BUILDING LEARNING POWER. outline of the project key findings the impact on / benefit for the school. What the Project was; Rationale. Got over the ‘shock’ of the new Ofsted framework. Major improvements last year. Teachers work really hard for the pupils
outline of the project
the impact on / benefit for the school
‘focusing on big ideas, fostering engagement whilst providing (the students) with some degree of autonomy, independence and choice.’
PLANNING and REVISING
‘I started to provide them with stimulus material that would get them stuck. I wanted them to generate their own questions and explore possibilities for themselves. I was determined to make them do the thinking. At first, I met with some resistance. One student in particular intimated that it was my job to teach the group and give them the answers that they could repeat in the exam and get the grades they needed.
I explained to them that this wasn’t going to prepare them properly for the demands of the exam or their future needs. I sensed that some of the group were not convinced . I didn’t give in and gradually they began to expect to be challenged in lessons and to rise to it.
Things have moved on and they are now much more actively engaged and involved in the planning and delivery of lessons.
They have now taken on responsibility for creating provocative, relevant, and stimulating starters to warm up their learning muscles, and they lead the discussions that distil what we have learnt and what we need to learn. They have become a different group: they have transformed themselves into students who no longer depend on me to provide them with all the answers.’
BHO – Magic trick linked to observations of a Science Experiment
DAP – No questions of teacher. Observe the final product
ARA – Noticing features of a magazine front cover
MANY - Image – What questions are you asking yourself?
MANY – Starter – What questions have we got about the topic.
JLN – Prejudice example
NAP – Blitz, Holocaust examples
NAP – Linking random objects/people/places
COB – Students enter to an audio of ‘The Godfather’
NAP & SIN – Recreate an image without talking. Group work later
MSE& LED – Roles within a group. Collaborate for finished product
PLANNING and REVISING
TSP – Problem solving
(Y13 student evaluations). Commented on variety.