More New Ideas for Everyday Learning

Following on from Nat Moody’s post about one of the ideas she has been trying out over the last few months, here are some more tried-and-tested activities from members of Nat’s focus group.


by Sue Lutz

Planning aheadI am using some ideas from “Teaching Backwards”.  I always plan my lessons with the end goal in sight.  However, this book suggested getting students to audit where they are, as well as thinking about any previous knowledge they have, transferable skills etc.  I made the attached sheet for my Year 9 class and will read their responses when I mark their books later this week. I am hoping that I will be able to provide some independent activities that support some of the areas that they have highlighted.

 


by Kyl Messios

I have been using Beaumont School resources to explore questioning across the key stages.  I’ve been working from the Black Box and the Teaching and Learning blog.  It has been brilliant to go through the wealth of ideas that other teachers suggested in the Questioning Quail inset activity, and I’ve tried out quite a few.

If this is the answer, what is the question?

This has been really useful, wherever I’ve applied it.  I’ve tried it with Year 7, 10, and 13, and found that the result is consistent, regardless of year group of topic – the students are compelled to look at the answer from different angles and think much more deeply about it than they would with a straightforward ‘key question’ to start the lesson.  This can be applied as a starter, but is just as effective as a plenary.  Year 7s used it to identify and define subject specific vocabulary, while I used it with Year 10s as a way into a new scheme of work.  Looking ahead, I plan to use it with Year 13s to get them identifying and creating exam questions based upon answers given.

Percentage correct 

Quick and easy way of getting students to build upon, and add to, their own and others’ answers. This was put to good use in Year 9 and 10 evaluations.

I’m planning on trying out What’s in the Bag?, but just haven’t yet worked out what to put in the bag! I’ll keep you updated!

 

New Ideas for Everyday Learning

by Nat Moody

The principle of this group is to for members to experiment with new ideas and then share their experience with their colleagues and the wider teaching community. We draw on various resources on rotation. The aim is to celebrate and share approaches that can be used by staff in a variety of subjects easily within day-to-day teaching.

My task for term one was to focus on feedback, drawing on websites as a resource. I decided to experiment with my A2 Sports Psychology group. These students struggle with long answer responses and, as a result, their drive to improve their performance in this area can dip due to a lack in confidence; some feel that reaching higher grades is just not possible for them. When I have marked these responses in the past I have often found misconceptions in one or two aspects which have a significant impact on their final grade. Motivating this group to respond to my feedback independently is not easy. I feel this process is essential and I had been looking for a simple way to motivate them to do so.

NMoodyYellowBoxDuring my research I found a post on www.teachertoolkit.com called ‘The Yellow Box’, which had been taken from The George Spencer Academy. Employing this strategy allows the teacher to mark a section of work in great detail, highlight that to the student via the yellow box. Feedback is then provided, focusing on the work in the yellow box only. The hope is the guidance given will have a positive impact on the entire piece of work without the teacher having to mark to entire piece in detail.

NMoodyExampleI have employed this method in a different way to meet the needs of my group. I have been marking the entire long answer questions as per normal. Instead of asking students to re-write or apply my feedback to the entire response which can be demotivating for a student who struggled to complete the work in the first instance; they only re-write the work highlighted in the yellow box in response to my feedback. Students approach responding to my feedback more readily, they are learning to identify areas within long answer questions that have a significantly negative impact on the entire piece and the work they produce in response to my feedback is focused on quality not quantity. This also saves me time when remarking work; in most cases the work in the yellow box that has been re- written by the students increases the grade of the piece, and also increases the confidence of my students when approaching a difficult aspect of assessment in this course.


Over the next few weeks other members of Nat’s focus group will feedback on everyday ideas that they have tried and tested. Keep checking back for more ideas!

Bring and Brag

IMG_0659Beaumont recently held it’s first Bring and Brag as part of a Teaching and Learning INSET. The idea is simple; every member of staff brought along an idea that could be easily explained in one minute, and the room was set up as a speed dating activity. In all, staff swapped ideas with around 10 other people and took away loads of new ideas! It was great to see everyone talking so enthusiastically about their own ideas, as well as making notes on what everyone else had to offer.

In between the two speed dating sessions, there was also a chance to have a lookIMG_3858 at the work that the Teaching and Learning team has been up to so far. Focussing on marking, two display boards were set up based on examples of great marking and ideas for reducing marking workload, and staff could also have a look at the numerous books laid out around the room. Andy Gray also set up a station demonstrating some of the new ideas for using technology in classrooms that will hopefully be adopted.

As an exit pass for the INSET all staff filled in a slip asking them two questions about what ideas they will take away from the session, and if there are any strategies for marking not already featured. Look out for a blog post on these ideas in the future.

 

 

Meet the T&L Team – How you can get involved this year

Today, in a special Teaching and Learning briefing, the members of the Teaching and Learning Team introduced themselves and their roles for the year. Read on to find out more about the various foci of the team, and how Beaumont staff can get more involved with T&L.

Bring Your Own Device and New Technologies

Andy Gray

Role

To share and demonstrate ideas on how mobile devices and ‘new technologies’ can be used to enhance and extend Teaching and Learning at Beaumont.

Aims for 2015 – 2016

  1. Create a document/booklet containing examples of apps, websites and platforms, categorised according to the following key areas of Teaching and Learning: feedback, assessment, revision, differentiation and collaboration and communication. Ideas have been (and hopefully will continue to be) submitted by a wide range of Beaumont staff.
  2. Seek feedback from departments with regards to which apps, websites and platforms they wish to utilise/learn more about. Find time in department meetings and/or INSET to demonstrate and provided training.
  3. Explore the use of Google Apps for Education, including Google Classroom (with James Goddard). Google Classroom serves as a platform for teachers to create and organise assignments quickly, provide feedback efficiently and easily communicate with their classes. Works alongside Google’s popular suite of productivity and storage applications.
  4. Set up a working group to test and feedback on the effectiveness of Google Apps for Education and Google Classroom. This is currently in its early stages of testing – more details will follow on how and why to get involved.

New Ideas for Everyday Teaching

Nat Moody

Role

  1. To form a working party to experiment with new ideas, and then share their experience with colleagues and the wider teaching community. The group will draw on various resources e.g. T&L library, colleagues to get new ideas, and use them within lesson where appropriate once every term.
  2. Following the trial of the new ideas, members of staff will be asked to write a review (in which they should provide some context of the lesson and group) which can be shared via the T&L blog, Bring and Buys, resource board and possibly through Heads of Subject.

Higher-Level Thinking and Challenge 

Fiona Pinkerton

Role

Development and research of new strategies to encourage students’ higher-level thinking, and to challenge them in the classroom. To provide resources, ideas and support for Beaumont teachers to allow them to implement new strategies in the classroom and in lesson planning, with the main aim being to support students in gaining a better understanding of how they learn.

Aims for 2015-2016

  1. Meet with a group of teachers, across a range of subjects, to introduce ideas and feedback from students so far, with the aim for Beaumont teachers to then trial their preferred ideas in the classroom. Meeting: 5/10/15 in Lab 42.
  2. During the course of the year I will email those teachers who attended the above meeting with resources, new things to trial out and to check in and see how things are going.
  3. During the year there will be a following two meetings in the Spring term and Two in the summer term. This will provide an opportunity for the group to discuss and share successes and failures.
  4. There will also be opportunities during the year for the group to observe one another; this will allow teachers to see how strategies are implemented differently in different classrooms.
  5. I hope that collectively during the course of the year we will collate resources and ideas, and make improvements to these strategies in order to share them with the rest of the staff.

What students are saying so far

“When Miss Pinkerton showed us some of these learning methods it helped me to understand what is going on. It is not all in the teachers’ hands. It’s given me a sense of control over my own learning.” Niamh (Year 12 Chemist St Michaels Garston)

“Using the hexagons helped me to understand how to link the ideas together. It enabled me to answer the harder question and get full marks.” Will Mattin  (Year 10 Chemist Beaumont)

“The hardest questions in the exams are the ones that seem to have nothing to do with what we have learnt. When Miss used the cause and effect map to break down what I needed to put in my answer, I started to make the links and finally understood what the question wanted me to answer.” Amy Cowan (Year 9 Beaumont)


Smarter Marking and Assessment

Fiona Rosler

Role

To examine and apply various time-saving marking strategies to try and reduce workload of marking, whilst still providing enough feedback for students to progress.

Aims for 2015-2016

  1. Trial various marking and assessment strategies with my own classes to examine any advantages or disadvantages.
  2. Look at examples of marking from other departments to examine what works best for specific subjects. Departments will be contacted about this in the coming weeks.
  3. Provide ideas and advice at the November INSET to help staff to find a system that will work for them and which fits around their schedule.
  4. Collect feedback and opinions from a variety of staff and subjects to help advance these ideas throughout the year.

Developing Numeracy Skills

Fiona Rosler

Aims for 2015-2016

For all students to be able to understand and work with numbers in any subject. They should recognise when it is necessary or appropriate to use their numeracy skills and be able to apply these skills in various contexts outside of the Maths classroom.

This will be achieved by:

  1. Working initially with the Science, Geography and PE departments. Heads of Department have already been contacted.
  2. Looking at areas on SOWs which already involve numeracy and examining how/when these topics are taught – are they consistent with maths lessons?
  3. Attending department meetings for these subjects to discuss teaching methods and consistency with methods and keywords.
  4. Running Maths Week activities as last year.

To get involved, please speak to the member of the team responsible for each focus.

Bring and Buy – 4

BandB1The first Beaumont Teaching and Learning Bring and Buy of the year took place last Monday during lunchtime. Fiona Rosler organised the event and asked staff to send some of their tried-and-tested resources. Everyone who visited the Bring and Buy made a shopping list of resources to test out, and placed their Beaumont Buck next to their favourite resource. The resources available ranged from PE to Languages, from Art to Science and all subjects in between, and covered revision, differentiation, marking strategies and much more.

Congratulations to Helen Skelton who received the most Beaumont Bucks for her revision activities resource.

To see all of the resources from the Bring and Buy, either follow this link to Dropbox or visit our Bring and Buy resources page. You could also read more about our Bring and Buy format here.

Thank you to everyone who contributed, and look out for our next Bring and Buy in the Spring term.