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Croeso - a work in progress, being updated/refined termly - share your ideas with me to shape its development - Sian (RowlesS5@hwbcymru.net)
PEMB 17th Oct 22 Training Day.pptxSlides from sessions on Mon 17 Oct 2022.
Resources from Inner Drive related to aspects of the Programme. More available at Resource Filter | Inner Drive
Learner wellbeing and assessment, McBride 2020.docxOvercoming reluctance to adopting more effective study strategies Lovell 2022.docxMcREL_WhitePaper_Student_Learning_That-Works_2018_Web.pdf
The Learning Survey 2022
The Learning Survey 2022
The Power of Learning
The Power of Learning
The Osiris Global Learning Survey is one of the largest surveys of student learning (N = 29,000) ever to be undertaken. Designed with the support of Professor John Hattie and School leaders, this survey forensically delves into the detail of what students say about learning. It is strikingly not what teachers, schools, inspectors might say and provides the key to leveling up outcomes and providing a more equitable and fair education system. There are 6 recommendations for policy makers and 8 for School leaders and governors.
In schools the uplift in knowledge is continually tested and given great attention. There is much less focus on the development of the pupil as a learner, despite research showing potential large yields and leveling up.
The Focus
Student expectations, sense of challenge, importance of aiming high, impact of enthusiastic teachers, learning strategies, help seeking, seeing errors as opportunities, fairness, and safety as a learner.
Effective approaches to assessment that improve teaching and learning.pdfEstyn 2022 - extracts below
Estyn 2022 - extracts below
Effective approaches to assessment that improve teaching and learning
In many of the schools we visited, teachers have developed effective strategies to engage pupils in the learning and assessment process and develop their independence and motivation when improving their work.
In the most effective schools, we saw teachers and leaders thinking carefully about the role of peer and self-assessment and how it can be used more beneficially to support learning. Where it is done well, teachers build in regular opportunities to support pupils in developing their skills in evaluating their own and other’s learning progressively. Staff understand the potential social barriers involved when older pupils share their learning and work hard to overcome these by integrating it as a natural part of the learning process. They develop clear expectations for pupils when giving feedback to their classmates and, as a result in these schools, pupils often enjoy being challenged by their peers and see value in the process.
We have made the following recommendations for schools to help in progressing their work in relation to assessment:
• Prioritise approaches to assessment that deepen teachers’ understanding of pupils’ learning and their progress
• Develop teachers’ and leaders’ understanding of effective classroom formative assessment practice
• Ensure that teachers use assessment information to adjust their teaching to support and challenge all pupils appropriately
• Embed systematic opportunities for pupils to develop their skills in evaluating and improving their own and their peers’ learning
P14 (favourite quote)
“I can see how all my learning fits together in my enquiry project. This is my best work it is what I’m really capable of if I put in the effort. All the work in my other books is where my learning takes place and where I practice to get me to this point.” (Year 5 pupil)
P19 reference to An Ethic of Excellence
teachers support pupils to give ‘specific, helpful, and kind’ (Berger, 2003, p. 93) feedback that encourages a culture of support in the classroom
In the best cases, leaders and teachers have worked together to develop progressive models for peer assessment that build systematically across age groups and support teaching and pupils’ learning effectively.
P26 – very interesting examples of learners leading their own learning
Daniel Willingham describes why it is worth developing a growth mindset with learners and ensuring that they not only know about it, but understand it and believe it so that their behaviours align with this belief, eg when facing challenges/failure in learning, accept that can be a temporary situation and to seek feedback/collaboration to overcome it to make progress.
Types-of-Memory-Audio_-Guide-To-Memory-by-@TeacherToolkit.pdf
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