NQT 240118 Check in Successes Challenges Differences from

NQT 24/01/18

Check in - Successes? Challenges - Differences from PGCE? - Questions? So far you should… § … have had your ‘Kick off meeting’ and saved the paperwork in your folder on the R Drive § … completed your registration and logged onto NQT Manager § … found a fortnightly time to meet with your mentor §. . . started to complete your NQT Log § … be ready to attend the THUNK on Friday § … have sent Liz your Learning Inquiry question

Next steps Observation 1 NQT OBS DATE AND LESSON Kirsty Ferarry Tuesday 2 nd October Period 2 10 A/CH 1 Sara Hunt Monday 8 th October Period 5 9. 2 Geog Amanda Foster Friday 5 th October Period 1 12 C/PS 1 Carol Ann Veale Tuesday October 16 th Period 1 7 L Jessica Keiser Tuesday 9 th October Period 1 10 a. Pe 1 Observation forms and lesson plan proformas saved in the R Drive > Teaching and Learning Lesson plans are a useful talking point – Ofsted doesn’t require them. James & Katrina tbc

THUNK SELF REGULATION Effective strategies?

Developing Self Regulated learners – why? Highest effect size in the classroom Learning to Learn Future Proofing Anti ‘spoonfeed’ Increased content in the curriculum – pupils need to be able to work without us.

Metacognition is about the ways learners monitor and purposefully direct their learning … By metacognitive strategies, we mean the strategies we use to monitor or control our cognition, such as checking that a memorisation technique was accurate or selecting the most appropriate cognitive strategy for the task we are undertaking. Motivation is about our willingness to engage our metacognitive and cognitive skills and apply them to learning

Can be divided into Planning, Monitoring and Evaluating • Planning—encouraging pupils to think about the goal of their learning (set by the teacher, or themselves) and to consider how they will approach the task; this includes ensuring they understand the goal, activate relevant prior knowledge about the task, select appropriate strategies, and consider how to allocate their effort; • Monitoring—emphasising the need, while undertaking the learning task, for pupils to assess the progress they are making; this includes the self-testing and selfquestioning activities that are necessary to control learning, and making changes to their chosen strategies; and • Evaluating—appraising the effectiveness of their plan and its implementation. Planning: ‘What resources do I need complete this task? ‘Have I done this before and was it successful? ’ ‘What have I learned from the examples we looked at earlier? ’ Monitoring: ‘Am I doing well? ‘Do I need any different techniques to improve my work’ ‘What else do I need in order to improve? ’ Evaluation: ‘How did I do in relation to my target? ’ ‘What were my areas of strength? ’ ‘What do I need to work on? ’ Important to recognise need for ‘deliberate difficulty’ and avoid over scaffolding

What does this look like? § Pupils articulating the reasons behind steps they took in class § Pupils asking for feedback on specific areas of their learning § Pupils using Purple Pen to correct errors § Pupils engaging in discussions and asking open questions § Pupils ‘self questioning’ e. g. asking Why? § Pupils applying reading strategies. E. g. underlining, highlighting, annotating texts § Pupils able to correctly predict how well they have done in a test § Pupils organising their work into folders or categories

How could we improve this lesson to offer more opportunities for self-regulation? Learning objective: To analyse how Shelley uses imagery to portray Frankenstein as a flawed protagonist First 15 mins Starter – pupils complete a match up activity to revise common features of language. Next, pupils read an extract from Frankenstein and answer basic comprehension questions. Next 15 mins Pupils are give two quotations from Frankenstein. In pairs pupils should highlight significant vocabulary or techniques and identify how/why these are effective. Final 15 mins Pupils answer the following question: ‘In this extract how does Shelley use language to present Frankenstein as flawed? ’ Pupils are given sentence starters and a structure for responding to the question.

Feedback – In my practice I could…