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NCFE online 2020-21

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Nancy Kline's Thinking Environment (handout)

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Nancy Kline's Thinking Environment (handout)

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VARK Questionnaire version 8.01
Choose the answer which best explains your preference and click the box next to it. Please click more than one if a single answer does not match your perception. Leave blank any question that does not apply.

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VARK Questionnaire version 8.01 Choose the answer which best explains your preference and click the box next to it. Please click more than one if a single answer does not match your perception. Leave blank any question that does not apply.

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Coffield (Learning styles time to move on)

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Coffield (Learning styles time to move on)

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Assessment for Learning 10 principles poster

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Dylan Wiliam_2C 2011 - What is assessment for learning

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Differentiation

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Dotmocracy

Size: Entire class

Time: Unrestricted

Activity

Pointers:

This is a great activity to use after brainstorming to assess the interests of the class and focus on one of the issues students highlighted in greater depth later on during the class.

For more facilitation strategies, see http://dotmocracy.org/ opens in new window

Snowball

Size: Entire class

Time: 30-40 minutes, or longer depending on discussion

Activity

1. Present an idea, question, or issue to students. Each student first thinks about the idea/question/issue for one minute, with the goal of generating at least three reactions, comments, answers, etc.

2. Two students then come together with their lists and try to come up with three things they agree on.

3. The pairs of students then join with another pair, and try to come up with three things they agree on. Repeat for as many iterations as desired.

4. Eventually, bring the class together as a group to hear what the students have decided are the three most important issues, questions, ideas relevant to the topic discussed.

Example

In an international relations class, ask students "What are the key traits of a good mediator?" Most groups will identify neutrality as one of the key trait in Western cultures, providing a bridge to a discussion of differences in the role of mediators in the Middle East, where mediators' role is to take sides and support the weaker party in a dispute.

Pointers:

For some issues, it may be difficult to reach consensus on the "three most important issues"

This discussion model can be time-consuming.

Fishbowl

Size: Entire class

Time: Unrestricted

Activity

The group observing will either observe the process, the content, or both depending on the desired outcome. After the activity, you can have groups give feedback to each other, either on a group to group basis, individually, or in pairs. If you feel that the learners are not ready for public feedback, ask them to provide feedback to each other in pairs or in writing.

Pointers:

For some issues, it may be difficult to reach consensus on the "three most important issues".

This discussion model can be time-consuming.

Think-Pair-Share

Size: Individual and pairs

Time: 1 class

Pointers:

This activity encourages students to think about answers on their own first before talking with other students.

Avoid asking simple/recall type questions: this activity works best when students are challenged to think through a more complex or complicated idea.

The benefits of the 3 step process are two-fold: first, students are generally more comfortable presenting ideas to a group with the support of a partner; second, students' ideas have become more refined through this three-step process.

Adaptable for Online Learning? This could be done by breaking students into small chat rooms, or pairing students up to message with each other, then having their group post their points to a larger discussion board.

Think Aloud

Size: Pairs

Time: 1 class

Activity

1. Choose 2-3 paragraphs of new text for students to read.

2. Students work in pairs (student A gets text 1, and student B gets text 2).

3. One student reads a passage of text aloud, and while reading they stop frequently to "think" aloud. The reader stops after every few sentences, and reflects on what they have read. (This process is awkward, and weird for most. Let students know this, and that it is ok!)

4. Model this activity very briefly for students with a sample text.

5. Once student A finishes their text, student B then performs their think aloud. Give students 15-20 minutes to perform this part of the activity.

6. Bring the class back together as a group. Go over each of the texts, then perform a think aloud as a class, asking students to contribute what they were thinking about at each point.

7. Finally, conclude class with a "Meta-moment": ask students what they thought of the activity, and what they will take away to their next reading. (This can take the form of a 1-minute paper!)

Pointers:

Think aloud is frequently used in text based disciplines such as English, Comparative Literature or History. At the end of this activity, students will have developed their ability to engage in a close reading of the text, and will be able to explain their thinking process.

An analogy that helps students understand the process is comparing it to math: Much like a mathematician must show their work when solving an equation, so must a student in the Arts & Humanities when explaining their thinking and reasoning process.

Adaptable for Online Learning? In the online environment, students can annotate the text instead and add comments.
Additional Resources

Calder, L. and Carlson, S. "Using "Think Alouds" to Evaluate Deep Understanding opens in new window ..

Ericsson, K. and Simon, H. Protocol Analysis; Verbal Reports as Data. (Revised edition). MIT Press, 1993.

Ericsson, K. and Simon, H. "How to Study Thinking in Everyday Life: Contrasting Think-Aloud Protocols with Descriptions and Explanations of Thinking opens in new window ." Mind, Culture, & Activity, 1998: 176-186.

Wade, S. "Using Think Alouds to Assess Comprehension opens in new window ." The Reading Teacher, 1990: 442-451.

Weimer, M. "Think Alouds Shed Light on How Students Grapple with Content opens in new window ." 2012.

Wineburg, S. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press, 2001. Ch 3 & 4.

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Dotmocracy Size: Entire class Time: Unrestricted Pointers: This is a great activity to use after brainstorming to assess the interests of the class and focus on one of the issues students highlighted in greater depth later on during the class.

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Homework: Reading on Roles & Responsibilities 

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Homework: Reading on Roles & Responsibilities 

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Roles and Responsibilites Scan City and Guilds L3 AET Textbook

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Roles, responsibility and boundaries Gravells scan

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dylan wiliam assessment for learning youtube - Bing video

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Dylan Wiliam Learning and Teaching Independent Learning Dylan Wiliam Dylan Wiliam Feedback On Learning Dylan Willims Feedback On Learning Formative Assessment Dylan Wiliam Dylan Wiliam Part 1 Professor Dylan Wiliam at the Schools Network Formative Assessment in EMS Formative Assessment Funny Formative Assessment Techniques

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Classroom Management

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L3 AET Unit 4 - 2.4 Establishing ground rules

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Assessment methods used in education and training

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This video introduces assessment by defining it. It then explains the two categories of assessment: formative and summative and provides examples of each.

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Inclusive teaching and learning / valuing diversity

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Australian Council for Educational Research - ACER

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Equity in education is often viewed as equivalence or sameness. A more useful way to view equity is through the lens of 'fairness'.

The Cambridge Dictionary defines equity as 'the situation in which everyone is treated fairly and equally'. The implication is that equity depends on equality of treatment.

But an interesting 2017 article by Yale researchers (Stamans, Sheskin & Bloom, 2017) points to evidence that, in general, people value fairness over equivalence. There are situations in which people view equal treatment as fair, but other situations in which they view unequal treatment as fair. This suggests that, when it comes to 'equity', fairness trumps equality.

When is equal treatment 'fair'?

The authors describe psychological experiments in which even very young children show a strong preference for the equal distribution of resources to members of a group. In one study, six year olds showed such a strong commitment to equal sharing that they insisted on throwing away extra resources rather than allowing them to be unequally distributed. Research findings of this kind have been interpreted as indicating a natural human 'aversion to inequality'. But the authors point out that equal distribution is considered fair when there is no obvious basis for differentially distributing resources. Under these conditions, everybody is considered equally deserving and unequal distribution is considered unfair.

When is unequal treatment 'fair'?

On the other hand, the authors cite research evidence that people consider unequal distribution fair when it is based on differences in merit or need. For example, people generally believe that unequal remuneration for work is fair if it rewards differing levels of expertise, effort or contribution to society. People are generally happy to have more resources allocated to individuals with special needs. Or, if a pre-existing situation has resulted in unfair inequality, people generally prefer to allocate future resources unequally to correct or minimise this inequality. Under these conditions, some individuals are considered more deserving than others and unequal distribution is considered fair.

In school education, an 'equitable' system could be defined as one in which all students are treated equally - for example, a system in which all students are given the same opportunities, exposed to the same school curriculum, taught by teachers with equivalent expertise, held to the same learning expectations and provided with equivalent levels of resourcing and support. Educational policies and discussions of equity sometimes reflect this view of equity as equality.

However, as in other areas of life, equity in school education is likely to be associated with equal treatment in some situations (where there is no obvious basis for differential treatment), and unequal treatment in others. Two examples follow.
Example 1: Addressing unequal learning needs
Students in the same year of school are broadly the same age and have been at school for the same length of time. On these grounds alone it might be considered appropriate to treat all students identically - to teach them the same curriculum, expose them to the same learning opportunities, hold them to the same expectations and assess and grade them against the same performance standards. Indeed, it could be argued that to have different performance expectations of students in the same year of school would be unfair and inequitable.

However, students in the same year of school differ widely in their stages of learning and development. The most advanced students typically begin (and end) the school year five to six years ahead of the least advanced students. In this sense, students are not equal; they have very different levels of attainment and so benefit from different learning opportunities and challenges. Most teachers recognise this and differentiate their teaching to cater for these individual differences. They choose unequal treatments in response to observable differences in student needs. Indeed, it could be argued that to fail to recognise these differences and to hold all students to the same performance expectations would be unfair and inequitable.

From this perspective, students are treated 'equitably' when their unequal starting points are acknowledged and when attempts are made to differentially meet individual needs. Rather than expecting all students to reach the same point in their learning at the same time, every student is expected to make excellent progress in their learning, regardless of their starting point.
Example 2: Addressing unequal student backgrounds
An 'equitable' school system might be considered to be one in which all students are treated equally - for example, by ensuring that they are taught by teachers with equivalent levels of expertise, have access to equivalent school facilities and have identical levels of government funding allocated to their education. Under this 'all students are created equal' rationale, all students might be considered to have a fundamental entitlement to the same quality of schooling. If some students had access to better teaching, better schools or more government funding, then that might be considered unfair and inequitable.

However, students do not have equal needs. Some students have special needs that require additional adult support, special school facilities and additional funding to meet those needs. As a society, we consider it fair that resources are distributed unequally to meet those special needs and to ameliorate the disadvantages that some students face. Fairness trumps equality in determining what is 'equitable'.

Similarly, it is well understood that students come from unequal backgrounds. Some students are disadvantaged by the circumstances into which they are born. These differences often influence the quality of the schooling students receive, the quality of home support and students' performances throughout their schooling. Figure 1 shows distributions of Year 9 students' reading abilities for different parental occupation groups. The proportion of students at or below the national minimum standard (darker shading) is considerably greater for lower parental occupation groups than for higher groups. The effects of students' backgrounds are still strongly evident in Year 9 reading levels.
Figure 1. Achievement of Year 9 students in Reading, by parental occupation
In an 'equitable' school system, students' special needs and unequal socioeconomic backgrounds are recognised and resources (for example, teaching expertise) are distributed unequally in an attempt to redress disadvantage due to personal and social circumstances. Here again, 'equity' is achieved by prioritising fairness over equality.
References
Stamans, C, Sheskin, M & Bloom, P (2017). Why people prefer unequal societies. Nature Human Behaviour. Vol 1, Article No. 82.
Professor Masters' current article is co-written with Professor Ray Adams. Professor Adams is the Director of ACER's Centre for Global Education Monitoring and a Professorial Fellow of the University of Melbourne, specialising in psychometrics, educational statistics, large-scale testing and international comparative studies.

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Equity in education is often viewed as equivalence or sameness. A more useful way to view equity is through the lens of 'fairness'. The Cambridge Dictionary defines equity as 'the situation in which everyone is treated fairly and equally'. The implication is that equity depends on equality of treatment.

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Access ETF Foundation Online Training Modules This includes the free Prevent modules and safeguarding modules. Free learner Side by Side modules are also available

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Strengthened guidance on improving the spiritual, moral, social and cultural development of pupils.

This was published under the 2010 to 2015 Conservative and Liberal Democrat coalition government

The Department for Education has today (27 November 2014) published guidance on promoting British values in schools to ensure young people leave school prepared for life in modern Britain.

The guidance aims to help both independent and state-maintained schools understand their responsibilities in this area. All have a duty to 'actively promote' the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. These values were first set out by the government in the 'Prevent' strategy in 2011.

Until now schools have been required to 'respect' these values, but as a result of changes brought in earlier in the year all schools must now have a clear strategy for embedding these values and show how their work with pupils has been effective in doing so. In a letter to the Education Select Committee in March, the Parliamentary Under Secretary of State for Schools Lord Nash explained the changes were designed to "tighten up the standards on pupil welfare to improve safeguarding, and the standards on spiritual, moral, social and cultural development of pupils to strengthen the barriers to extremism".

Ofsted and the independent inspectorates now take the work of schools in this area into account during inspections.

Publishing the guidance today, Lord Nash said:

A key part of our plan for education is to ensure children become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background.

We want every school to promote the basic British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs.

This ensures young people understand the importance of respect and leave school fully prepared for life in modern Britain.

Examples of the understanding and knowledge pupils are expected to learn include:

an understanding of how citizens can influence decision-making through the democratic process

an understanding that the freedom to hold other faiths and beliefs is protected in law

an acceptance that people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour

an understanding of the importance of identifying and combatting discrimination

Examples of actions schools can take to promote British values are to:

include in suitable parts of the curriculum - as appropriate for the age of pupils - material on the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain, in contrast to other forms of government in other countries

ensure all pupils within the school have a voice that is listened to, and demonstrate how democracy works by actively promoting democratic processes such as a school council whose members are voted for by the pupils

use opportunities such as general or local elections to hold mock elections to promote fundamental British values and provide pupils with the opportunity to learn how to argue and defend points of view

consider the role of extra-curricular activity, including any run directly by pupils, in promoting fundamental British values

The government today also published its interim response to a consultation of the revised Independent Schools Standards ( ISS). The revised standards cover independent schools, academies and free schools, ensuring they - along with local authority-maintained schools - must promote British values.

Notes to editors

1. See the SMSC guidance for maintained schools and for independent schools, academies and free schools.

2. See also the government's consultation interim response on part 2 of the Independent School Standards, covering the SMSC development of pupils.

Thank you for your feedback

Report a problem with this page

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Guidance on promoting British values in schools published

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Strengthened guidance on improving the spiritual, moral, social and cultural development of pupils.

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Session plan template 2019 student use - truncated

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Summative Statement  template with statements 

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Summative Statement  template with statements 

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Summative Statement template with statements

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Session plan (student use) truncated 15-10-2019

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Session plan (student use) truncated 15-10-2019

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Session plan template 2019 student use - truncated

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Scheme of Work  (L3 Award in Education & Training 2018-19)

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Scheme of Work (L3 Award in Education & Training 2018-19) (Weekend)

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Initial Assessment

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L3 AET Leeds Library May-June 2019 Day 1 External PowerPoint (Tom)

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L3 AET Leeds Library May-June 2019 Day 1 External PowerPoint (Tom)

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Modified version of HH's

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Bloom's Taxonomy, Teacher Planning Kit ™ 

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Session Plan Day1 Leeds Library (External) Tom

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Session Plan Day1 Leeds Library (External) Tom

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Session plan Day 1 AET Leeds Library May 2019

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Blog Q2 (your experiences of being assessed)

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Summative Statement template with statements (1)

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Dotmocracy

Size: Entire class

Time: Unrestricted

Activity

Pointers:

This is a great activity to use after brainstorming to assess the interests of the class and focus on one of the issues students highlighted in greater depth later on during the class.

For more facilitation strategies, see http://dotmocracy.org/ opens in new window

Snowball

Size: Entire class

Time: 30-40 minutes, or longer depending on discussion

Activity

1. Present an idea, question, or issue to students. Each student first thinks about the idea/question/issue for one minute, with the goal of generating at least three reactions, comments, answers, etc.

2. Two students then come together with their lists and try to come up with three things they agree on.

3. The pairs of students then join with another pair, and try to come up with three things they agree on. Repeat for as many iterations as desired.

4. Eventually, bring the class together as a group to hear what the students have decided are the three most important issues, questions, ideas relevant to the topic discussed.

Example

In an international relations class, ask students "What are the key traits of a good mediator?" Most groups will identify neutrality as one of the key trait in Western cultures, providing a bridge to a discussion of differences in the role of mediators in the Middle East, where mediators' role is to take sides and support the weaker party in a dispute.

Pointers:

For some issues, it may be difficult to reach consensus on the "three most important issues"

This discussion model can be time-consuming.

Fishbowl

Size: Entire class

Time: Unrestricted

Activity

The group observing will either observe the process, the content, or both depending on the desired outcome. After the activity, you can have groups give feedback to each other, either on a group to group basis, individually, or in pairs. If you feel that the learners are not ready for public feedback, ask them to provide feedback to each other in pairs or in writing.

Pointers:

For some issues, it may be difficult to reach consensus on the "three most important issues".

This discussion model can be time-consuming.

Think-Pair-Share

Size: Individual and pairs

Time: 1 class

Pointers:

This activity encourages students to think about answers on their own first before talking with other students.

Avoid asking simple/recall type questions: this activity works best when students are challenged to think through a more complex or complicated idea.

The benefits of the 3 step process are two-fold: first, students are generally more comfortable presenting ideas to a group with the support of a partner; second, students' ideas have become more refined through this three-step process.

Adaptable for Online Learning? This could be done by breaking students into small chat rooms, or pairing students up to message with each other, then having their group post their points to a larger discussion board.

Think Aloud

Size: Pairs

Time: 1 class

Activity

1. Choose 2-3 paragraphs of new text for students to read.

2. Students work in pairs (student A gets text 1, and student B gets text 2).

3. One student reads a passage of text aloud, and while reading they stop frequently to "think" aloud. The reader stops after every few sentences, and reflects on what they have read. (This process is awkward, and weird for most. Let students know this, and that it is ok!)

4. Model this activity very briefly for students with a sample text.

5. Once student A finishes their text, student B then performs their think aloud. Give students 15-20 minutes to perform this part of the activity.

6. Bring the class back together as a group. Go over each of the texts, then perform a think aloud as a class, asking students to contribute what they were thinking about at each point.

7. Finally, conclude class with a "Meta-moment": ask students what they thought of the activity, and what they will take away to their next reading. (This can take the form of a 1-minute paper!)

Pointers:

Think aloud is frequently used in text based disciplines such as English, Comparative Literature or History. At the end of this activity, students will have developed their ability to engage in a close reading of the text, and will be able to explain their thinking process.

An analogy that helps students understand the process is comparing it to math: Much like a mathematician must show their work when solving an equation, so must a student in the Arts & Humanities when explaining their thinking and reasoning process.

Adaptable for Online Learning? In the online environment, students can annotate the text instead and add comments.
Additional Resources

Calder, L. and Carlson, S. "Using "Think Alouds" to Evaluate Deep Understanding opens in new window ..

Ericsson, K. and Simon, H. Protocol Analysis; Verbal Reports as Data. (Revised edition). MIT Press, 1993.

Ericsson, K. and Simon, H. "How to Study Thinking in Everyday Life: Contrasting Think-Aloud Protocols with Descriptions and Explanations of Thinking opens in new window ." Mind, Culture, & Activity, 1998: 176-186.

Wade, S. "Using Think Alouds to Assess Comprehension opens in new window ." The Reading Teacher, 1990: 442-451.

Weimer, M. "Think Alouds Shed Light on How Students Grapple with Content opens in new window ." 2012.

Wineburg, S. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Temple University Press, 2001. Ch 3 & 4.

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Dotmocracy Size: Entire class Time: Unrestricted Pointers: This is a great activity to use after brainstorming to assess the interests of the class and focus on one of the issues students highlighted in greater depth later on during the class.

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Blank photo consent form- just add the date and course/event