21 June 2020

This Week:

 

  • Trainees – Home study through University of Cumbria and CPD through our CPD Schedule.
  • NQTs – JMJ – Monday; RHU - Thursday.
  • Live Lessons – several staff trialled these last week with success.  The ‘Remote Learning’ Team are sharing ideas and approaches.  Inform RLO if you would like to be added to the Team.
  • National College Membership – We are all now members of the National College.  Please see ‘CPD Cascade’ section below for further details.

 

 

Reflect…

 

Remember the evidence and our acronym in your planning this week.

Rretrieval and recap activities. Low-stakes. Quick feedback. Self-marking.

EEngage students – stimulus, questions, ‘chat’, feedback etc.

Mmotivate through peer interaction (peer marking, sharing WAGOLLs, prompt live discussion through ‘chat’ function of Teams)

OOutcomes – make explicit using check lists, success criteria, weekly plan/big picture etc. INTENT.

TTeaching quality – this is more important than how it is delivered.  Think about how you assess what students have learnt.

EExpectations – be realistic but aspirational.

 

Evidence Based Education has just published its ‘Great Teaching Toolkit Evidence Review’. This is a very useful resource and well worth reading.  In light of our ambition to provide quality learning, remotely, the following extract around direct instruction is relevant to us all in terms of planning:

 

‘…Great teachers will have learnt effective ways of presenting the ideas: explanations that students get. In the classic direct instruction model (Adams & Engelmann, 1996), for example, these explanations are carefully refined and scripted, on the grounds that an individual teacher’s own spontaneous explanation is unlikely to be as good as a high-quality scripted presentation.

 

In presenting abstract ideas, great teachers use analogies, models and representations to help learners visualise the concepts and relate them to what they already know. For example, the ball and stick model in chemistry represents molecules in a concrete, visual way that facilitates understanding of why atoms bond in particular ways. It is an effective way to introduce the ideas, but of course is not actually true, and has to be revised as students’ understanding becomes more advanced. Another example would be the use of manipulatives and representations in teaching early mathematics (EEF, 2020), which can be effective in helping children to engage with and understand abstract ideas about number. Selecting good examples and non-examples (e.g., using the Frayer Model1 ) is another way of making new vocabulary or abstract ideas concrete. However, even with the best explanation, some students still may not get it. Teachers need to have more than one way of explaining or presenting the idea, and multiple examples and non-examples (ideally tailored to the student’s particular misconception or gap), so that they can keep going until the student does get it.

 

The key point about these explanations, models, analogies, representations and examples is that they form part of the teacher’s pedagogical content knowledge.’

 

https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf

 

Top Tips

REMOTE LEARNING – TEACHING RESOURCES

 

Continue to make use of:

They publish timetables in advance to aid planning and to offer variety for the students.

REMOTE LEARNING – CPD CASCADE

 

NB: Please refer to the previous ‘TLD’ for already publicised CPD activities.

Please make use of the newly updated CPD calendar saved in WLD Teachers Team (also saved in WLD Staff Team under CPD). There are lots of free webinars and other courses to look at, if you feel that you have the time or circumstances allow you to do so.

 

Continue to make use of the video CPD sessions stored in the same Team here

CPD Cascaded by Our Staff

 

NEW THIS WEEK!

 

National College Membership – We are all members!

You will hopefully have received login details for the National College.  We have purchased subscription for all staff within school.  Please have a look at the resources on offer.  This will be an important source of CPD next year.

CRO – wellbeing CPD

This will be significant for all of us in light of wider reopening

 

Supporting vulnerable students

Information sheet attached

 

Resources on Remote Learning from Lancashire

PDF attached to this email

 

FROM PREVIOUS WEEKS!

SYA – Excellent Resource to Aid Remote Planning

This resource links to our acronym REMOTE and contains practical advice and resources.  It is saved here.

 

Closing the Literacy Gap Post-Coronavirus

RLO attended a webinar with Alex Quigley on Friday and the Powerpoint is here.  It makes very interesting reading in the context of the pandemic.

 

Microsoft Educator Community

 

AHA has kindly produced a PPT to explain how to access the course material, accessible here.

 

Teams CPD from LCH

Below is a link to a YouTube video that shows useful formatting tips when messaging students and staff or announcing new work/important events within a channel. 

https://youtu.be/3g79NrBYHlw

 

Subject Knowledge Enhancement

https://www.subjectassociations.org.uk/the-cfsa-directory/

 

Society for Education and Training

They are offering a wide range of free CPD webinars on a range of topics, from behaviour to well-being.  Have a look here if you are interested…

 

CPD Sharing from JMJ 

All webinars completing saved here.  Please make use of this shared resource.

ALY – shared these useful webinars…

 

  • ‘This much I know about mind over matter…. improving mental health In our schools’ by John Tomsett.
  • ‘Closing the Reading Gap’ by Alex Quigley
  • ‘Just Great Teaching’ by Ross Morrison McGill
  • ‘Rosenshine Masterclass’ by Tom Sherrington
  • ‘Teaching Walkthrus’ by Oliver Caviglioli and Sherrington
  • ‘Seven Myths About Teaching’ by Daisy Christodoulou

Posted by Rachel Long

Category: Teaching and Learning Digests




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