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Growth mindset & Questioning

Growth mindset & Questioning. This year’s objectives. To develop deep and probing questioning for teaching/memory that elicits students to think hard, supporting a culture of ‘growth mindset’ and questioning for assessment that informs teaching.

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Growth mindset & Questioning

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  1. Growth mindset & Questioning

  2. This year’s objectives • To develop deep and probing questioning for teaching/memory that elicits students to think hard, supporting a culture of ‘growth mindset’ and questioning for assessment that informs teaching. • To embed a culture of ‘growth mindset’ across our learning community in order to raise aspirations and expectations of what students can achieve.

  3. Hub 6: Objectives One Final Tool/Strategy • Using google docs to create self marking MCQ quizzes / assessments (pre test, retention building) • Review follow up student voice analysis • Evaluation of Hubs and CPD (discussion & survey) • Suggested next steps (ideas for next year?)

  4. Using regular testing to improve memory… Using google forms to improve student retention. Google forms are easy to set up and with the ‘flubaroo’ add on, tests can be self marking.  The video explains how to install this and how students can be emailed instant feedback.  Google forms also allows teachers to analyse data in real time.  Summaries of class responses can give a general understanding of class mastery and hence help with lesson planning.  www.hackthecurriculum.wordpress.com

  5. Using google forms to assist with self marking MCQ quizzes https://www.youtube.com/watch?feature=player_embedded&v=n_lrRmw0I8A

  6. Final Student Voice Results End of year follow up student voice

  7. Final Student Voice Results End of year follow up student voice

  8. Final Student Voice Results End of year follow up student voice

  9. Final Student Voice Results End of year follow up student voice

  10. Final Student Voice Results End of year follow up student voice

  11. Final Student Voice Results End of year follow up student voice

  12. Final Student Voice Results End of year follow up student voice

  13. Student Voice - Revisit Positives: • Teachers are using ‘no hands up’ in lessons (84% -- 97% said yes) • Teachers are asking students questions which challenge them to think hard (77% -- 84% of students agreed / strongly agreed) • Everyone gets the opportunity to answer questions (82% -- 86% of students agreed/strongly agreed) • Teachers prompt students to improve others’ answers (74% -- 85% of students agreed / strongly agreed) Focus areas: • Giving more thinking time (only 14% of students stated that this happened when someone didn’t know the answer to a question) Review = 22% • Encouraging students to refer to learning aids to help them when they ‘don’t know’ (only 4% of students said this happened in lessons) Review = 10%

  14. Finally…What’s been our impact? Do we have examples of: - Deep and probing questioning for teaching/memory that elicits students to think hard, supporting a culture of ‘growth mindset’

  15. What’s been our impact? Do we have examples of: - Questioning for assessment that informs teaching.

  16. What’s been our impact? Do we have examples of: - Embedding a culture of ‘growth mindset’ across our learning community in order to raise aspirations and expectations of what students can achieve.

  17. NTEN Reviewing our HubWhy does professional learning matter? National Teacher Enquiry Network Source: Sutton Trust (2011) Taken from the NTEN Powerful Professional Learning presentation

  18. The culture we all work in “Teachers described CPD activities […] primarily delivered through lectures, presentations and discussion. Teachers reported little active learning.” (Opfer et. al. for TDA, 2008) Taken from the NTEN Powerful Professional Learning presentation

  19. Questions • How many people have ever watched a TV programme about diet/eating? • Keep your hands up if the programme made you aware of some new information • Keep your hands up if that TV programme (not something else) caused you to change your eating habits sustainably and successfully

  20. Changing habits is hard • Not sufficient • One-off courses • Lectures • Printed guidance • Discussion Taken from the NTEN Powerful Professional Learning presentation

  21. Powerful professional learning is… Challenging Collaborative Evaluated and monitored Focused on valued outcomes for pupils Draws on external expertise Practical and theoretical Sustained (30-50 hrs) How has our hub fit with each of these features? Taken from the NTEN Powerful Professional Learning presentation

  22. Where next? More collaboration? NTEN Lesson Study • Teacher-led, evidence-informed professional development • Strong collaborative and supportive focus on observing pupil learning Taken from the NTEN Powerful Professional Learning presentation

  23. Where next? Lesson Study 1. Plan • Plan a lesson together. • Address each activity to your Learning Goal and predict how pupils will react and how you will assess this. • Pick 2 or 3 case pupils. 2. Observe • Teach the lesson with your colleagues observing. • Pay particular attention to the case pupils • Conduct any assessments and/or interviews during & after. 3. Reflect & Plan • As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why? Taken from the NTEN Powerful Professional Learning presentation

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