if you do what you ve always done you get what you ve always got n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
“If you do what you’ve always done, you get what you’ve always got!” PowerPoint Presentation
Download Presentation
“If you do what you’ve always done, you get what you’ve always got!”

Loading in 2 Seconds...

play fullscreen
1 / 31

“If you do what you’ve always done, you get what you’ve always got!” - PowerPoint PPT Presentation


  • 114 Views
  • Uploaded on

“If you do what you’ve always done, you get what you’ve always got!”. Dominic Wilkes Assistant Head teacher – Data & Raising Achievement Little Lever School, Bolton. Session objectives . To share what I believe is an effective use of data to inform learning and teaching

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about '“If you do what you’ve always done, you get what you’ve always got!”' - alta


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
if you do what you ve always done you get what you ve always got

“If you do what you’ve always done, you get what you’ve always got!”

Dominic Wilkes

Assistant Head teacher – Data & Raising Achievement

Little Lever School, Bolton

session objectives
Session objectives
  • To share what I believe is an effective use of data to inform learning and teaching
  • To share our culture and ethos journey
  • To outline the basics involved in a lesson that Ofsted graded as “outstanding” under the new inspection framework (last month)
  • For you to have time to coach each other in an area you feel you would like to improve
to share what i believe is an effective use of data to inform learning and teaching
To share what I believe is an effective use of data to inform learning and teaching

Task

Discuss with each other what you do with performance data in your school/departments. How robust is it? How often do you collect it. So what?

  • Data should be used to inform teaching and learning.
  • Collect data when you have enough to collect. Three times a year for Years 7-10, four times a year for year 11 students.
  • Forecasts based upon exam results, and currently working at grades.
  • Seating plans in place for every class to draw attention to certain issues.
  • Analysis done by class teacher, subject leader, line managers, and SLT data lead.
  • This informs interventions.
  • Monitoring and tracking of pupils by group – seating plan.
to share what i believe is an effective use of data to inform learning and teaching1
To share what I believe is an effective use of data to inform learning and teaching

Progress, the magic C is no longer magic

RAISEonline

Narrowing the gap with Pupil Premium

Know your groups

Transition matrices

EXPECTATIONS – if teachers believe...

I am now confident that or staff understand data, and use if effectively

slide8

We have improved! Massively!

What made the difference?

We focused on getting a few things right.

We focused on chasing the “magic C” (which we no longer do…PROGRESS!)

We nailed English and maths

We had a significant staffing restructure

The Headteacher appointed three new Assistant Headteachers

The three of us met, and decided that we needed to focus on…

…RESPECT!

slide9

Culture and ethos

We treat everybody with RESPECT

We treat our school environment and community with RESPECT

We are RESPONSIBLE for our learning and the learning of others

We are RESPONSIBLE for our behaviour and how it impacts on others

We CELEBRATE our ACHIEVEMENTS and the achievements of others

We are PROUD, INDEPENDENT life-long learners

the impact
The impact
  • Our children are happy
  • They know where the boundaries are
  • Perception of the school in the community is much better
  • Lesson protocols are followed, (nearly consistently)
  • Attitudes to each other, and to learning have massively improved
  • Staff are happier in their jobs
  • Results have improved
halloween implications
Halloween (implications)

Ofsted arrive - one lead inspector, and three other inspectors.

In a school of 973 pupils, they observed 42 lessons, of which four were joint observations.

They listened to pupils read, looked at SEN, attendance, behaviour, CP, pupil premium, T&L... and scrutinised books!

They looked at progress data, and met with many staff at all levels.

Every conversation was part of the inspection, even the chat at the bus stop!

history
History

2009:

history1
History

2010:

ofsted arrive
Ofsted arrive...
  • Don’t panic
  • Books MUST be marked up-to-date – this is not a “night before” thing
  • Progress is the key – in lessons, over time, in books, specific groups...EVERYWHERE!

Ref: See criteria we use for lesson observations.

linking forces and motion equations together

Linking forces and motion equations together

Demonstrate a deep understanding of the forces and motion equations, and link them together using diagrams and graphs. You will then cover a range of topic areas to formulate a question for a peer in the class to stretch them to a grade above their target (or A*)

felix baumgartner falling from space

Felix Baumgartner “Falling From Space”

http://www.youtube.com/watch?annotation_id=annotation_11587&feature=iv&src_vid=FHtvDA0W34I&v=dOoHArAzdug

the parachute is deployed
The Parachute is Deployed
  • Felix’s parachute was opened after 4 minutes 20 seconds.
  • His total descent (including freefall) took 9:09 minutes.

Q: Sketch a velocity-time graph for the whole descent.

Q: Draw two diagrams, including force arrows; one for just before, and one for just after the parachute was opened.

force mass and acceleration
Force, mass and acceleration

Remember this...

Force = mass x acceleration

slide28

“Sometimes you have to go up really high to see how small you are.”

Felix Baumgartner’s last words before jumping (14th October 2012)

linking forces and motion equations together1

Linking forces and motion equations together

Demonstrate a deep understanding of the forces and motion equations, and link them together using diagrams and graphs. You will then cover a range of topic areas to formulate a question for a peer in the class to stretch them to a grade above their target (or A*)

session objectives1
Session objectives
  • To share what I believe is an effective use of data to inform learning and teaching
  • To share our culture and ethos journey
  • To outline the basics involved in a lesson that Ofsted graded as “outstanding” under the new inspection framework (last month)
  • For you to have time to coach each other in an area you feel you would like to improve
now it s your turn
Now it’s your turn...
  • You were asked to think of something you want to improve in your school, in a particular class, or your own CPD
  • You now, around your tables, each have two minutes to share your area for improvement.
  • The job of the other people in your group is to coach solutions out of them by asking open questions to get them to think of a solution to the problem.