Embedded Files
Introduction to session 3 of the
Introduction to session 3 of the
Digital Leadership programme
Digital Leadership programme
Considerations at the end of session 2
Considerations at the end of session 2
Complete the process of forming a vision and start having those conversations so that it can be put into action.
Complete the process of forming a vision and start having those conversations so that it can be put into action.
Familiarize yourself with / Review the 360 Digi Cymru Self Evaluation tool
Familiarize yourself with / Review the 360 Digi Cymru Self Evaluation tool
Planning for effective digital learning
Planning for effective digital learning
Here are 3 possible structures for organizing and developing learners' digital competence.
Here are 3 possible structures for organizing and developing learners' digital competence.
Schools should adopt the approach that is appropriate to their needs.
Schools should adopt the approach that is appropriate to their needs.
1
Discrete
Discrete
Digital competence is introduced through dedicated ICT lessons with a subject specialist, usually in a room specifically for this purpose.
The content is generally abstract and focuses on developing skills with little or no input from other subjects across the curriculum.
2
Cross-curricular
Cross-curricular
Digital competence is delivered by staff through the delivery of subject content.
Authentic contexts are provided for the learning and the development of digital competence alongside progress within the subject or area of learning and experience.
The Digital Competence Framework is available to support the provision and quality of authentic experiences.
Staff need regular training to provide digital competence and ensure that learning is deepened as learners progress throughout their school life.
Extending more able learners is sometimes difficult, and requires regular input from the digital leader in the school to ensure there is an appropriate level of challenge to the experiences.
3
Hybrid
Hybrid
This method combines the features of the two models above in a continuum of possible cross-curricular provision.
Digital competence is either fully introduced across the curriculum or focused on specific competencies within specific learning areas.
Specialist lessons are provided by a subject specialist but using authentic contexts from the rest of the curriculum, either in a subject or thematic approach.
Managing timings is important, especially in secondary school, to ensure that content and skills developed in separate lessons match those in lessons with a different teacher.
The 'SAMR' model
The 'SAMR' model
There are various models that can be used to develop effective digital learning. One example that schools could consider is the SAMR model. The model was originally created by Dr. Ruben Puentedura with the intention of outlining the best practices for using digital learning in the classroom.
Blended Learning
Blended Learning
Blended learning principles may also be something you want to consider when planning and mapping digital learning in your setting.
Monitoring, Evaluation and Review
Monitoring, Evaluation and Review
Monitro gwerthuso ac adolygu dysgu digidol CYM.pdfIn accordance with The National Resource:Evaluation and Improvement schools should consider the following aspects whilst monitoring, evaluating and reviewing digital learning:
In accordance with The National Resource:Evaluation and Improvement schools should consider the following aspects whilst monitoring, evaluating and reviewing digital learning:
Schools should also try to cover the principles outlined in the National Resource which include:
Schools should also try to cover the principles outlined in the National Resource which include:
a focus on achieving the best for all learners
alignment with the work of all other institutions/initiatives
flexibility and responsiveness to school context
clear links to professional learning
an ongoing process and not a ‘snapshot’
sustainability and manageability
transparency and honesty.
What? - Lines of Enquiry
What? - Lines of Enquiry
The expectation is that you only select a few lines of enquiry that allow your settings digital policies, procedures, vision and values to strengthen and develop. MER activities should be structured, purposeful and support you to review actions towards your digital vision.
The expectation is that you only select a few lines of enquiry that allow your settings digital policies, procedures, vision and values to strengthen and develop. MER activities should be structured, purposeful and support you to review actions towards your digital vision.
Shared to the right and below are exemplar lines of enquiry based on the following areas of focus, these could be used to support you as you evaluate and review digital competence within your setting.
Shared to the right and below are exemplar lines of enquiry based on the following areas of focus, these could be used to support you as you evaluate and review digital competence within your setting.
Leadership
Leadership
Culture
Culture
Standards
Standards
Systems
Systems
Knowledge
Knowledge
Teaching
Teaching
Planning
Planning
Lines of Enquiry.pdfLeadership
Leadership
How does the lead work alongside stakeholders such as governors?
How does the school use MER to inform SER / SIP and drive digital school improvement?
How do you ensure coverage, progression, and standards?
What opportunities have you had to work with other digital leads within the LA/region?
Have you been part of any projects (CSC or otherwise) to support digital development?
Is there an action plan for digital development? Does this involve any links to the cluster?
How do you provide opportunities for pupils to inform the way digital develops in the school?
How are you ensuring the building of capacity? How would the school make further progress should you move roles?
Culture
Culture
How do you ensure pupils are provided with a platform to share and celebrate success?
Is there a vision for digital within the school? How is it shared?
How does teaching and learning reflect the vision?
To what extent are people willing to take risks and experiment with digital?
How has post-covid practice been influenced by improved staff skills?
How do you promote innovation?
Are there aspects of digital learning where staff feel a lack of confidence?
Standards
Standards
What is the standard of learners' work? Is this consistently high across the school?
Do pupils achieve as expected?
Do standards of work show continuity across the school? i.e. do learners develop their skills as they move through the school?
Is pupils' digital work consistent across the AoLEs?
To what extent are learners able to discuss their skills and achievements? for example, using subject terminology effectively, using technical vocabulary accurately when explaining
Do learners demonstrate independent working skills? for example in line with expectations according to age / ability level
Are learners able to make suitable decisions when selecting which technology or digital services to use to complete their work?
Systems
Systems
How do the systems and processes within the school support improvement?
How is hardware provision planned and monitored?
Do you know what you want the DCF to look like in the school and how is this monitored?
Do the school make use of portfolios to track/evidence coverage and progression?
Is there a clear point of contact for staff needing support?
Knowledge
Knowledge
Have colleagues developed a clear understanding of where digital learning fits into curriculum reform?
Is the DCF documentation used for planning and well-known amongst all teachers?
How do you cover the DCF in school? Are there particular strands which are strong or need development?
How have colleagues been prepared to deliver each of these strands?
Where do you find support and professional learning?
Are staff members aware of the areas they would like to improve through professional learning?
Teaching
Teaching
To what extent do teachers know their role in developing DCF?
How would you describe the strength of coverage across each strand within the classrooms? Which elements pose the biggest challenge to staff?
Do you see progression and coverage in all classes? Do departments / year groups focus on common programmes and apps or a growing variety?
How are teachers developing those areas which were impacted through the pandemic?
In what ways could pedagogy be improved in digital learning?
How confident are teachers in leading learning for data and computational thinking / collaboration etc?
To what extent do teachers / staff model expectations to the learners? Does this lead to higher standards?
To what extent do success criteria help learners to succeed?
What is the role of the technology in supporting teaching? Do teachers use the technology effectively / efficiently?
Is there consistency across the school in terms of digital learning? for example use of platforms, consistency of storage, use of screen, visualiser etc.
Is there constructive feedback provided on digital work, and is this of the same standard as feedback in other areas/subjects, or non-digital work?
To what extent do technology and digital services support assessment? Is this efficient, and is there practice that can be improved?
Planning
Planning
Do plans demonstrate ambition, and is this consistent across the school?
How wide is the range of experiences that are planned / provided?
Is there balance between digital competence skills?
Are planned tasks of a high standard and likely to set an appropriate level of challenge for learners?
Do planned tasks allow learners to lead the learning? i.e. learners selecting a device/software to complete work, opportunities for problem solving, opportunities to support peers.
What? - Self-evaluation
What? - Self-evaluation
How?
How?
Learning walk
Learning walk
What?
What?
During a learning walk you will visit different classrooms to see the teaching and learning in action. You can make brief visits to classrooms to develop an understanding of the lessons delivered. You will be speaking to learners to gain a full picture of the leaning process as well as hearing their views about the work and their confidence in completing it. A learning walk can be conducted across the whole school, or it can focus on an age range or specific departments. In some cases, forewarning teachers of the area under review before conducting the learning walk is effective practice, so as to ensure the area in question is in action during the lesson. This would ensure you are able to observe more factors to contribute to your enquiry, and help you to come to a judgement on what you observe.
Advantages?
Advantages?
Opportunity to review and evaluate teaching and learning
Plenty of opportunities to speak with learners
Opportunity to see whether the level of challenge provides continuity across the age range in question.
Opportunities to identify effective practice to share
Opportunity to evaluate consistency
Get a flavour of how the area looks across the age range / departments in question
Work Scrutiny
Work Scrutiny
What?
What?
When undertaking work scrutiny, you will be looking at learners' work over a period of time. You can focus on a cross-section of pupils, or on a particular age range. In some cases, you will be doing this alongside the learners. This can be beneficial to enable you to gather more information about the tasks in question.
You can look at work in books and digitally. It is important to remember that a full picture of learners' achievement is required, and this may mean you need access to a number of different services (for example Google Classroom, Flipgrid, Adobe CC Express etc.)
Advantages?
Advantages?
Opportunity to check a number of aspects: consistency, standards, pedagogy, teaching.
Opportunity to see learners' achievement over a more extended period of time
Opportunity to compare standards and ensure continuity across the school
Opportunity to see the range of experiences
Interviewing learners
Interviewing learners
What?
What?
You will be interviewing a cross-section of learners. This can be across a range of ages. You can interview everyone together, but it can also be effective to interview on a year group / class basis. When interviewing there will be an opportunity to discuss learners’ work with them, and the hope is that learners can explain what they have achieved, using subject terminology and technical language accurately. You will be able to see learners' confidence as they find various tasks, and see whether there is consistency in how their work is shared and stored. You can discuss the feedback they get, and how this helps them to learn and to improve the standard of their work.
Advantages?
Advantages?
Direct opportunity to talk with learners about their work.
Opportunity to hear learners' views about the work.
Opportunity to discuss how the teaching has led to progression in standards
Opportunities to discuss these skills in real life contexts, for example, in which situations can these skills be useful etc.
Opportunity to discuss online safety issues with learners.
Reviewing schemes of work
Reviewing schemes of work
What?
What?
When reviewing schemes of work, you will be looking through all schemes of work that contain aspects of digital learning. This will usually take place fairly early in the year in order to ensure the mapping of digital competence experiences. Mapping is the process of looking ahead over a period of time in order to ensure variety and balance throughout the area. It must be ensured planned experiences are of a high standard and develop all aspects of digital competence across the whole curriculum.
Advantages?
Advantages?
Opportunity to develop ideas further
Ensure consistency and continuity in learning experiences
Ensure an appropriate level of challenge, to challenge learners across the school.
Opportunity to identify classes / departments that need further support
Professional learning models
Professional learning models
The structure of professional learning (PL) to develop the digital skills of your staff can have a significant impact on both staff and learner skills. Therefore, it is essential to review your current PL structures and consider a range of approaches to ensure maximum impact.
Delivery Methods for PL
Traditional Training Delivery
Traditional Training Delivery
Hosting training face to face and providing information and explaining e.g. how a piece of software works
Advantages:
•Provide attendees with lots of knowledge and information.
•Ensure that they receive correct instruction.
•Ability to answer specific questions immediately.
Disadvantages:
•Possible overload of information
•No time for attendees to try out the software/program
•Not bespoke to individual / group needs
Active Sessions
Active Sessions
Hosting training face to face and providing hands on sessions in a ‘show and try’ format
Advantages:
•More engaging for attendees.
•Practical approach deepens learning.
•Ability to try the software, program, device can raise any minor issues.
Disadvantages:
•Less information/knowledge shared
•Can get very unstructured with lots of staff needing support
•Technical issues can affect session
Online Training
Online Training
Staff have access to training guides and videos through a shared area e.g. MS Team / intranet site.
Advantages:
•Flexibility for staff to access specific training to meet their needs
•Staff can work at their own pace
•Guides and videos may be suitable as a teaching aid
•Option to revisit training materials
Disadvantages:
•No ‘expert’ advice to answer any questions
•Can lead to a lack of understanding
•Staff don’t engage because of time pressures
Station Rotation Model
Station Rotation Model
Staff rotate around a number of ‘stations’ to receive a short training workshop on different aspects of digital learning (choices provided)
Advantages:
•Staff are able to choose training that suits their needs
•Small groups allow for discussion and bespoke support
•Broader range of skills can be offered during a session
Disadvantages:
•Not enough detail covered on the stations. Requires follow up.
•Requires a number of staff to be specialised and willing to run stations.
•Information overload possible
Recording of the section on Professional Learning Models from Session 3
Reflective Identity Formation Model
Reflective Identity Formation Model
(Sheffield & Blackley 2016)
The principles behind the Reflective Identity Formation Model have been used in several studies on the impact of professional learning approaches. Adapting this model to professional learning of staff digital skills, the main consideration around this model is that school staff utilise Phase 1 (Training workshop), the personal reflection and Phase 2 (implementing the skills in the classroom) but not enough attention is given to the professional reflection i.e. the impact of the training and how this approach could be improved. This 4th strand of the cycle is a key element in measuring the effectiveness of a school's professional learning approaches to allow leaders to constantly refine and evaluate impact on both staff and learners.
A copy of the presentation from session 3 for the professional learning model and cluster partnership section is available below.
Arweinyddiaeth Ddigidol 3 .pdfDeveloping consistency and progression through a cluster approach
Developing consistency and progression through a cluster approach
Why collaborate as a
Digital Cluster?
•Develop working relationships between digital leads
•Work strategically together to develop digital learning
•Share ideas/resources to develop digital skills
•Utilise expertise within the cluster
•Develop consistency and progression
•Transition discussions
•Primary/Secondary collaboration
•Possible kit loans
Recording from Session 3 - Advantages of developing a cluster digital partnership
The recorded discussion below by Ysgol Maesydderwen (Approx 9 minutes) outlines the benefits the Ystradgynlais cluster have seen from developing a strong digital cluster partnership over the past few years.
Considerations for session 4
Considerations for session 4
- Consider the most appropriate approach for developing your learners digital competence and explore the effective use of the SAMR model to develop effective digital learning.
- Consider which lines of enquiry would be the most appropriate for your setting as you plan for monitoring, evaluating and review digital competence.
Reflect on the current approaches to professional learning for digital skills at your school and consider any refinements from the discussions and information shared during session 3.
If not already established, consider the benefits of digital cluster partnerships and possibly begin discussions with digital leads in the cluster.
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