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First meeting since agreeing to focus on HITs

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First meeting since agreeing to focus on HITs

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Our three HITs are:
1. Structuring lessons
2. Worked Examples
3. Multiple exposures

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Team 1 - Structuring Lessons
Names - Andrew, Di, Angela
Our definition - Intentionally broken into meaningful chunks. Reviewing and explaining clearly + explicit teaching.
In an ideal TSC learning environment we agree this might look like...clear learning intentions and success criteria outlined on the board/screen reinforced on DayMap lessons for students to access during the lesson or at home. Opening the lesson with a clear recap of the learning in the previous lesson, describing and explaining the new learning goals for the lesson, reviewing student progress throughout and closing the lesson with student reflection on how well they achieved the learning intentions.
In an ideal TSC learning environment we agree this should not look like...  a blank whiteboard and no lesson outline on DayMap, no opening and closing of the lesson with no assessment and review of student progress throughout the lesson.

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Team 2 - Worked examples
Names - Sarah, Simon, Matt
Our definition - A demonstration of the steps required to complete a task or solve a problem. By scaffolding the learning worked examples support skill acquisition and reduce the cognitive load.
In an ideal TSC learning environment we agree this might look like... Ideal world - multiple exemplars of multiple grades, can be sections (e.g. topic sentences, paragraphs), joint construction
In an ideal TSC learning environment we agree this should not look like...  just copy and paste and prescriptive that it limits student choice. Shouldn't be teachers having to create these from scratch repeatedly.

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These are a series of short videos by Aimee Shattock from Clickview and Youtube on how to write an Analytical Essay. Excellent for Moodle resources for students and teaching in the classroom!!

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English Worked examples Analytical Essay writing

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PLC2 Worked examples. Exemplars become more useful when students are required to do something with them or respond to them in some way, rather than just read them or look at a PowerPoint. Teachers can sometimes underestimate the difficulty students face in extracting the information we want them to get from an exemplar, so it’s important to focus activities on a limited number of specific points, or sometimes just one point.

To look at an example, I recently did a task in RP to focus on relevance, where I took a paragraph from an exemplar on the Moodle, cut up the sentences and added 2 unrelated sentences. Students then worked in small groups to reconstruct the paragraph based on which sentences had related information. The task gets students talking to each other about what relevance does or doesn’t look like in a paragraph. For most students, it’s not realistic to expect them to read the same exemplar, notice the highly relevant organisation of information, and apply it to their own work. The Research Project Evaluation exemplar is one way we could present worked examples in English to unpack with students how to address the relevant performance standards in a task.

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Team 3 - Multiple Exposures
Names - Baart, Josh
Our definition - To make sure the students understand key concepts through meaningful repetition in different and interesting ways.
In an ideal TSC learning environment, we agree this might look like...
1. Activity-based and intentional - also serves to build class cohesion and attendance
2. Teacher needs to understand the key concepts
3. Building complexity - not a circle but an upward spiral
4. Student developed activities
In an ideal TSC learning environment we agree this should not look like...
1. Boring repetition that is didactic
2. Straight from textbook approach
3. Outside zone of proximal development

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PLC3 Multiple exposure. Student pair explanations or jigsaw tasks are good ways to use oral language to recycle concepts and make students active participants in their learning. Oral pair tasks also lend themselves to repetition with different partners – often the second iteration of the task produces a more fully realised version of the task requirement. Using a timer can maintain the pace of activities where content is repeated e.g. ‘you have 2 minutes to explain to your partner the literary devices used in your paragraph’. Student-to-student explanations are likely to address the requirement to be in the students’ ZPD.

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Could we read or watch something on the HIT our PLC is focused on and bring our findings back to the Padlet?

You can post links and documents directly to your teams box.