manager and Head of Subject/ Faculty as a result of the appraisal process 9. Roles and responsibilities Form Tutors Form tutors are responsible for contributing to, and monitoring the academic progress and achievement of individual students in their tutor group. This is achieved by: Monitoring academic progress and attitudes of individual students through academic tracking Developing the ability of students to evaluate and take responsibility for their own learning by coaching and reflecting on learning Using the School s tracking systems to monitor attitude to learning, praise, rewards and sanctions in addition to effective use of planners, organisation of home learning, uniform and attendance Heads of Subjects Heads of Subjects are responsible for the effective teaching of their subjects, evaluating the quality of teaching and standards of students' achievements and setting targets for improvement. This is achieved by: Evaluating the teaching of their subject, and the planning of lessons and using this analysis to identify and share effective practice and to lead action for improvement Establishing and implementing clear policies and practices for assessing, recording and reporting on student progress and setting targets for further improvement Analysing and interpreting data on students' performance against school expectations and other comparative data; setting expectations and targets and implementing interventions for achievement of individual students and key groups (e.g. high attainers, C/D students); Monitoring students' work by regular sampling of home learning, classwork, students' responses and attitudes in order to make a comparative evaluation of students' work against other classes and year groups to ensure quality, consistency and to implement strategies for improvement 6

7 Evaluating progress of teaching and learning targets in departmental development plans, in line with School Improvement Plan Heads of Year Heads of Year are responsible for the monitoring and evaluation of the overall experience of groups and individuals in their year groups. This is achieved by: Monitoring the progress and potential of the year group, and using student data to identify and set targets for specific students according to their needs, e.g. underachievement Maintaining an overview of the experience of students in their year group by e.g. monitoring the number of learning meetings, cross-curricular activities Monitoring the work of tutors and quality of tutor time, e.g. checking of planners Monitoring attitudes to learning through e.g. attendance and homework Reporting back to the Senior Leadership Team and to staff as requested The Senior Leadership Team The Senior Leadership Team sets priorities and targets for improvement at whole school level based on evidence gained from monitoring procedures. They track progress made on the School Improvement Plan. Monitoring and evaluation principally takes place through observations of teaching and learning. 10. Quality Assurance of Teaching and Learning The quality assurance of teaching and learning occurs through the teacher appraisal process. This cycle monitors all aspects of teaching and learning with evidence based judgements from Learning Observations, Book Looks and Learning Walks. The observation of learning is a viewed as a triangulation of progress from the lesson, data and feedforward. Appraisal is a developmental process designed to ensure that all teachers have the skills and support they need to carry out their role effectively and are able to continue to improve their professional practice and develop as teachers. The aim is to: Identify and share good practice Evaluate the quality of teaching in line with OFSTED criteria and set targets for improvement Track progress on teaching and learning as identified in the School Improvement Plan Identify key aspects of teaching for development by subjects and for the whole school Support from Professional Practice programme where the need for development has been identified through appraisal process Standardise monitoring procedures including Learning Observations and Book Looks through paired observations Promote the work of lead teachers and practitioners to develop pedagogy Signed: A Douglas Date: November 2016 To be reviewed: November

8 Appendix 1 Questions to ask about your lessons Planning What were the learning objectives for the lesson and for (named individual/group)? How were the learning objectives differentiated to meet the needs of (named individual/group)? How do the learning objectives for the lesson develop from previous work? What are the next steps in students learning in this issue/ area? Differentiation What progress did the high/medium/low achievers make in this lesson? What else might you do to ensure that named individual/group achieves well? What support was offered to students with SEN/EAL/HA/FSM/PP? How did named individual/group access the tasks and content in the lesson? How does the lesson link to previous learning/the next lesson for named individual/group? What might you do to ensure that named individual/group needs are met? What were the objectives for the teaching assistant/ HLTA in this lesson? How did the LSAs, HLTAs or other adult support named individual/group needs? Student behaviour/attitude How did named individual/group apply themselves to the task/learning? What was the impact of the behaviour of named individual/group on their own learning/learning of others? How would you summarise the attitude of named individual/group in the lesson? What might you do to improve the attitude of/behaviour of named individual/group? How was the LSAs or HLTAs used to support work application and behaviour expectations? How successful was the LSAs or HLTAs in doing this? What could you do to help him/her become more successful in managing the behaviour of named individual/group Learning objectives/achievement/progress What were the learning objectives for the lesson and for (named individual/group)? Did named individual/group achieve the learning objectives set? What is the evidence for this? Was the level of challenge appropriate for named individual/group? What is the evidence you used to reach this judgement? How much progress did named individual/group make in this lesson? What is the evidence you used to reach this judgement? How easy/difficult did named individual/group find the objectives of the lesson? What else could named individual/group have achieved in this lesson? How might you help them achieve this? Meeting the needs of all learners What individual needs does named individual/group have that are relevant to this lesson? How were tasks/lesson content/your expectations adapted for named individual/group needs? What further provision could be made for named individual/group? How do the objectives of the lesson for named individual/group link to their Learning Passports? What else could named individual/group have achieved in this lesson? How might you help them achieve this 8

9 ICT What were the objectives for the use of ICT in this lesson? What impact on learning did the use of ICT make in the lesson? How did the use of ICT extend students learning in the lesson? How might ICT have made greater impact on learning in the lesson? In what ways did the use of ICT extend the learning in the lesson? Learning Styles How did your teaching cater for the different learning styles of students? Which student or groups need specific emphasis or approaches to support their learning? How were these students/groups supported in this lesson? How might you develop your teaching or resources to support named individual/group further? Assessment What opportunities for assessment were built into the lesson? What assessment information did you derive from the lesson? What does the assessment information tell you about the students learning and future needs? How does evaluation of the lesson contribute to your overall assessment of students progress? Resources and the learning environment How effective were students in accessing the necessary resources and equipment in the lesson? How might this have been further improved? What support for the lesson s learning objectives could students gain from the classroom displays and resources? What further resources might have extended this support for students? Student Independence and ownership of learning What was the balance between teacher directed learning and independent student learning? How effective was this balance in relation to the learning objectives? How might any shift in this balance be achieved? How much independence did named individual/group take in their learning in the lesson? How might this be extended? Activity Average Retention Rate Lecture - 5 mins Reading -10mins Audio-Visual 20 mins Demonstration 30 mins Discussion Group - 50 mins Practice by doing 75 mins Teach others / Immediate use of learning 90 mins Appendix 2 Bloom s Taxonomy A hierarchical framework to scaffold learning and questions that increase in depth and complexity. Appendix 3 The Learning Constructs The Constructs enable learners to understand how they learn and make independent choices about next steps in learning, by reflecting and evaluating on progress, learning and skills. They provide a consistent language across subjects and school about metacognition. 9

10 10

11 SKILLS How I am able to construct and build my learning at The Green School Name.. Form Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Working Independently Investigating ideas/ research Problem Solving Collaborating with others Questioning Analysing (apply knowledge) Creating & making (Synthesis) Reflecting & evaluating Prepare equipment and be ready to learn. Make an effort and manage distractions and my conduct Plan my work and break learning into simple steps from Learning Objectives, working purposeful ly Set myself targets from LOs. Identify ways to improve and know which method to use and practice Set SMART goals with steps to help me achieve them and don t give up (persevere) If I have a setback, I will try to persist and find other methods to use and ways to work it out Re-read and edit my work, know what to improve, be determined to tackle tougher challenges Express facts and describe my work using keywords in my research, notes and mind-maps Selectively use books and web based sources to research and inform writing, speaking & listening Use appropriate methods to plan my research and inform opinions and work Think of new ways to link my ideas and experiences with other people, writers, researchers, artists Back up my conclusions with good reasons and evidence to support original and alternate ideas Show sustained investigations. Ask: What if. Or How might? Question what you are taught. Recall, describe and identify key facts from my work to solve a problem Always show my working. Select methods to solve problems, improve & develop ideas Find the logical steps to take by looking at situations from lots of ways before starting Demonstrate my answers practically and share methods with others. What reasoning did I use? Contribute opinions to discussion using specialist language (keywords) and offer solutions Come up with new possibilities, ideas and scenarios to share and solve. Use reasoning to justify answers Co-operate and work responsibly as part of a team in my role as an ACTIVE learner Be fair and understand how my behaviour and conduct has an impact on the team Discuss ideas and share decisions as part of a team, encouraging others Share roles with others and demonstrate skills and communicate techniques In teamwork be open minded and show leadership skills by fairly organising others in roles with respect Through teamwork, share skills, show tolerance, empathy; develop emotional intelligence Be an ACTIVE learner and work out questions to improve my work Consider questions to ask to help solve problems. Ask peers, teachers or family for help when I need it Question what I and others think about how to approach an activity Ask questions to think more widely about a topic using Bloom s question prompts Understand how different peoples views might alter my views, opinions and ideas. Use criticism as a way to improve. Question others when I give mini plenaries or starters or set tasks in a lesson Always use what you have learnt in your conclusion and to back up your point with evidence (P.E.E.) Improve analysis by explaining influences, inferences and make comparisons Use critical thinking skills in essays -Depth, breadth, clarity, logic, accuracy, relevance, precision Show sequential thinking, apply ideas from research and make connections to show I understand Construct perceptive personal opinions by using specialist language, terms and specific evidence Test your conclusions by leading a discussion or debate to help evaluate ideas Plan and develop creative ideas using a range of media including diagrams, sketches, plans & ICT Always work safely. Break it down into easy stages. Experiment and be flexible when things change Practice to refine my work & techniques. Listen to instructions to improve work and then demonstrate to others Reflect on my work, change ideas. Take time to practice and learn from mistakes. Find other ways of working Take creative risks, so ideas & techniques are original, imaginative and skilful. Find new challenges & methods Work fluently and accurately. Now I have mastered a skill, set a new challenging task to invent, design or compose Notice when I or others do things well and be able to present work to class Review on going work with mini progress checks.evaluate work and set targets to improve using criteria Describe own & others work, evaluate strengths and suggest helpful ways to improve using www and ebi Explain someone else s point of view & support them even if I don t agree, show empathy to others Respond to feedforward to improve work and set my own SMART goals, determine my strengths Challenge yourself and always ask for feed forward to improve. Adapt and further refine work Habit Be resilient + persevere Be resourceful + well motivated Be curious and focused Be respectful + tolerant Be confident + optimistic, find solutions Be conscientious + make conclusions Develop mastery + creative skills Be reflective + honest 11

12 12