What does good learning Look Like Sound Like

What does good learning … Look Like? Sound Like? Feel Like? …in your school. . . our Christian Trust? 1

Where can you see it here… 2

Good Shepherd Shaped Teaching Values – beliefs which drive us Virtue – approaches, ways and the actions by which we live out values What do you know? The meaning of the image? Any stories? Its roots? About effective Shepherding? About Jesus as the Good Shepherd? 3

Good Shepherd Shaped Teaching I have come that you may have life, and have it in all its fullness. I am the Good Shepherd. John 10: 10 -11 Jesus The Good Shepherd, signposts the values, which guide our work and relationships. He knows his sheep well and gathers them together and they know him well and entrust their care to him [Gather, Welcome, Provide, LOVE, Trust] He opens the door of the sheepfold, a place of safety [SHARE, Sustain, Protect] He helps the sheep to journey from one place to another [Direction, JOURNEY] He seeks the lost sheep [STEWARD, Save, Create Justice, Include] He lays down his life for the sheep [SERVE, Sacrifice] 4

In this session: • Why TEEP for Good Shepherd Trust Schools • Overview of the TEEP model • Format of the training

“TEEP provides a holistic framework that goes far beyond a lesson planning tool. It influences every aspect of the school, including culture, ethos, behaviours, vision and values” Dr J Gunraj, Independent evaluation, 2010

http: //www. teep. org. uk/teepvideo. asp 7

You will become familiar with this diagram which presents a scaffold for thinking about and planning for effective teaching and learning. It is called the Teacher Effectiveness Enhancement Programme. It is a way of thinking about the best ingredients for effective teaching. It could also be called the Pupil or Student Effectiveness Enhancement Programme because it is all about how to help you facilitate learning more effectively – so your pupils can own their learning, make better progress and achieve more. 8

The TEEP Model TEEP Planning Framework TEEP Underpinning Elements Effective behaviours Teacher & Learner 9

Pupil What are my pupils doing when they are learning at my best? What skills, values, attitudes do I need to nurture in them? Teacher What am I doing when my pupils are learning at their best. What skills, values and attitudes do I need to nurture in myself? 10

ü ü ü Having good values - showing respect for my teacher, my fellow students, my work. Having the things I need with me and being ready to learn Getting involved through listening, asking questions, co-operating, completing the work. Following up my learning for myself in my homework and getting ready for tests. Being prepared to take a risk, have a go, get things wrong. What am I doing when I’m learning at my best? ü ü What is my teacher doing when I’m learning at my best? ü ü ü Creating exciting challenging learning opportunities that take you out of your comfort zone. Making sure their are classroom routines and ways of doing things: e. g. Raised hands = silence. Helping you to see the Big Picture so you understand why the learning outcomes are important. Expecting you to do your best, make good progress and meet your targets. Involving you and asking lots of questions or asking you to raise some questions for yourself. Some structures which help good learning 11

The TEEP Model Thinking for learning means being asked searching (higher level) and big questions. It’s also about being helped to ask deep questions yourself. 12

Assessment for learning is when a teacher uses information about how you are doing to plan the next thing you need to be taught. The TEEP Model Thinking for learning means being asked searching (higher level) and big questions. It’s also about being helped to ask deep questions yourself. 13

Assessment for learning is when a teacher uses information about how you are doing to plan the next thing you need to be taught. Collaborative or Co-operative learning is working with another person or in a group to explore a topic or theme. The TEEP Model Thinking for learning means being asked searching (higher level) and big questions. It’s also about being helped to ask deep questions yourself. 14

Assessment for learning is when a teacher uses information about how you are doing to plan the next thing you need to be taught. Collaborative or Co -operative learning is working with another person or in a group to explore a topic or theme. Effective use of ICT can help us learning more deeply or quickly, usually when it does something we couldn’t do easily without it. The TEEP Model Thinking for learning means being asked searching (higher level) and big questions. It’s also about being helped to ask deep questions yourself. 15

Assessment for learning is when a teacher uses information about how you are doing to plan the next thing you need to be taught. Accelerated learning happens when we use the best strategies for learning and remembering new facts or skills. Collaborative or Co -operative learning is working with another person or in a group to explore a topic or theme. Effective use of ICT can help us learning more deeply or quickly, usually when it does something we couldn’t easily do with out it. Together these are called Underpinning Elements The TEEP Model Thinking for learning means being asked searching (higher level) and big questions. It’s also about being helped to ask deep questions yourself. 16

The TEEP Learning Cycle 1. Review – the teacher will have a Big Review and mini review points during the lesson where everyone is able to check they are making progress in their learning. Have I really understood it? 4. Apply to demonstrate – you will be asked to use your learning to answer questions in different situations or from different angles to check that you understand can use what you know. How can I use what I know? Prepare for learning – the teacher will help you to get ready to explore the topic of the lesson. Am I ready to learn? 2. Agree Learning Outcomes – the teacher will ask you to show you understand what the lesson is trying to achieve. Why am I learning this? 3. Present New Information – you will be asked to explore some new information about the topic of the lesson. What am I learning about? 4. Construct – you will be asked to make sense of the new information and explore it for yourself. To do this you may have to consider different points of view, process information or work something out for yourself. You may need to make mistakes! What am I really discovering? We encourage pupils to think about HOW they are learning as well as WHAT they are learning and WHY they are learning it. 17

Map from Memory 18

The TEEP Model 19

What is the Teacher Effectiveness Enhancement Programme (TEEP)? • A framework for effective teaching and learning developed from research evidence • An effective CPD programme • A process not a product • Delivered by outstanding teacher practitioners who have themselves been through all levels of TEEP training • Generic- all subjects, all phases

Whole School Model • 3 days (for all staff) plus 2 days (for a cohort who will be responsible for ensuring TEEP is embedded and developed) • Connects the strands of quality teaching and learning • Provides challenge and encourages a common vocabulary about teaching and learning • Gives a perspective on what it means to be a learner • Allows for collaborative planning, reflection and sharing of best practice

Evidence of Impact • Students / Teachers / Headteachers • Ofsted reports • Independent evaluation reports Read ONE case study – report back asap https: //www. ssatuk. co. uk/cpd/teaching-and-learning/teep/the-impact/

Impact of TEEP in the classroom "It is a fantastic way to develop good teaching practice and to help the pupils to engage and take more ownership of their learning. " Learners fully engaged in immersive learning experiences

All Hallows Catholic College, Macclesfield TEEP training in action Teachers fully engaged in immersive learning experiences

Quite simply this is some of the most "Quite simply this is some ofand theinsightful most enjoyable, inspirational CPD inspirational and insightful CPD I have participated in my 25 year teaching my 25 year Brilliant!" teaching career. Brilliant!" career. "An excellent five days which has revealed to me all I need to do to push forward T&L at my school" “It provides a sound underpinning set of values, for planning a cycle of lessons which is child centered, aimed at promoting independent learning and fostering effective partnerships, to impact on attainment"

All Hallows Catholic College, Macclesfield We know the Teacher Effectiveness Enhancement Programme has been instrumental in All Hallows’ journey to and maintenance of two successive outstanding inspection judgments. TEEP provides us with a powerful shared language and effective planning tool for teaching and learning in our college. It has been fully embraced by both teachers and learners and has been a real driver for improvement. Tony Billings, Executive Principal

Impact of TEEP on quality of lessons – Of. STED view April 2011 ( All Hallows Catholic College, Macclesfield) The quality of teaching has improved since the previous inspection due to the college's impressive action research work that has focused on determining, modelling and implementing a unique framework for teaching and learning. Lessons are consistently planned and include a wide variety of activities that motivate students and extend their thinking. There is a keen sense of professional dialogue within the college; teachers are reflective and eager to share their practice. December 2014 ( All Hallows Catholic College, Macclesfield) • The outstanding quality of teaching enables students to make rapid progress in almost all subjects throughout the College. Teachers… • know the students very well and have very high expectations of them and what they can achieve. • are systematic in helping students to learn…reinforce their learning regularly • use appropriate strategies to develop students self-confidence in their ability to learn

Evaluation Findings Increased engagement of pupils in their learning Increase in higher level thinking More effective questioning by teachers More investigative work in science Improved behaviour in lessons Increased use of ICT Lessons included a greater variety of activity Improved attainment Increased use of effective feedback Increase in active learning by pupils