Visible NQTs Session 4 February 2015 Learning Intentions

Visible NQTs Session 4 February 2015

Learning Intentions & Success Criteria • By the end of the session you will have a clear understanding of learning dispositions and language of learning. • You will have a clear baseline about your own practice. • You will have a clear plan of what you will do next to develop assessment capable learners.

Pre-reading task

Sharing learning I use a range of assessment strategies • What did you focus on? • What did you do? • What impact did it have for pupils? • How do you know? I use feedback from learning and teaching to identify my next steps I use breadth, challenge and application to assess progress 10 My pupils are involved at each stage of the learning process 10 10 10 I have a variety of assessment evidence 10 10 10 I have individual learning conversations with my pupils I know how to use summative assessments I use assessment to plan my next steps for teaching

Language of Learning at Roslin

Where are we? • Work done over a couple of years (interviewing, questioning, recording) • Introduced into lessons, ensured a visual element in class, positive feedback • Like a lot of things, started to fade

Where are we? • I arrived at this point – very interested, totally new to metacognition • Metacognition put into SIP to refresh skills/understanding • Staff felt strongly it needed to be linked to pupil profiles so we spent time looking at this

Where are we? Brought us to the point where we are now… • SIP Review understanding and progress so far in metacognition * Allocate time each week for reflection * staff to brainstorm list of different ways to reflect on learning * Link metacognition with target setting and profiles

Where are we? • Review agreed first steps for reflection and bring evidence • Gather feedback on profiles and reflection times • Share work with cluster

Examples of work As a result of the work we have done so far, here are some photos of some of the metacognition work you can see around the school and in profiles

So now what? This is all great work…. BUT…. .

Developing metacognition. Thinking about Thinking Process v product Talk v record Collaboration-independence Question-answer Creative Decision making Rich tasks

Kinds of Thinking Predict, draw conclusions, give reasons, distinguish fact/opinion, determine bias, reliability of evidence, relate causes and effects, design a fair test. Sequence, order, sort, group, identify, note similarities/differences, find patterns relationships, compare and contrast Identify a necessary decision, generate options, predict consequences, weigh up pros/cons, decide on actions, review Generate ideas and possibilities, combine ideas, have own points of view, take different perspectives Identify/clarify situations, make alternatives, select and try a strategy, evaluate and check solutions

Exploring Bloom’s or. . . . Remembering Can you identify 10 odd numbers which are greater than 1000? Make a list of fractions which are equal to a half Understanding Can you explain in your own words how you arrived at your answer? Applying How can you use what you’ve learned to other problems? Make a flow chart to show steps in the process Analysing Which could you change? What would happen? Why? Evaluating What do you think about this way? How can you persuade people to choose this method? Creating Create a range of different ways to make 2. 5

So what? • • • How does this relate to your practice? ‘What makes a good learner? ’ What have you done? What impact has this had? What will you do next?

School based learning • Share and discuss your mind-map with your supporter. • Revisit ‘what makes a good learner? ’ with your class. • Discuss your findings with your supporter and consider what you can do to have a greater impact for your pupils. • Bring your finding and reflections to the next session.