Tuesday January 25 th 2018 John Keenan John

Tuesday January 25 th 2018 John Keenan John. keenan@newman. ac. uk 1

Today Get booked in for a tutorial Get your subject audit done Start evidencing for the standards particularly the new tick sheet Essay research Mahara 2

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S 2: Promote good progress and outcomes by pupils be accountable for pupils’ attainment, progress and outcomes plan teaching to build on pupils’ capabilities and prior knowledge guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study. S 5 Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. S 6 Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils’ progress use relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback S 8 Fulfil wider professional responsibilities make a positive contribution to the wider life and ethos of the school develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support deploy support staff effectively take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being 4

guide pupils to reflect on the progress they have made and their emerging needs know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively communicate effectively with parents with regard to pupils’ achievements and well being 5

Differentiation methods • Resource • Outcome • Support • Task • Learning style • Grouping • Questioning • Targets • Teaching methodology • Objective

5 things to do for • Boys – practical; kinaesthetic; competition; objects; quick pace • Girls – coursework; more time; creativity • EAL – bilingual books; incorporating L 1; buddy up with speaker; learn a few words in L 1; recording lesson • Dyslexia – different coloured background; visuals; resources ahead of time (flipped learning); sans serif; recorders • Autism – clearly structured activities (broken down in stages); role; process time; awareness of non literal; headphones /sensory awareness; space • ADHD – stand next to pupil when giving instruction; a ‘fidget’; non verbal contact; channel activity into official roles; praise; pace • Hearing impaired – sit near front; written work; ensure aid is worn; speak up; TA; body language 7

What do we know already about • Gifted and Talented • Stretch and Challenge

Factors that commonly limit learning: • Excessive pace • Overloading of activities • Inflexible planning • Limited time for independent work • Concentrating too much, or too early on a narrow range of test or communication skills Pupils need to have extended Over-reliance structures More activities Teachers Train teachers sometimes toon respond feel the periods to read, write or to discuss such as this always can be thatpace they ofshould learning, notisrather deviate than the issues in. PEE: class. appropriate? counterproducti from pace their ofplans. the activities However, in the lesson ve. to the teachers need have the of asking Think about validity Need to provide students Activities last longwith as confidence toshould depart form students to peer oras self/assess opportunities to provide a will are they need towork to ensure that their plans if. Students early pieces of that very personal response. rush activities, learning is taking place. indications are, for short, or incomplete. or not complete example, that students is anthe over-emphasis on them. know. There less than teacher Pupils need time to complete the skills ofbefore analysis at can the had anticipated. something they expense of personal valuably discuss and response. evaluate it.

What do we do about it? Multiple intelligences Thinking hats Bloom’s taxonomy 10

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http: //www. debonogroup. com/six_thinking_hats. php 12

Levels of challenge Bloom Knowledge Comprehensi on Thinking/process skills Recalling, remembering, recognising, identifying, defining Interpreting, summarising, explaining, describing, rewording, paraphrasing Application Applying, selecting, transferring, relating, solving Analysis Analysing, reasoning, distinguishing, comparing, contrasting, sequencing, noting relationships Evaluation Judging, supporting, defending, criticising, arguing, rating, prioritising Synthesis Combining, creating, developing, rearranging, inferring, supposing, reorganising, hypothesising 13

Ways to Stretch and Challenge • Prompting • Socratic questioning • Cognitive load theory

Prompts v proofreading prompts • Teacher doing it • Preventing pupils doing it • Not addressing root of problem • Usually ignored by pupils • Telling them how and where to improve • Making pupils do the work • More likely to make a difference 15

Socratic Questioning The gadfly: Mimic the practice of the gadfly, which nips away at larger animals. This involves asking lots of little questions intended to push thinking and avoid sloppiness: “What do you mean by that? ”; “But, what if…? ”; “What evidence do you have? ”; “Does that always apply? ”; “How can you be certain that is true? ”. • The stingray: Administer a shock to pupils’ traditional way of thinking in the same way a stingray unleashes its sting: “Imagine if X was not the case, what then? ”; “What if everything you’ve said was turned on its head? ”; “What if a great change happened? ”. • The midwife: Ask questions that help give birth to ideas: “That’s an interesting idea; could you explain it a bit more? ”; “How might that affect things? ”; “What made you think of that idea? ”. • The ignoramus: Emulate a character who has never encountered the topic you are discussing and play dumb to encourage explanation: “What does that mean? ”; “I don’t understand – can you start from the beginning? ”; “So, do you mean that…? ” •

Cognitive load theory (John Sweller) • Three types of load intrinsic • Load on thinking about the topic extraneous • Load on the way it is presented germane • Load on making it permanent – schema inclusion 17

Ten remembered wins a prize

• http: //www. telegraph. co. uk/men/thinking man/10623941/Your child is not a genius. Get over it. html

Identification Top 5% (National Academy for Gifted and Talented Youth) 5 10% Df. E 20% NACE 40% (Denton and Postlethwaite)

Definitions White et al (2003, 3) has identified over 200 different definitions for gifted and talented.

Outstanding Ability (Teare, 1997, 11) Definitions Able and Talented (Kerry, 1981, 5) Bright Pupils (Leroux & Mc. Millen, 1983, 7) High Ability (Denton & Postlethwaite, 1985, 66)

Definitions Majoram (1988, 15) genius, gifted, high ability, talented, flair, creative • Many • Confusing • Not well defined • Used interchangeably

National Association for Definitions Able Children in Education (NACE) Able, Gifted and Talented www. nace. co. uk

Model at the Top • Mere task completion cannot be the target for the most able in a lesson. ‘. . . teachers need to understand what, cognitively, linguistically, conceptually, is the next rung above where the able pupil is now, and the one above that one, too. . . teachers have to be prepared to model A* skills in the tasks they set. ’ (Peter Thomas: Chief Examiner for English).

Some strategies for developing challenge for gifted and talented students Moving from: • Concrete to abstract (materials, ideas, applications) • simple to complex (resources, research, issues, skills needed, targets set) • basic to transformational (information, ideas, materials and applications) • single to multi faceted/divergent (making connections within or across subjects)

Some strategies for developing challenge for gifted and talented students (2) Moving from: • structured to open ended (decisions, approaches and solutions become the learner’s responsibility) • little to greater independence (planning, monitoring, evaluating) • small to larger steps (in imagination, insight, application)

• slow down activities • enable learners to develop greater ‘ownership’ of the material of learning • foster ‘metacognition’ • Improve students’ cognitive ability https: //dajan. wordpress. com/2009/10/29/re adingnotesonmoon/

Stage 1: Noticing Stage 2: Making sense Stage 3: Making meaning ask questions and to connect ideas together. Stage 4: Working with meaning The student makes links with other ideas and events. At this point, reflection on the learning is likely to be taking place. Stage 5: Transformative learning The student has reached the point where they can formulate new ideas of their own. They know what they would do if a similar situation arose in the future. Mc. Drury and Alterio (2003).

History of G&T https: //en. wikipedia. org/wiki/Gifted_education Identifying https: //www. educateiowa. gov/sites/files/ed/documents/Identify. Gifte d. Talented. ELL. pdf http: //www. brighthubeducation. com/teaching gifted students/124536 resources and ideas for teaching gifted learners/ http: //www. theguardian. com/teacher network/teacher blog/2012/may/09/teaching gifted and talented pupils Classroom Strategies http: //www. teachersfirst. com/gifted_strategies. cfm http: //languageandliteracytheoryandpractice. wikispaces. com/English+ language+arts+for+the+gifted+and+talented Resources for G&T http: //www. nsgt. org/educational resources/ http: //www. curriculumsupport. education. nsw. gov. au/secondary/engli sh/crosscurriculum/gats/index. htm http: //www. classroom resources. co. uk/acatalog/Online_Catalogue_Gifted_and_Talented___ English_1219. html http: //www. kidsource. com/kidsource/content 2/english. gifted. 3. html http: //www. eds resources. com/edgifted. html https: //www. iggy. net http: //www. teachersfirst. com/gifted. cfm FAQ http: //school. familyeducation. com/gifted education/parenting/34390. html

communicate effectively with parents with regard to pupils’ achievements and well being 32

The View from the parents • http: //www. netmums. com/coffeehouse/children parenting 190/primary school age 4 11 years 60/666604 upset teachers comments parents evening all. html • Chimneysweep • Who is a parent and what are your views of school communication? • Mind • Telegraph • Secret Teacher

https: //youtu. be/d. MD 5 T 78 rn 2 o

We’re right We’re kind We’re thoughtful We’re reasonable We have thought everything through We know what’s best for your child Meaning what for the parent?

Look, repeat, acknowledge, understand

Top Tips

http: //712 educators. about. com/od/Parental_Involvement/tp/How To Deal With An Angry Parent. htm http: //www. teachhub. com/parent teacher communication tips http: //www. teachingtimes. com/articles/bridging the gap communication parents pupils schools. htm Basil: Can't we get you on Mastermind, Sybil? Next contestant: Mrs. Sybil Fawlty from Torquay. Specialist subject - the bleeding obvious

• Think of a child you teach and what you would like to say to the parents • Role play with the various responses

http: //newteachers. tes. co. uk/content/tips handling parents evenings It’s an opportunity, not a chore, • Stand up when they enter and shake their hands. • Start with something positive about the pupil; • Have some meaningful data available. • Have some bookwork to show the parents. • Be aware of any specific difficulties the pupil may have. If you say, ‘We both want the best for Daniel, ’ then you tacitly create rapport between you and the parents because it’s something they can’t disagree with. You do want the best for Daniel, right? Tom Bennett Not Quite a Teacher, Continuum.

S-O-L-E-R technique Square posture, Open position, Lean toward the other, Eye contact, Relaxed position Egan, 1990

Meeting parents • Welcome parents • For difficult news ‘good news sandwich’ • Positive body language (open, nod, mirror) • Ask , listen, respect • Be prepared • Ensure you follow up • Finish positively

Typical content • Indication of course content • Attainment and achievements • Effort • Strengths and developments • Examples • Targets • How to achieve targets

Improve. . . • He has weak spelling. • He pays little attention in lessons. • She did not write enough for her assessment. • There are problems relating to her behaviour. • He does not seem to like working in groups. • His lack of wider reading is disappointing.

parents wanted to be treated with respect and as equals when communicating with educators. Parents are not looking for a cold, professional approach from school staff. Rather, teachers who develop a “personal touch” in their communication style achieve enhanced school relationships. Similarly, teachers need to convey a value for the “authority and wisdom” of parents Lindle 1989; Lawrence-Lightfoot, 2004

instead of viewing the conference as a reporting session for what is not working in school, teachers can construct an opportunity to discuss what is working with the student putting the child at the centre of the parent-teacher conversation will allow for a focused discussion on the “whole child, ” including both strengths and weaknesses Metcalf 2001

Tips for Dealing With Tough Parents. The Overzealous Parent The Bossy Parent The Chatty Parent The Concerned Parent The Angry Parent

Tips for Dealing With Tough Parents Every teacher has encountered a parent who has a tendency to lay it on pretty thick. Some are concerned about grades, others want to know the exact reasons for your teaching method. Below are a few categories that parents can fall under along with some tips to help deal with these tough parents. The Overzealous Parent Make sure to take control and address the concerns by setting limits. Arrange a time for the parents to meet and discuss concerns privately. The Bossy Parent First- count to 10! Make sure to stay professional, do not become defensive. Explain how you teach, supporting your choice of techniques, make copies of materials that address the concern, consider inviting parent to observe the class and see the teaching “in action”. If this does not help, ask administrator to get involved. The Chatty Parent Give several times when you can meet and be subtle but insistent. If possible, arrange for some volunteer time for these parents. Sending home family activities/projects that go with a lesson is also a good way to keep parents involved in student learning. The Concerned Parent The Parent who thinks you assign TOO MUCH homework: Arrange for a meeting. Explain that you assign only enough homework to show what students are doing and to reinforce the day’s lesson. Ask about the routine at home and where homework is done. Offer suggestions if parent is open. The Angry Parent This is the parent who is UPSET about the child’s grades. When you meet, have gradebook available. Discuss what you observe in class, test scores, homework assignments, and missed assignments. You may want to share tips to studying or organising. Remind the parent that you do care about each student’s success.

Difficult situations • http: //www. tes. co. uk/teaching resource/Teachers TV Dealing with Parents Answer that 6081863/

Vary ways How do you communicate with parents? Email, parents evening, apps, website, blog, phone calls, letters, merits, homework book, newsletters, report cards, video in class

Research 1. It is important 2. Problems 3. What works.

1. It is important

The Schools White Paper (Department for Education 2010) sets out how the Government will improve the outcomes and life chances of all children. Schools will be increasingly accountable to parents for the progress and achievement of pupils. The Field Review on Poverty and Life Chances (Field 2010) identifies a central role for parents in meeting each of these goals, particularly in the early years.

Ofsted 2008 undertook a survey of 29 secondary schools to ‘working in partnership with parents or carers is the most powerful process that we have in schools for bringing about lasting and effective change. ’

Outstanding Schools Ofsted 2008 The most effective teams focused their work on specific families. They also visited homes, social clubs, bars and other places where the community met regularly in order to establish positive relationships with parents and carers and help them to support their children better. This led to clear improvements, particularly in attendance. All schools were flexible about the timing of meetings and reviews to make sure that the students could attend them with their parents or carers. One school held regular meetings with small groups that included parents of students who were disengaged, as evidence by levels of motivation and attendance. This was designed to provide parents and carers with an opportunity to share experiences and concerns and to become awar of the help that was available

‘upskilling’ in the literacy and numeracy of parents was a necessary prerequisite to raising children’s achievement Stratham et al 2010

2. Problems

Parents are frequently reluctant to participate in bodies such as the Parent-Teacher Association and School Board because they perceive these as forbiddingly formal, and they do not identify with the other parents who are members. (Russell and Granville 2005)

Schools often perceive parents as ‘hard to reach’ (Crozier and Davies 2007; Sherbert Research 2009) uninterested (De Gaetano 2007), and do not respond to the efforts parents are already making with their children (De Fraja 2010).

For fathers work commitments; the perception that services were largely geared towards women Bayley et al 2009

Schools responded positively to pupils’ efforts. They did not respond positively to parents’ efforts. (Lopez, Scribner et al. 2001)

Cultural differences can also create significant communication challenges if teachers use “their own cultural lenses” to interact with culturally and linguistically diverse parents (Colombo, 2004).

5 -15 minute parent conference that offers little time for meaningful communication regarding a child’s academic and social progress

Bangladeshi and Pakistani parents Some parents stayed away from parent-teacher conferences owing to lack of confidence in English. Parents did not understand the importance of these meetings, and were unaware that non-attendance would be interpreted as indifference. Crozier and Davies 2007 conducted a two year, qualitative ESRC funded project to explore Bangladeshi and Pakistani parents’ views of home-school relationships. 591 interviews were conducted with the parents of primary, secondary and post-compulsory aged children, and with the young people themselves.

http: //www. creativeeducation. co. uk/blog/par ental engagement/

3. What works?

Estyn 2009 reports that, where there is good practice in planning parental involvement, schools understand that parents: 1. like to be involved in their child’s school 2. want the school to know them personally as individuals and be kept well 3. informed about the progress made by their children 4. need clear information about day-to-day matters that affect their children 5. feel more confident if they know the staff and have a basic understanding of 6. the curriculum 7. are willing to support school events and provide practical help but are less 8. likely to join a committee 9. become more supportive the more that they are involved, particularly if they 10. have attended training events 11. like to have clear rules for their children that are applied consistently.

Helpful Videos http: //www. teachers media. com/videos/communicating with parents at secondary#video_title_bar http: //www. teachers media. com/videos/reporting to parents

Here is your fact. So what?

24% White parents no barrier to being more involved with child’s education

34% Black British parents have no barrier to being more involved with child’s education

2, 000 Single parents in the UK ONS 2015 Families and Households

64. 4% Single parents are at work ONS Working and Workless Households 2015

9% Proportion of single parents who are fathers ONS Families and Households 2015

40% Aisan British parents have no barrier to being more involved with child’s education

41% Work commitments represented the main barrier of parents

119, 589 Number of divorces in England Wales in 2010

33% Number of marriages with children ending in divorce

1000 Co habiting same sex couples with children in England Wales ONS Autumn 2011

29% Harris and Goodall found that parents reported that lack of skills was the greatest barrier to involvement with their children’s learning (of parents) (Harris and Goodall 2007)

28% parents’ own experience of school barrier to engagement (Harris and Goodall 2007).

28% Of parents believe that their children’s education was mainly or wholly their responsibility Peters et al. 2007

29% Parents who felt very involved with their children’s school lives in 2001 51% in 2007.

51% Parents who felt very involved with their children’s school lives in 2007

94% parents who were confident that their involvement would help their children if the school informed parents that pupils were not making good progress.

79% parents reading with their children Peters et al. 2007

33% parental confidence in helping children with homework Peters et al. 2007

43% Black British parents involved with a PTA Peters et al. 2007

20% White British parents involved with a PTA Peters et al. 2007

84% Black British parents stating that it was extremely important to help with homework

72% White British parents stating that it was extremely important to help with homework

84% Black British parents who want to be more involved in children’s education

82% Asian British parents who want to be more involved in children’s education

63% White British parents who want to be more involved in children’s education

53% Reporting being asked for help with homework most days or every day .

22% Parents unable to help children with homework because they didn’t understand the topic being learned in class

81% Parents would welcome support and guidance on how best to support their child’s learning at home

79% Children reporting that they would like their parents to know more about what they are learning in class so they can provide more support outside the classroom.

25% Parents receiving information about their child’s learning via online tools

84% Parents reporting that their child’s school provided them with little or no resources to help support their child’s learning at home.

4% of parents were never confident helping their children with homework Peters et al. 2007

31% Were only confident occasionally to help their children with homework. Peters et al. 2007

38% Parents do not understand their children’s school work. Peters et al. 2007

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements 107