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@reachfeltham @ReachOutCurric

@reachfeltham @ReachOutCurric. Agenda. 11.00 Part I: The Science of Learning 11.45 Break 12.00 Part II: Implementing the Curriculum 12.45 Part III: Enacting the Curriculum 13.30 Lunch 14.00 Lesson Observation 14.45 Reflections and Questions 15.00 End. Part I

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@reachfeltham @ReachOutCurric

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  1. @reachfeltham @ReachOutCurric

  2. Agenda 11.00 Part I: The Science of Learning 11.45 Break 12.00 Part II: Implementing the Curriculum 12.45 Part III: Enacting the Curriculum 13.30 Lunch 14.00 Lesson Observation 14.45 Reflections and Questions 15.00 End

  3. Part I The Science of Learning

  4. What is ‘learning’?

  5. What is ‘learning’? “Learning, in turn, is defined as a change in long-term memory. If nothing has been changed in long term memory - nothing has been learning.” Kirschner, Sweller and Clark. 2012. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Educational Psychologist, 41(2), 75–86 “The primary goal of instruction should be to facilitate long-term learning—that is, to create relatively permanent changes in comprehension, understanding, and skills of the types that will support long-term retention and transfer.” Soderstrom, N. and Bjork R. A., 2015. Learning versus performance, An Integrative Review, Perspectives on Psychological Science, 10(2), 176-199

  6. Cognitive Load Theory

  7. Intended High-level aims, goals and objectives of what you expect pupils to learn. Implemented Resources that will be used to achieve these aims. Vestibulum congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor. Donec facilisis lacus eget mauris. Enacted How content is taught and learnt in the classroom.

  8. Four Principles of a Knowledge Rich Curriculum Knowledge provides a driving, underpinning philosophy The knowledge content is specified in detail Knowledge is taught to be remembered, not merely encountered Knowledge is sequenced and mapped deliberately and coherently Taken from Tom Sherrington’s blog: https://teacherhead.com/2018/06/06/what-is-a-knowledge-rich-curriculum-principle-and-practice/

  9. ? Reflections, questions and discussion.

  10. @reachfeltham @ReachOutCurric

  11. Part II Implementing the Curriculum

  12. Work Booklet Lesson PLans Enrichment Knowledge Organiser Slide Shows Essays

  13. Work Booklet Lesson PLans Enrichment Knowledge Organiser Slide Shows Essays

  14. Work Booklet Lesson PLans Enrichment Knowledge Organiser Slide Shows Essays

  15. Key text, written by teachers at pupil’s level. • Everything all in one place. • Variety of tasks, questions, activities, diagrams all in one place for pupils to refer back to. • Equality of curriculum for all children.

  16. ? Reflections, questions and discussion.

  17. Part III Enacting the Curriculum

  18. Intended High-level aims, goals and objectives of what you expect pupils to learn. Implemented Resources that will be used to achieve these aims. Vestibulum congue tempus Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor. Donec facilisis lacus eget mauris. Enacted How content is taught and learnt in the classroom.

  19. The teacher’s subject knowledge is the most important factor associated with great teaching and strong student outcomes. But: • KS3 curriculum is often delivered by non-subject specialists, or not prioritised as much as GCSE / A level. • Teachers are often left with too little time to develop their own subject knowledge.

  20. Retrieval Practice

  21. Everybody Reads

  22. Constant Curriculum Clarity STAFF DEVELOPMENT PURPOSE • Explore core ideas every teacher needs to know. • Build mental models and a shared language. • Revisit science of learning and research principles. Collective CPD 1 • Identify specific areas of teaching practice to improve. • Model and practise these areas. • Incrementally get better. Individual Coaching 2 • Improve subject knowledge in each discipline. • Debate the important concepts in each subject. • Ensure long term disciplinary progression for pupils. Subject Specific Development 3

  23. 'We have been so impressed with the pupils' outcomes. It has really shown up what they are capable of achieving and that we should be challenging them much more in all areas of the curriculum.' ‘There has been a significant reduction in teacher workload, whilst increasing the quality of pupil learning in lessons.’ 'The [curriculum] project has had a really positive impact on workload. Staff have even been taking the model and applying it to other subject areas and key stages because they like it so much and it really works for them and the pupils.' ‘I like how it is more challenging and there are a mixture of question styles. I think we are able to cover more in a lesson.’ Pupil at Marine Academy Plymouth 'Pupils love the depth and the rigor of the learning. They speak with confidence about complex topics and, more importantly, have retained knowledge and are able to make links and connections in their learning.' ‘There is a great progression of tasks in each booklet and pupils’ vocabulary has improved dramatically. Pupils are incorporating the high level vocabulary in their speaking and writing, which has been great to see.’ Non-specialist teacher

  24. ? Reflections, questions and discussion.

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