USING TECHNOLOGY TO IMPROVE LEARNING AND TEACHING Kirsty

USING TECHNOLOGY TO IMPROVE LEARNING AND TEACHING Kirsty Tonks Assistant Principal

SHIRELAND CONTEXT Inner city academy in West Midlands 1, 100 students; 11 -18. Built over 100 years ago and serves an area of substantial deprivation 38. 2% of students have eligibility for free school meals (63% Pupil Premium) 22% have Special Educational Needs 15% live safeguarding issues 64. 7% have English as a second language Judged as Outstanding in 2006 / 2010 / 2013

MUNDANELY CLEVER Making technology work for us; not being dictated to by technology. Finding solutions to existing issues.

OUR KEY MAXIMS “Every teacher should be an outstanding teacher. ” Outstanding Teaching Radical Curriculum Change “Maximum intervention with students furthest away. ” “Behaviour and welfare the bedrock of school improvement. ” Behaviour and Welfare Expectations and Progress “If we don’t do something truly radical we will never break the cycle. ”

IMPROVING THE QUALITY OF DELIVERY; OUR RAISING ATTAINMENT PLAN All Staff are at least Good with at least 20% being Outstanding through both delivery and outcomes Objective Delivery Mechanism Evidence Owner Refine our appraisal process and associated CPD to drive an improvement in delivery Af. L is embedded in all lessons Lesson Observation and All staff fully utilise Subject Sites, Planning Bank, Exemplification site and the Portals SMG MA Continued development of Competencies into our KS 4/5 delivery Link all subject areas with L 4 L competencies All subjects crossreferenced to L 4 L MK DI AC A creative curriculum which provides for the successful personal and academic development of each individual and cohort Flipped classroom methodology in place in every curriculum area using Class Sites Implementation of Homework Central in L 4 L Increase the % of submitted and marked homework SMG DI MK KT To enhance further the underpinning services which support students and families Support staff in lessons are fully integrated into classroom delivery SMG

LEARNING GATEWAY 2. 5 million hits last year

PLANNING BANK The Planning Bank – 17, 000 lesson uploaded and shared by staff. 40% of our staff are classed as consistently Outstanding in lesson observations with another 25% close to this.

TUTOR TIME Tutor Sites have improved punctuality by 40% in two years. The informal chat in the morning has been replaced with “social learning” of key themes – Science, Citizenship, PSHE and Religious Education.

SUBJECT AND SERVICES SITES HMI described these as the best sharing, monitoring and shaping structure that they had ever seen.

CLASS SITES; FLIPPED LEARNING Every Outstanding lesson in our March Inspection used technology well Increases the effectiveness of lesson delivery and also changes the role that students play – no more passive recipients – we send; they do; we adapt!

FLIPPED LEARNING; BLOOM’S TAXONOMY Knowledge; Video to watch / Chapter to read / website to study / Photosynth to explore by students prior to lesson via Class Site Understanding; Concepts / Knowledge / Skill. A task, quiz, discussion or survey etc based on knowledge is set via Class Site and completed Interactions / Responses made by students inform teacher of learning / misconceptions via class site and therefore modifies lesson – enabling targeted focus Application / Analysis / Synthesis / Evaluation; Class Session builds upon or is constructed from responses, feedback and interactions from the Flipped work set on the Class Site moving towards higher tariff work Linking it to something that is already familiar to staff has meant that it provides a context and a form of discipline to help them understand it’s role and benefit.

FLIPPED (PRE) LEARNING Targete d cohorts Well crafted tasks Lesson Plan Class Sites Higher quality student outcomes / attainment It’s about quality and timing of interventions and targeted application.

PROGRESSION Regular Quality Change in teaching pedagogy

MONITORING AND ASSESSING IMPACT OF TECHNOLOGY Integrated into Academy’s Monitoring Schedule Qualitative and Quantitate analysis of Gateway elements Technological Competencies assessed across Key Stage 3 Monitor impact of Projects / Programmes Not a bolt on or something that can be ignored

“E” LEARNING SUPPORT TEAM Half termly Spend time in lessons Monitor Qualitatively and Feedback Lesson Obs / Planning Senior and Middle Leaders Learning Walks Explicit Monitoring of the use of technology across Leadership teams and within departments

ONLINE MONITORING Planning Bank Subject Site Class Sites The Learning Gateway gives us a transparency of the quality of experiences at a much clearer and deeper level. Quantitative & Qualitative

TRACKING THE CONTINUUM OF LEARNING

I-FAMILIES / FAMILY LITERACY PROJECT “Excellent progress is being achieved by all i. Families students”. L 4 l Teacher - Michael Banks “i. Families has inspired me to learn and achieve more”. Student - Mohamed “The i. Families programme has allowed me to be more involved with my daughters education ”. Parent “This is a prime example of how technology can make what we do in school more accessible and engaging for our families” Sir Mark Grundy

BEYOND OUTSTANDING; HELPING OTHERS “Outstanding schools, which will take a leading responsibility for providing and quality assuring initial teacher training (ITT) in their area”. Df. E 2012

MIDLANDS E-LEARNING HUB Microsoft Partner School Apps for Good Ninja School International Gifted & Talented Centre of Excellence RMBooks Reference Site Make Waves Digital Badges Reference Site GCSEPOD Expert School Lead School UK Advanced School

TECHNOLOGY IS OUR WAY IN …. . TO SUPPORTING CONTINUOUS IMPROVEMENT

IN SUMMARY Structures T&L E-learning Curriculum Af. L Processes Flipped

THANK YOU

Contact me on: 07872 375 894 Kirsty. tonks@collegiateacade my. org. uk @kirstytonkssca

EMBEDDING FLIPPED LEARNING; FLIPPED STAFF CPD 5 th March • Whole Staff Inset day June / July • Drop in Sessions for Depts 15 th Oct Process of training for adoption • Whole Staff Inset day

WHOLE STAFF CPD – MARCH 2013

5 th March “Flipped” CPD Task 1) All staff to be divided by departments / teams and allocated an online resource 2) Visit CPD / Training Site via T&L Site and look at your online resource section 4) Task / Activity / Discussion / Quiz etc – should not take any longer than 10 mins 3) It tells you logon details – please test and let us know if any issues 5) Respond / Interact before Tuesday 5 th March

Market Place Activity ICT 1 ENG 2 Brainpo p ENG 3 ENG 4 ENG 5 ICT 2 Team 1 (IT 1) ICT 3 GCSEPo d Kirsty Tonks Alex Tipper Team 2 (IT 2) ENG 6 Maths 1

Department Plan of Action Resources • Which resources are you taking forward? • How will you use them? • Do you need any more training Flipped Learning / Class Sites • Do you have a clear plan for Flipped Learning in your Department? • Do you need any training on how to use aspects of Class Sites?

Feedback Flipped Learning Resources Further Trainin g

WHOLE STAFF CPD - OCT Emerging 3 levels Staff Self Assessment Developing Proficient Flipped Tasks Evaluation & Planning

PROGRESSION Regular Quality Change in teaching pedagogy