SOLD OUT

Thank you to everyone who has bought the paperback version of A Practical Guide to Supporting EAL and SEN Learners.

Sadly we are sold out ………. However there are lots of digital versions available for £15.00.

Just pay via paypal and it will be sent by return.

 

 

OFSTED Updates for implementation in January 2015

Just as teachers are about to embark on the Christmas holidays OFSTED have just published a few documents for implementation in January.

Safeguarding – This is a comprehensive guide for inspectors on what to look for in schools  to ensure safeguarding is a priority in schools. – https://www.gov.uk/government/publications/inspecting-safeguarding-in-maintained-schools-and-academies-briefing-for-section-5-inspections

It states in section 9 that;

Definition of safeguarding

  1. Ofsted adopts the definition used in the Children Act 2004 and in ‘Working together to safeguard children’. This can be summarised as:
  • protecting children from maltreatment
  • preventing impairment of children’s health or development
  • ensuring that children are growing up in circumstances consistent with the provision of safe and effective care
  • taking action to enable all children to have the best outcomes.
  1. Safeguarding is not just about protecting children from deliberate harm. It relates to aspects of school life including:
  • pupils’ health and safety
  • the use of reasonable force
  • meeting the needs of pupils with medical conditions
  • providing first aid
  • educational visits
  • intimate care
  • internet or e-safety
  • appropriate arrangements to ensure school security, taking into account the local context.

Safeguarding can involve a range of potential issues such as:

  • bullying, including cyberbullying (by text message, on social networking sites, and so on) and prejudice-based bullying
  • racist, disability, and homophobic or transphobic abuse
  • radicalisation and extremist behaviour
  • child sexual exploitation
  •  sexting
  • substance misuse
  • issues that may be specific to a local area or population, for example gang activity and youth violence
  • particular issues affecting children including domestic violence, sexual exploitation, female genital mutilation and forced marriage.

and section 30 describes … The responsibilities placed on governing bodies and proprietors include:

  • their contribution to inter-agency working, which includes providing a coordinated offer of early help when additional needs of children are identified
  • ensuring that an effective child protection policy is in place, together with a staff behaviour policy
  • appointing a designated safeguarding lead who should undergo child protection training every two years
  • prioritising the welfare of children and young people and creating a culture where staff are confident to challenge senior leaders over any safeguarding concerns

Also new today are:

Inspecting schools: questionnaire for school staff – https://www.gov.uk/government/publications/inspection-questionnaire-for-school-staff  which includes;

 

(please tick) Strongly agree Agree Disagree Strongly disagree
1 I am proud to be a member of staff at this school.
2 Children are safe at this school.
3 Behaviour is good in this school.
4 The behaviour of pupils is consistently well managed.
5 The school deals with any cases of bullying effectively (bullying includes persistent name-calling, cyber, racist and homophobic bullying).
6 Leaders do all they can to improve teaching.
7 The school makes appropriate provision for my professional development.
8 The school successfully meets the differing needs of individual pupils.
9 I know what we are trying to achieve as a school.
10 All staff consistently apply school policies.
11 The school is well led and managed.

Inspecting Schools Framework – https://www.gov.uk/government/publications/the-framework-for-school-inspection

A handbook for Inspectors – https://www.gov.uk/government/publications/school-inspection-handbook

 

10 things that effective teachers do- Do you?

Sometimes it is just worth reflecting on our personal skills and looking at where our strengths and weaknesses are. After many years of teaching some skills will have been more developed, whilst others that are used less widely may need more work on.

For me I start with this list that I picked up somewhere from the internet when I started in Management many moons ago. NB. Way down the list is questioning, if you need more help with this see the last blog. For me this list was a starting point not only for me, but for the team or teams I was leading. Not only did I as a manager needs these skills, but also the team needed the same strengths, and being able to review and see our weaknesses objectively made it easier. For example,  when observing lessons  it gave us all a focus that we were all comfortable with. We all recognised we were good teachers but wanted to do better, so were honing skills. This meant the threat and fear went away, this was crucial in schools needing support as too often one criticism or constructive comment can lead to low self-esteem and the fear of being a  failing teacher rather than building more strengths.

10 things that effective teachers do.

Deep Knowledge of Subject Matter
Effective teachers have a passion for their subject. They work hard to keep their knowledge current and sharp.

Instructional Planning
Good teachers do not “wing it.” They prepare lessons carefully and thoroughly to ensure all students meet their targets.

Knowledge of Assessment and Evaluation
Effective teachers plan the ways in which they will judge students’ progress and they do so throughout the lesson, adjusting their teaching in the light of what they learn from the assessments.

Understanding Students and How They Learn
Effective teachers believe that every child can learn. They work hard to identify ways of overcoming any barriers to learning so that all students are successful.

Motivating Students to Learn
Effective teachers create learning opportunities through hands-on work, small group activities, peer-to-peer coaching, and individually guided instruction. Good teachers make learning engaging by making lessons interesting and relevant.

Creating Safe, Productive and Well-Managed Classrooms
Effective teachers understand that firm discipline policies contribute to a healthy academic atmosphere by emphasizing the importance of regular attendance, promptness, respect for teachers and other students, and good conduct. Good teachers understand that students respond to consistency, fairness, and structure.

Technological Literacy
Good teachers understand that technology is a tool for increasing student interest, motivation, and achievement.

Understanding and Appreciating Diversity
Effective teachers clearly communicate their expectation that all children can and will achieve to the best of their ability. Good teachers demonstrate zero tolerance for discrimination, bigotry, bullying, or harassment. They promote tolerance, curiosity, and respect for other genders, races, and cultures.

Working with the whole child
Effective teachers make efforts to know their students individually and to build openness and bridges between homes and classrooms. Good teachers create multiple channels for communications with parents and the community members. They try to see the “whole child” and provide extra help, referrals, and assistance for children facing challenges out-of-school.

Commitment to Lifelong Learning and Professional Development
Effective teachers are always growing and learning. They share successes and challenges with other teachers and see themselves not as an “expert” but part of a community of lifelong learners.

Encouraging student talk

Effective teachers plan opportunities for students to embed their learning through talk, to one another and to the teacher. In their classrooms, students talk more than the teacher!

Effective questions

Effective teacher organise their lessons so that students, rather than the teacher, generate questions that help to clarify and extend learning

Using Blooms Taxonomy in classrooms.

What is Blooms Taxonomy? Just as a reminder this is wikipaedias entry.

Bloom’s taxonomy is a way of distinguishing the fundamental questions within the education system. It is named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy. He also edited the first volume of the standard text,Taxonomy of Educational Objectives: The Classification of Educational Goals.Blooms_taxonomy

Bloom’s taxonomy refers to a classification of the different objectives that educators set for students (learning objectives). It divides educational objectives into three “domains”: cognitive, affective, and psychomotor (sometimes loosely described as “knowing/head”, “feeling/heart” and “doing/hands” respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom’s taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

Bloom’s taxonomy is considered to be a foundational and essential element within the education community.A mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy through second hand information. Bloom himself considered the Handbook “one of the most widely cited yet least read books in American education”.

blooms_taxonomy2

What does this look like in the classroom?

Teachers can move students towards more complicated work by using questions. These can sometimes be difficult to think of on the spot, but I used to write myself some when working through lesson plans and then use them when appropriate through the lesson. The first questions we think of start usually are usually factual questions e.g. Who? What? Where? and occasionally which one? These just have one type of answer and can often be determined by the way the question is asked, or are obviously right or wrong.

However to develop the students understanding and skills further as teachers we need to use questioning techniques that support and show more in depth understanding.

To support students further, we need to start to think about what we want them to know in order that we can question effectively. so for example if we want them to evaulate more effectively our questioning should move towards  asking them to explain,

  • What does that mean? or
  • what might be happening?
  • what is meant by what was said ?

and then on towards evaluative questioning e.g.

  • Which is the best? Why?
  • What would happen if ….?
  • What do you think are the advantages of x over y ?
  • How do you feel about (changing the voting age to 16)? Why?
  • Compare and contrast (often seen in exam papers)
  • What are the similarities/differences in …

or predictive questioning

  • How might this?
  • How would you test this?

For example in Technology you could say

  • Describe the food, explain how it was made.
  • Compare it with other similar products
  • Develop ways of improving this design

alternatively in Science you could say

  • Describe the experiment
  • Explain the process
  • Compare with another similar experience
  • predict what might happen if we change x or y

This is how it may look when you now look at asking questions. Here are the verbs from Blooms Taxonomy to support you in generating questions.

Cognitive Level

Illustrative Verbs

Definitions

Knowledge arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, outline, recognize, relate, recall, repeat, reproduce, select, state remembering previously learned information
Comprehension classify, convert, defend, discuss, distinguish, estimate, explain, express, extend, generalize, give example(s), identify, indicate, infer, locate, paraphrase, predict, recognize, rewrite, report, restate, review, select, summarize, translate grasping the meaning of information
Application apply, change, choose, compute, demonstrate, discover, dramatize, employ, illustrate, interpret, manipulate, modify, operate, practice, predict, prepare, produce, relate schedule, show, sketch, solve, use write applying knowledge to actual situations
Analysis analyze, appraise, breakdown, calculate, categorize, classify, compare, contrast, criticize, derive, diagram, differentiate, discriminate, distinguish, examine, experiment, identify, illustrate, infer, interpret, model, outline, point out, question, relate, select, separate, subdivide, test breaking down objects or ideas into simpler parts and seeing how the parts relate and are organized
Synthesis arrange, assemble, categorize, collect, combine, comply, compose, construct, create, design, develop, devise, explain, formulate, generate, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize, synthesize, tell, write rearranging component ideas into a new whole
Evaluation appraise, argue, assess, attach, choose, compare, conclude, contrast, defend, describe, discriminate, estimate, evaluate, explain, judge, justify, interpret, relate, predict, rate, select, summarize, support, value making judgments based on internal evidence or external criteria

Behaviour Policy – Have you checked all bases?

I was very interested by this post http://headguruteacher.com/2014/10/04/towards-impeccable-behaviour-part-2-ready-for-launch/ by Tom Sherringham as he appears to have covered all bases, ensuring that everyone knows and understands the new behaviour policy. However what about the much-needed supply staff/cover teachers?

As term progresses the needs of schools mean the reliance on supply staff. These staff cover the lessons due to illness or planned absence. These staff are necessary for the smooth running of the school. Experienced ones are godsends, especially if they have been with the school a while. They know the schools needs, the rules, the teachers and pupils, so leading to a seamless transition between ill teacher and cover teacher. However, this isn’t always the case.

Just consider this scenario

After a late call, a Supply teacher arrives at  Highbury Grove (or any other school) a place they have never been to before. They are met by the receptionist who is off-hand (obviously having a bad start to the day), and just gives a string of instructions of where to find the cover supervisor.

It is a large site, so only the first three instructions were remembered … go through the double doors, down the corridor, outside, then keep left etc., etc. After a few conversations with helpful staff and pupils, the supply teacher arrived at the correct place to find there was no one there. They waited a few minutes and then checked with the first adult that came past, the adult went away and came back with the information that the cover supervisor had gone to cover a lesson. The supply teacher was then given more verbal instructions on where to go next.

On arrival at the correct classroom (despite wrong turns), a teacher was already there, class settled ready to start and had switched on the laptop … it looked good. They said Hi, quickly followed by here is a pack (supply staff had no time to read it) , here is the cover work (no time to read it) and I have to go now…all in one breath, and promptly left.

Cover teacher introduced themselves to the class of 30 bottom set year 8’s and tried to start the lesson. It didn’t take long until the cover teacher felt sorry for the class teacher.  The teacher had done the right thing and had set a great lesson on Power-point, but unfortunately both the supply teacher and students were set up for a failed lesson.

The computer and interactive board were not linked, and surprisingly no tech savvy pupils could make it work either. In addition there was no whiteboard/flip chart to put the information the students needed up, and so the disruption inevitably started. In response the supply teacher looks at the information given by the school, which incidentally is also the C1 etc behaviour policy as described by Tom in his blog. However it simply said C1 place name on the board, then second time add C2 to the name. There was a number to ring but no phone in the room.

The information on one side of A4 was confusing and needed time to digest, but quite simply the supply teacher did not have the time as they had to try to get the hang of it, without the tools to fully support it i.e. there was no whiteboard/flip chart to write the names down at C1 level. At the same time the supply teacher had to maintain discipline and ensure the students were learning, as they were very conscious of those students in the class who wanted to learn and the teacher who expected the work completed.

At break time the teacher reread the instructions, but there was no  clear explanation of what to do when you cannot fulfil the process. The diagram on Tom’s blog is much more understandable and clear of its expectations at all levels. I suggest for Tom and the school to be even more successful, they should consider adding the diagram to the information that I presume they already give to supply staff  re. behaviour policy and classroom expectations. For the supply teacher in this scenario, with no register to know who was in the class, (the register had to go to attendance within ten minutes of lesson start), or if they managed to find out the names, a board to write them down, what do you do?

How many reading this are now shouting, well why didn’t they go to the classroom along the way?? Such a great idea, but this was an isolated classroom and to get to the nearest other teachers/ humans you had to go up at least ten steps and along a long ramp – too far to leave a class of restless bottom set year 8’s.

The next class were bottom set year 9’s, again no way of getting help for the brilliant lesson, so using the small computer screen was the only option. At break time adults arrived to use the kettle in the back-room, so luckily these problems were resolved for the rest of the day.

Despite the students, staff and parents all being aware of this behaviour policy,  it can be complicated if being picked up for the first time, so I urge you Tom and other similar schools before implementing new policies that effect classrooms, just check how easy is it for a supply member of staff – who doesn’t know the school – to pick up, understand and use the new strategy.

Remember you are only as good as your weakest link  – in this case it could be unwittingly the supply teacher for no fault of their own.

NB to support supply/cover staff the following are always really helpful…its not an exhaustive list but a good start

  • register with picture of students
  • cover work – back up incase the link to the school intranet where the work is stored cannot be accessed if the technology lets you down
  • something else in the classroom i.e. whiteboard in-case again incase technology lets the lesson down
  • behaviour policy and a list of the terms management focus i.e. no mobile phones if so x,y,or z happens
  • map showing staff room, classroom and toilet
  • welcoming and then throughout the day helpful reception staff (They are the first people they met, so invariably if there is no one else they will go back to this contact point)
  • senior team or cover manager to look in on isolated teachers, but especially cover teachers to support and help sort out problems particularly at the beginning of the day

Have  a great term

 

Liz

Accelerated Learning – What is it?

I thought that in this blog I would revisit some theory reminding us what accelerated learning is.

What do we mean by accelerated learning?

The Accelerated Learning is based on research about the human brain. We now know that everyone has their own preferred learning style — a way of learning that suits us best. To get the best out of accelerated learning you need to know what your preference is because that way  and your learners learn more naturally.

Because it is more natural for you, it becomes easier.

then in turn because it is easier, it is quicker.
Hence the name – Accelerated Learning.

What do we mean by preferred learning style?

The three primary learning styles are sight, touch and sound although taste and smell also play a part. Different activities stimulate these senses but an activity which stimulates all three is when the researchers say that powerful learning takes place.

Sometimes we use different words to mean the same thing… see below

  • sight we often call visual learners
  • touch we often call kinaesthetic learners
  • sound we often called auditory learners
  • taste we call gustatory learners and
  • smell we call olfactory learners

As a teacher when creating activities it is useful to create your own tick sheet just to check that over a week/ month/ half or whole term that various activities have stimulated these senses.

In the next blog I will talk about how best to recognise those who are more auditory learners.

 

Year 8 lesson Plan example for lesson 2 – Creative writing – The Granny project

A  SCHOOL                  SCHOOL LOGO

 

Group Year 8 Class T                                                 Date ____21 May ________

 

 

Unit Of Work.  20 Century Drama
Teaching Aim. 

 

To continue to understand the play The Granny ProjectObjectives for board:

To write for a specified audience

 

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will complete a task

Most pupils will present imaginative work for display

Some pupils will develop ideas

Lesson Content. 

 

 

Main Activity(ies)

 

 

 

 

 

Brain bloom words appropriate for an elderly audience    10 mins 

 

 

Re-read part of the Granny Project

Choose an audience and re-write the play for the specified audience eg, for the elderly, choice of words, longer, flowery old fashioned, bosh to wash in, Frock dress                             35 mins

 

 

 Differentiation

 

 Use of dictionaries, thesaurus, working in pairs

 

  

Extension Work.

 

  

Edit their work, extending sentences using connectives

 

 Plenary

 

 

 

 Share ideas with class                                                      15 mins
  The text Paper Exercise books
LSA (How do LSA’s contribute to the learning process). Not present
Assessment (What strategies are you using to assess learning). Competition 
Key words  Presentation Content Audience
Basic Skills.Literacy, numeracy ICT. R 6 W11
 Date Due Sam Learning (or other ICT resource/platform that creates homework) Homework – Writing 

Friday 28th of May

Year 8 – Creative writing – The granny project Example lesson plan

This lesson plan is for lower ability students.

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 3                                                             Date __20 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming/ storming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
  Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumMonday the 24th of May

Year 9 Set 3 Lesson Plan example (2) – Creative writing

This lesson plan is for a lower ability group i.e. set 3 with 4 being the bottom.

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 3                                                             Date __20 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming/ storming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
 Resources Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumMonday the 24th of May

Example lesson Plan 3 Year 9 Set 2 (2) – Creative writing

 

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 2                                                                 Date __19 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
 Resources Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumTuesday the 25th of May