Do we do allow students to use enough higher order skills in our lessons? How much responsibility to we give them?
Some interesting ideas are presentation below - best viewed in full screen.
Wednesday, 20 October 2010
Tuesday, 19 October 2010
Learning Futures - What is student engagement?
Some thoughts on Engagement - can we apply these to our own teaching of A level?
Friday, 8 October 2010
An Inspector Called - Where are we/where do we want to be?
After a winning introduction from Aidan, Tony kicked off our session by introducing the KS5 Teaching and Learning Review.
A major problem in the past has been attendance and the transition from year 11-year 12: this has been a factor in poor AS grades and is underlined by the fact that thirty students are currently repeating Y12. By A2, such issues of transition have usually been sorted out; we are at present in the top 15% for CVA.
Referring to the strengths and areas of improvement, Tony showed that although the teaching of KS5 was effective in many ways, making lessons less didactic and more challenging would be a great way to strengthen it further. AfL must also be a priority in raising attainment and promoting independence among students.
We then split into groups to report on what our vision for what a KS5 student's learning experience should look like. After sharing these visions (see video below) we consolidated these ideas as a whole group coming up with the following as important:
active/practical, ignting and maintaining interest, ownership of learning, relevance/context, independance/proactive, reflective (both student and teacher), enjoyment, big picture, inquisitive/researching, problem solving, different outcomes, confident in study skills, ICT interaction, teacher as facilitator (constructivist models of learning), student involvement (& in policy), AfL (as end of unit assessment, identification of strengths as learners eg evaluating outcomes, and personal evaluations).
In sharing visions of what we thought was good practise in our own subject areas/lessons, we were able to come up with the ideas above as initial points of enquiry.
We decided to focus on one particular area outlined above and report back in the next session.
Please comment on this blog, and share when you are going to implement your changes with a target KS5 groups.
A major problem in the past has been attendance and the transition from year 11-year 12: this has been a factor in poor AS grades and is underlined by the fact that thirty students are currently repeating Y12. By A2, such issues of transition have usually been sorted out; we are at present in the top 15% for CVA.
Referring to the strengths and areas of improvement, Tony showed that although the teaching of KS5 was effective in many ways, making lessons less didactic and more challenging would be a great way to strengthen it further. AfL must also be a priority in raising attainment and promoting independence among students.We then split into groups to report on what our vision for what a KS5 student's learning experience should look like. After sharing these visions (see video below) we consolidated these ideas as a whole group coming up with the following as important:
active/practical, ignting and maintaining interest, ownership of learning, relevance/context, independance/proactive, reflective (both student and teacher), enjoyment, big picture, inquisitive/researching, problem solving, different outcomes, confident in study skills, ICT interaction, teacher as facilitator (constructivist models of learning), student involvement (& in policy), AfL (as end of unit assessment, identification of strengths as learners eg evaluating outcomes, and personal evaluations).
In sharing visions of what we thought was good practise in our own subject areas/lessons, we were able to come up with the ideas above as initial points of enquiry.
We decided to focus on one particular area outlined above and report back in the next session.
Please comment on this blog, and share when you are going to implement your changes with a target KS5 groups.
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