Leading learning partnership Agenda for the day www

Leading learning partnership Agenda for the day www. leedsforlearning. co. uk

Leading learning partnership Welcome and housekeeping • Fire safety • Toilet facilities • Refreshments • Mobile phones to silent www. leedsforlearning. co. uk

Leading learning partnership Session 1: Reflections on the 2017/2018 GSCE to maximise impact on 2018/2019 outcomes: Making the most of new opportunities www. leedsforlearning. co. uk

Leading learning partnership • Identified strengths and need/priorities from submitted forms. • Tiered entry discussion • Top 10 tips from examiners reports to also identify/ consider/ reflect on key areas. Bio/ Chem/ Phys • Peer collaboration – sharing and support on the key areas/ needs. (OR - How can the 10 top tips be addressed – using strengths from others? ) www. leedsforlearning. co. uk

Leading learning partnership Session 2: Peer Collaboration “No more marking” – Mazhar Hussain (Leeds City Academy) Oracy and Memory for Learning www. leedsforlearning. co. uk

Leading learning partnership Peer Collaboration • Oracy • Memory for Learning • Retrieval Practice • Dual Coding www. leedsforlearning. co. uk

Leading learning partnership EEF publication – September 2018 www. leedsforlearning. co. uk

Leading learning partnership Summary of Recommendations www. leedsforlearning. co. uk

Leading learning partnership Memory for Learning www. leedsforlearning. co. uk

Leading learning partnership Retrieval Practice www. leedsforlearning. co. uk

Leading learning partnership Retrieval Practice www. leedsforlearning. co. uk

Leading learning partnership Retrieval Practice What is it? An incredibly powerful tool for improving long term memory, retrieval practice is simply the act of quizzing someone. Put very simply, retrieval practice is the act of having to retrieve something from your memory (often with the help of a cue). www. leedsforlearning. co. uk

Leading learning partnership Retrieval Practice What does the evidence tell us? Recent research has shown that retrieval is critical for robust, durable, long-term learning. Every time a memory is retrieved, that memory becomes more accessible in the future. Retrieval also helps us create coherent and integrated mental representations of complex concepts, the kind of deep learning necessary to solve new problems and draw new inferences. www. leedsforlearning. co. uk

Leading learning partnership Retrieval Practice What does the evidence tell us? www. leedsforlearning. co. uk

Leading learning partnership Retrieval Practice 1. How can teachers use this evidence? Use the Study, Test, Test model https: //learningspy. co. uk/assessment/afl-have-we-been-doing-the-right-things-for-the-wrong-reasons-2/ www. leedsforlearning. co. uk

Leading learning partnership Retrieval Practice 2. How can teachers use this evidence? 1. 2. 3. 4. Start every lesson with 3 groups of questions: • Group 1 – questions from last week. • Group 2 – questions from last month. • Group 3 – questions from last term. Once completed get them to discuss their answers Go over the answers Get them to see what they did wrong and determine what they need to do next Encourage students to use flashcards for revision. www. leedsforlearning. co. uk https: //durrington. researchschool. org. uk/2018/01/03/research-bites-retrieval-practice/

Leading learning partnership Retrieval Practice Methods for retrieval practice (mostly taken from How should I revisit past content? ) • Commercially available on line resources (Educake) • Quiz, quiz, trade • Mini tests • Filling in a partially blanked out knowledge organiser or diagram. • Mini-whiteboard work. • Oral drill, cold call questioning of facts or descriptions. • Choral response. • Speed drills. • Comprehension questions in exercise books. • A card sort • Retrieval Roulette. • Lots of other ways https: //mcsbrent. co. uk/maths-23 -05 -2015 -how-should-i-revisit-past-content/ www. leedsforlearning. co. uk

Leading learning partnership On line resources - Educake www. leedsforlearning. co. uk

Leading learning partnership Mini tests www. leedsforlearning. co. uk

Leading learning partnership Knowledge Organisers www. leedsforlearning. co. uk

Leading learning partnership Knowledge Organisers 1 Define atom 2 Define element 3 Define compound 4 Define molecule 5 Define mixture 6 State three subatomic particles 7 State the masses of the subatomic particles The smallest part of an element that can still be recognised as that element A substance made of only one type of atom A substance made of two or more different atoms chemically bonded together A substance made of more than one atom chemically bonded together (can be atoms of the same type!) A substance made of more than one thing not chemically bonded together Protons, neutrons, electrons Protons: 1, neutrons: 1, electrons: 0 8 State the relative charges of the subatomic particles Protons: +1, neutrons: 0, electrons: -1 How are the subatomic particles arranged in an atom? Protons and neutrons in the nucleus, electrons orbiting 9(3 marks) in shells A ball of positive charge with negative electrons 10 What is the plum pudding model of the atom? studded into it That atoms have dense nucleuses with a positive 11 What did the gold foil experiment prove? charge 12 What is the atomic number of an atom? The number of protons in an atom The number of protons + the number of neutrons in an 13 What is the mass number of an atom? atom How do you calculate the number of neutrons in an 14 atom? Mass number - atomic number 15 How are the electrons arranged in atoms? Orbiting the nucleus in shells 16 How many electrons can go in the first shell? 2 How many electrons can go in the second and third 17 shells? 8 www. leedsforlearning. co. uk

Leading learning partnership Retrieval Roulette www. leedsforlearning. co. uk

Leading learning partnership Retrieval Roulette www. leedsforlearning. co. uk

Leading learning partnership Retrieval Roulette www. leedsforlearning. co. uk

Leading learning partnership How should I revisit past content? But really, however you do it, just do something. It’s like investing in your pension: it’s not particularly sexy, and you won’t see the benefit right this second, but down the line, you’ll be really glad you did. 23 May, 2015 by Bodil Isaksen https: //mcsbrent. co. uk/maths-23 -05 -2015 -how-should-i-revisit-past-content/ www. leedsforlearning. co. uk

Leading learning partnership Oracy www. leedsforlearning. co. uk

Leading learning partnership Heads Together 1. Each person has a number (1 -4). 2. The teacher will pose a question. 3. Each person writes their answer on their whiteboard / exercise book / post it note (usually a couple of minutes). 4. When the teacher calls time, everyone compares their answers and together create one joint answer. 5. The teacher calls out a number, and this person feedbacks back their team’s answer. www. leedsforlearning. co. uk

Leading learning partnership What about new words and/or words that are less familiar? • Extensive research proves that “vocabulary, the knowledge of words and their meanings, is one the best predictors of educational achievement” (Kurdek & Sinclair, 2001). • Students from lower socio economic backgrounds have less exposure to language at home which can translate into a barrier to success. • Given that young people need to learn 2000 -3000 new words per year, many children from deprived areas can find themselves around 5 years behind their more affluent peers by the time they arrive at secondary school and this significant gap is difficult to bridge. (Nagy & Anderson, 1984). www. leedsforlearning. co. uk

Leading learning partnership Comprehension • Read the article from free medical journals • Now read through the glossary (possible quiz, quiz trade) • Read again www. leedsforlearning. co. uk

Leading learning partnership Rally Robin • Summarise as many points from the article as you can. • Each person takes it in turn to give an answer / make a comment. • Each pair try to generate as many answers on the topic as possible, giving clues to each other if the rally stalls. www. leedsforlearning. co. uk

Leading learning partnership What about new words and/or words that are less familiar? • Language experts estimate that a successful young person leaving formal education has around 50, 000 words at their disposal. • A great deal of vocabulary learning is implicit and happens by students simply coming to school and listening, talking and reading daily; however, we should not assume that this process will best prepare our students for the increased literacy and subject knowledge demands of the newly coined GCSE and A levels. • When students receive explicit teaching and guided vocabulary building opportunities, they will develop more sophisticated writing, use key vocabulary in classroom talk, choose strategies to reduce gaps in vocabulary understanding, become aware of and reflect on their own learning (Gibbons, 2002 in Gritter et al. , 2013). www. leedsforlearning. co. uk

Leading learning partnership Walk along the ‘Walk of Fame’ to view different teaching and learning strategies to support explicit teaching of vocabulary in the classroom. www. leedsforlearning. co. uk

Leading learning partnership • I have used this strategy before… the impact of this was. . • This strategy may work for me when teaching… • This strategy would need adapting for my subject… • This strategy would not work for me because… www. leedsforlearning. co. uk

Leading learning partnership Dual Coding www. leedsforlearning. co. uk

Leading learning partnership Dual Coding www. leedsforlearning. co. uk

Leading learning partnership Dual Coding What is it? The instructional technique of using visuals to support verbal explanations Dual coding is the process of combining verbal materials with visual materials. There are many ways to visually represent material, such as with infographics, timelines, cartoon strips, diagrams, and graphic organizers. When you have the same information in two formats - words and visuals - it gives you two ways of remembering the information later on. Combining these visuals with words is an effective way to study. www. leedsforlearning. co. uk

Leading learning partnership Dual Coding Principles • Keep the diagram very simple. • Avoid sacrificing accuracy for clarity where relevant. • Text/verbal information must complement the image. • Ask yourself if an image is necessary. • Ask questions throughout to check for understanding. www. leedsforlearning. co. uk

Leading learning partnership Dual Coding https: //www. compoundchem. com/wp-content/uploads/2016/10/The-History-of-the-Atom-%E 2%80%93 -Theories-and-Models. png www. leedsforlearning. co. uk

Leading learning partnership JJ D Ruther www. leedsforlearning. co. uk

Leading learning partnership Dual Coding Task • ‘Plants can use glucose in another polymerisation reaction to make starch. This glucose polymer is used for storing excess glucose, much in the same way as humans store excess glucose as glycogen in the muscles and liver. Why can’t plants simply store glucose? Glucose is soluble in water. This means that it will make the solution in a cell more concentrated, and result in osmosis happening. Since plants are constantly making glucose during the day, the concentration of the solutions in the cells would get higher and higher. This would mean more and more water would move into the plant cells by osmosis – the plant would not be able to control how much water was inside its cells. To solve this problem, plants polymerise glucose into starch, which is insoluble. Starch does not affect the osmotic (water) balance of the cell. This means that plants can store large amounts of starch in their cells. ’ www. leedsforlearning. co. uk

Leading learning partnership Dual Coding An example: www. leedsforlearning. co. uk

Leading learning partnership Dual Coding • Using Models https: //educationendowmentfoundation. org. uk/news/improving-secondary-science-guidance-report www. leedsforlearning. co. uk

Leading learning partnership Dual Coding • Using Models https: //educationendowmentfoundation. org. uk/news/improving-secondary-science-guidance-report www. leedsforlearning. co. uk

Leading learning partnership Dual Coding • Using Models https: //educationendowmentfoundation. org. uk/news/improving-secondary-science-guidance-report www. leedsforlearning. co. uk

Leading learning partnership Dual Coding • Using Models https: //educationendowmentfoundation. org. uk/news/improving-secondary-science-guidance-report www. leedsforlearning. co. uk

Leading learning partnership Dual Coding • Using Models https: //educationendowmentfoundation. org. uk/news/improving-secondary-science-guidance-report www. leedsforlearning. co. uk

Leading learning partnership Dual Coding • Using Models https: //educationendowmentfoundation. org. uk/news/improving-secondary-science-guidance-report www. leedsforlearning. co. uk

Leading learning partnership Dual Coding • Using animations • https: //phet. colorado. edu/en/simulations/category/new https: //educationendowmentfoundation. org. uk/news/improving-secondary-science-guidance-report www. leedsforlearning. co. uk

Leading learning partnership What next? • Consider which strategy you would like to explore in further detail, and then get into one of the strategy groups. www. leedsforlearning. co. uk

Leading learning partnership What next? • You should consider: Which topic/area can this strategy be used? Where in the SOL can this strategy be incorporated? Can this strategy be adapted to make it better/different? Have you previously used this strategy? What was the impact? How do you know? What are your hints and tips? • As a leader how can you take this strategy back into your department and ensure a behavioural change and sustainability? (As opposed to a one off idea which is never used again- perhaps better wording? ) • • • In your groups write your thoughts on flipchart paper to display over lunch www. leedsforlearning. co. uk

Leading learning partnership Evaluation update - Consider focussing on… • What was useful? • What could be improved? • Which elements of this session will you take back into school? • Who needs to know about this or be involved in its development? (Staff and students or is this something to discuss with leadership? ) www. leedsforlearning. co. uk

Leading learning partnership Booking further training or SLDM sessions? Don’t forget to use www. leedsforlearning. co. uk