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A reflection on how far you have come in your ECT1 Year....

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A reflection on how far you have come in your ECT1 Year....

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How will your analysis of your assessment data (including patterns of performance) affect how you plan for this learner/group/class moving forward?

How will it affect your planning of this curriculum area for future classes? How will you record this to support your planning next time?

How has your understanding of assessment changed or developed your practices since your ITT year?

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Learn that:

6.1 Effective assessment is critical to teaching because it provides teachers with information about pupils’ understanding and needs.

Learn how to: Avoid common assessment pitfalls, by:

6b. Drawing conclusions about what pupils have learned by looking at patterns of performance over a number of assessments (e.g. appreciating that assessments draw inferences about learning from performance).

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Module 5 - effective practices around assessment

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Module 5 - effective practices around assessment

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Understanding Adaptive teaching - an overview

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Understanding Adaptive teaching - an overview

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We talked about how we are focusing both in Year 2 and EYFS on how to teach listening. So asking talk partners to tell us what their partner said instead. Or asking them what they think of each other's ideas and building on them "I agree because" or " i disagree because" and getting them to collaborate like that

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●What is the experience of the learner in your chosen scenario?

●What does the teacher intend for them to gain from the activity set?

●What are the barriers to their learning using this approach?

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OLC3 Prep task scenarios - Ibrahim Year 1 

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OLC3 Prep task scenarios - Ibrahim Year 1 

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Ibrahim is in Year 1 and has a diagnosis of autism. His parents want him to remain in a mainstream school although he struggles with social interaction and communication. He is pre-verbal but can use gestures and picture cues to indicate his preferences. His teacher wants to include him in small group activities. However, he has difficulty engaging with his peers.

In literacy yesterday, he was able to concentrate on his task for five minutes, but then needed a movement break. He was prompted to return to his table and sit beside one of his peers. However, he quickly became agitated, starting to hit his own head. The pupil next to him also became quite stressed as she was unsure about what was happening.

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I am in Year 4. I want to do well in class but I am not very confident. The other pupils in my class always seem more confident than me, even when some of them don’t really want to learn. Sometimes I feel my teacher and TA don’t notice me.

We have been looking at fairy-tales. My teacher allowed us to pick our own partner (I picked Tara because she is quiet), then she matched us with another pair to make 4. We were matched with Ted and Kamil, who play football together every breaktime.

Miss gave every group a play-script from Cinderella and a flip camera, and gave us an hour to practise and record our little play.

I think some of the other groups got on all right, but my groups didn’t. We could not even get properly started. Ted and Kamil both wanted to be leaders, and decide what roles everyone else should have. I was too shy to say anything, and I don’t think Tara likes drama. Miss told us our time was up before we had a chance to practise properly, so what we recorded was really terrible.

Miss and our TA made sure that people were behaving themselves and not damaging the cameras. But I wish she had sorted Ted and Kamil out. Tomorrow the whole class is watching the recordings, and I know I am going to be really embarrassed.

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Collaborative learning Research summary 

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Collaborative learning Research summary 

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Collaborative learning involves pupils working together, in pairs or small groups, where everyone can participate in a collective activity. This may involve each pupil taking responsibility for a part of the activity or all pupils working together on the same activity. The impact of collaborative learning approaches is typically positive, but studies find a wide range of effects. This suggests that it is important to consider how to do it most effectively.

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To help you to establish collaborative learning which is effective and efficient you should:

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To help you to establish collaborative learning which is effective and efficient you should:

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Provide support and practice – effective collaborative learning requires more than just asking pupils to work together – providing support and practice will be beneficial. You could think about how you support collaborative learning, which will include explicitly teaching about routines and expectations.

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competition can be an effective way of enhancing collaborative learning. However, it is not essential and it is likely to be unhelpful if competition becomes a distraction from the intended learning. Carefully monitoring the impact of competition is likely to be useful: not all pupils respond positively to competition.

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one of the benefits of collaborative learning is that pupils of different attainment levels can benefit from working with each other. However, giving consideration to the impact of specific grouping on behaviour and motivation is also important.

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Carefully design tasks – collaborative learning will be ineffective if tasks are not designed so that pupils can work together effectively and efficiently. If this is not done, some pupils may opt to try and work alone. One approach is to provide specific roles and responsibilities, although it is important to ensure that some pupils do not repeatedly get stuck with the same role.

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Perseverance

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Modelling constantly - both misconceptions and correct learning

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Modelling constantly - both misconceptions and correct learning

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breaking down the learning objectives and ensuring enough time is allowed for the children to really grasp the concepts you're teaching

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Modelling everything. From behaviour expectations to writing.

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Modelling everything. From behaviour expectations to writing.

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Using concrete materials to support and reason

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Make sure I am explicitly modelling - using a visualiser to show the ways I am doing it.

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Knowing it is ok to take a few lessons on one topic and not rushing through 

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Knowing it is ok to take a few lessons on one topic and not rushing through 

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allow children time to explore new resources for learning before expecting them to use it for learning

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Giving time and opportunity for child driven learning. 

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Giving time and opportunity for child driven learning. 

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I liked how someone had no fixed outcome and was led by the children during an activity.

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Getting children to use their reasoning skills, How do you know that? can you show me how you did that? Can you show me with different resources? Can you explain how you know they aren'r right?

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Using a visualizer to model how to use resources

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Using a visualizer to model how to use resources

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thinking about the adaptations for learning; how can the learning be accessed by all in more creative ways?

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thinking about the adaptations for learning; how can the learning be accessed by all in more creative ways?

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Doing more thinking out loud to model to the class the process

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Doing more thinking out loud to model to the class the process

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Using music and drama to help retain information

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Using music and drama to help retain information

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For me it will be using the classroom and playground as a stage to showcase the learning - movement with my class is key!

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For me it will be using the classroom and playground as a stage to showcase the learning - movement with my class is key!

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utilising more concrete practical activities to help develop understanding for harder concepts, but also utilsing cross curicular activities to support understand.

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Adapting schemes to ensure that the children have learnt what you need them too rather than just carrying on through the scheme.

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Nearly your first whole term! How does it feel (in less than 5 words). 

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Nearly your first whole term! How does it feel (in less than 5 words). 

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Question prompts for prep task breakout room discussion 

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Question prompts for prep task breakout room discussion 

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To create conditions for future teaching and learning moments of alignment I would/could...

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To create conditions for future teaching and learning moments of alignment I would/could...

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16:47:41 From  Eleanor Helps  to  Everyone:
	We spoke about the challenges with behaviour that weâve experienced, dividing planning time for SEN and the other children in the class and directing other staff within the room. In general, we have all experienced similar problems
16:50:04 From  Abbie Clemons  to  Everyone:
	Our group discussed issues with transitions and the difficulties with chn. following others who are making poor choices due to the 'sheep' effect! The advice shared to help others with fidgeting, routines and tidying was really useful however. Very helpful
16:50:12 From  Caroline Avis  to  Everyone:
	Healthy competition always seems to be a positive way to encourage a more energetic class such as table points. We also found using a timer can reinforce a sense of routine - they love it!
16:50:49 From  Abi Rolston  to  Everyone:
	We spoke about behaviour and how we are trying to keep the classroom positive even though the children are tired and so are we - and putting on that smile even though we don't feel like it, but asking for help too.
16:51:00 From  Abbie Clemons  to  Everyone:
	Reacted to "We spoke about behav..." with â¤ï¸
16:51:03 From  Abi Rolston  to  Everyone:
	Reacted to "We spoke about behav..." with â¤ï¸
16:51:04 From  Abi Rolston  to  Everyone:
	Removed a â¤ï¸ reaction from "We spoke about behav..."
16:51:41 From  Caroline (OTSH)  to  Everyone:
	Ask to observe another member of staff
16:52:02 From  Teacher  to  Everyone:
	Group 5 - We spoke about the challenges with transitions, working with children who are EAL and had not been to school and are struggling to settle in the classroom and how best to divide our attention to all children in the classroom equally and not only the children who may struggle the most in our classroom. We spoke about some strategies that could help us, it was very interesting.
16:52:48 From  Caroline (OTSH)  to  Everyone:
	Group 5 (EAL) it might be worth speaking to parents - what's home life like?
16:52:48 From  Ceri  to  Everyone:
	Reacted to "Group 5 - We spoke a..." with ð
16:58:03 From  Janet DT  to  Everyone:
	I feel that I am doing a pretty good job at the moment ! Sorry- I cannot get onto padlet- Janet
16:58:50 From  Cleopatra Dennis  to  Everyone:
	Thank you, bye
16:58:56 From  Libby Stringer  to  Everyone:
	Thank you!!
16:58:57 From  Abbie Clemons  to  Everyone:
	thank you
16:58:58 From  zuzi  to  Everyone:
	thank you
16:59:01 From  Laura Bumpass  to  Everyone:
	Thank you
16:59:02 From  Kayleigh L  to  Everyone:
	Thank you
16:59:03 From  Caroline Avis  to  Everyone:
	thank you!
16:59:05 From  Emily Shilling  to  Everyone:
	thank you
16:59:07 From  Artemis Christodoulou  to  Everyone:
	Thankyou
16:59:08 From  SharonRoberts  to  Everyone:
	Thank you
16:59:08 From  Charlotte Fagan  to  Everyone:
	thank you
16:59:10 From  alice  to  Everyone:
	Thank you
16:59:18 From  Teacher  to  Everyone:
	Thank you!
16:59:22 From  Eleanor Helps  to  Everyone:
	Thank you
16:59:25 From  Lucy Ryan  to  Everyone:
	Thank you!
17:00:11 From  Janet DT  to  Everyone:
	where is the link on chat?
17:01:05 From  Caroline (OTSH)  to  Everyone:
	https://forms.gle/ri4GCYWRS9YtXEDfA
17:01:21 From  Mandy G  to  Everyone:
	Thank you
17:01:30 From  Caitlin Jackson  to  Everyone:
	Thank you!
17:01:34 From  Katie Brodie  to  Everyone:
	Thank you!
17:01:38 From  Ceri  to  Everyone:
	Thank you everyone!
17:01:38 From  BellaMills  to  Everyone:
	thank you
17:01:46 From  Emma Wright  to  Everyone:
	thank you
17:02:12 From  Ceri  to  Everyone:
	just a quick one -I still havnt received uCLextend but think someobe is chasing up

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Really heartening to see how many of you feel positive about the climate you are creating

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I am taking away I am not alone with some of my struggles

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Remembering that the small wins count too and reaffirming that it is ok to not know everything yet and asking for help is always a good idea

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Its reminded me I have done something to make a difference even if it feels small!

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children who started Nursery coming in crying and parents happy seeing them near the end of time smiling coming in

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That I am making a difference and everyone is having similar struggles 

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That I am making a difference and everyone is having similar struggles 

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higher awareness of the responsibilities of a teacher

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higher awareness of the responsibilities of a teacher

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Good to know other are having the same challenges and sharing of strategies have been very similar!

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Asking for help, knowing that people are in the same position as me

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It is ok I am not the only one

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Remaining positive and focusing on the small wins! 

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Remaining positive and focusing on the small wins! 

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I'm doing a good job

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That lots of people are having similar challenges

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My attitude translates to their attitude

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My attitude translates to their attitude

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Children coming in happy and joining in with activities. Parent's positive comments.

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An EAL 3yr child finding the visual of the blue zone (feeling sad) so that they communicate how they are feeling.

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An EAL 3yr child finding the visual of the blue zone (feeling sad) so that they communicate how they are feeling.

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Valuable chats with parents at the end of day - working in partnership. Parent then mentioned this to another member of staff about how I was really trying with that child

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Child picture on tapestry - parent said was her really happy/relaxed face and was so happy to see her child happy and relaxed in the classroom

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Child picture on tapestry - parent said was her really happy/relaxed face and was so happy to see her child happy and relaxed in the classroom

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A couple of parents at parents evening told me their child is much happier now 

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A couple of parents at parents evening told me their child is much happier now 

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When one of the pupils was adamant at the start of term they were still in the class before until they were doing things that made them happy and they said being in this class

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Having positive feedback from parents even as a new teacher in the school they are starting to trust me with their children's learning and progress

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Having positive feedback from parents even as a new teacher in the school they are starting to trust me with their children's learning and progress

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The smile on a childs face when I gave them their own PE top.

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Seeing a boy being proud of his maths and seeing his confidence grow.

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Seeing a boy being proud of his maths and seeing his confidence grow.

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When a previously non-verbal autistic child said her first word at school. It was 'no'.

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Seeing the children come in happily in the morning and knowing the routine of the day

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Parents at parents evening said their children were enjoying coming to school and they were noticing differences in their children at home 

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Parents at parents evening said their children were enjoying coming to school and they were noticing differences in their children at home 

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Had an open afternoon with parents doing activities in the classroom, I survived!

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Had an open afternoon with parents doing activities in the classroom, I survived!

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developing positive relationships with the children

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developing positive relationships with the children

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Parents saying how keen the children are to do their learning at home.  They are even playing schools at home with siblings.

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In an informal observation my mentor congratulated me on the routines/ethos in my class

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Parents thanking me at parents evening because their children are happy to come into school.

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The children that have just moved up are so young and struggled to get into a more structured day but now I feel like we've cracked the routine and everyone is making progress

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Seeing progress both academically and socially already!!

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A child who does not like to contribute in class with encouragement is now starting to put their hand up!

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A child who does not like to contribute in class with encouragement is now starting to put their hand up!

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Managing to have the majority of children joining in at group time for whats in the bag, with the children joining in with saying what they can feel.

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Ceri- I am proud of my preschool children already responding well to the behaviour mascot i have introduced and I have had a couple of parents saying how happy they are coming in :)

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When a child who struggles to come into school told her mum that her class feels like a family! It was a moment when I knew something had worked 

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When a child who struggles to come into school told her mum that her class feels like a family! It was a moment when I knew something had worked 

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Being told by a parent that I've inspired their child to be a teacher and that they practice at home teaching their teddies.

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Building positive relationships with the children in my class and getting to know them.

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I was proud of when I had my first observation and had positive feedback and could see the change and development in good behaviour within my classroom :)

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Child finally remembered the phonics sounds today and they were so proud of themselves

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Child finally remembered the phonics sounds today and they were so proud of themselves

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remembering printer codes at last!! little wins

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A parent said that their child was finally happy about coming into school.

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A parent said that their child was finally happy about coming into school.

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Just seeing the children happy and enjoying the lesson 

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Just seeing the children happy and enjoying the lesson 

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A child who refused to come in without his mum at the start of the term and now comes in on his own, very happy!

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adjusting to school routines and implementing my own with my class and developing

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A parent mentioned the positive impact I've made on their child, including their progress - great feeling!

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A parent mentioned the positive impact I've made on their child, including their progress - great feeling!

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When a child who has struggled to come to school turned round and said that they love being in school and playing with their friends

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When a child who has struggled to come to school turned round and said that they love being in school and playing with their friends

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You are nearing the end of your first half term as qualified teachers, in your own classrooms, with your own learners. Introduce yourself and list anything that celebrates this milestone!

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1. I feel confident that my classroom is a place where pupils feel valued and safe

2. I feel confident that I have a positive impact on the attitudes, values and behaviour of my pupils

3. I feel confident that I communicate my belief in all pupils’ academic potential

4. I feel confident that my classroom is a positive learning environment

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1. Once in breakout rooms determine who will take on each role.
2. Each member of your breakout room has 1 minute to introduce themselves and outline their challenge. Other members will listen and perhaps note down any strategies/approaches that occur to them as the challenge is outlined.
3.When all members are introduced and all challenges have been heard, each challenge can be discussed in turn with colleagues sharing ideas and strategies to address them. Each discussion should last around 2-3 minutes (or longer if a theme emerges).

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What are the barriers to the statements being true?

Does your agreement with these statements fluctuate depending on which lesson/day it is?

1. I feel confident that my classroom is a place where pupils feel valued and safe

2. I feel confident that I have a positive impact on the attitudes, values and behaviour of my pupils

3. I feel confident that I communicate my belief in all pupils’ academic potential

4. I feel confident that my classroom is a positive learning environment

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As a result of this session I…

am…

will…

know that…

feel…

understand…

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"Asking questions puts you in danger of finding out what you need to know.’" Questions of understanding:
 What are you trying to achieve?
 What is the difference between how you see things now and how you would like them to be?
 How will things change if you are successful?
 Who might be willing to help you?
 What obstacles do you anticipate? Questions to get below the surface
 Can you explain? What exactly? How do you know? Can you give an example?
 What happened…? and? Because? Everyone? Always? Who are 'they'?
 How do you feel about that? What assumptions are you making?
 What do you think will happen and why?  What are the consequences of doing that?
 What was the high point/low point for you?
 What have you learned from all this? Questions to stimulate learning
 What is challenging for you about this issue?
 What opportunities are there for you in the situation?
 What would success look like?
 That obviously excites you: why?
 What metaphor could you use to describe the situation?
 What is important, what is urgent and what is the priority?
 What have you tried? Why did/didn't it work?
 Who else have you involved in this issue?
 Who can you turn to for advice and support?
Questions to explore options
 What if…?
 How would they react…?
 How do you feel about…?
 What do you think about…?
 What are the pros and cons of your behaviour?
 What would happen if you did nothing? Powerful Questions
 What are the effects of this on others?  Is there another way of working?
 What skills do you need to develop to cope with this?
 How can you improve the situation? Questions to stimulate action
 What are you going to do next?
 What are your options for action now?
 Where could you get more information?  Who else could you seek help from?
 What are you going to do for yourself before