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Tom M, Becky G, Nigel, Tim, Lisa, Helene, Ed, Julie, Janet, Paul

We investigated different methods of questioning and trialled them. We used VEO and watched each other. We co-planned sections of lessons.

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Made us much more aware and thoughtful about our questions.
planned our questions in advance which made them better quality. Used hinge questions.

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Continue to make planning key questions in advance of the lesson a focus.

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Tom Allen, Cathryn Clarke, John Bishop, Johanna Armstrong, Jacqueline Mainwaring & Hollie West

Overview
We started with the intention of pursuing challenge and used the first session to discuss the importance of high challenge activities for all with differentiation provided through thoughtful interaction. However over time the the sessions saw a slight shift in focus towards students approach to challenge. We came to the conclusions that, at least in our own practice, levels of challenge was often high. The student barrier to success was more to do with attitudes and the lack of willingness/resilience to tackle high challenge activities. As a result of this we devoted more time to finding practical ideas which encouraged students to engage.

Session 1
Primary focus in session one was exploring high challenge activities for all students and encouraging staff to move away from lots of separate activities.  Instead we stressed the importance of helping students access challenging tasks through effective student/teacher dialogue.  Each of us then explored the use of high challenge activities and many of us used VEO to record our experiences and shared it in session two.  Some of the activities included the introduction of GCSE questions into KS3 classes, the use of space learning theories to encourage students to reflect on previous topics from past units or years, provision of highly academic work for LPA students.

Session 2
During this session, we discussed the way we could best implement knowledge organisers as a way to increase challenge at KS3. This led to a discussion about increasing the level of challenge for homework. We shared ideas of a homework pattern - homework 1: key terms/definitions, homework 2: students write a quiz on a topic using knowledge organisers, homework 3: students swap quizzes and answer for homework. This led on to a discussion about the general problems surrounding homework e.g. lack of resilience, incomplete, poor quality. It was felt that this is a general barrier to some students making progress, more so than the level of challenge.

Session 3
This session followed broadly similar lines to session 2. We used this as an opportunity to have a practical focus on the resources we had used.  Each of these resources were designed to be challenging but also encourage high levels of resilience and independent thinking.  An example is attached. Students were given time in lessons and at home to prepare the grid and this was followed by a recall lesson in exam conditions. The best examples were then photocopied and shared.

Session 4
During this session, we shared different ways of creating online quizzes for students to complete at home. SMHW is the popular option, but it was felt that the analysis per student is fairly limiting. Then we explored Diagnostic Questions, which requires students to explain why they have chosen their answer. This enables the teacher to provide clear and specific feedback and informs planning much more clearly. We also looked at using the Forms option from Office 365, which allows for questions to be answered anonymously, which may have a place occasionally.

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Rebecca Quigley Nick O'Callaghan, Hannah Kenyon, Karen Robert, Carl Tysom, Catherine Hardie
We began the group focusing on what challenge looks like and how we can measure it. We discussed what we already do and some of our barriers. These included
Sticking to the spec
Not losing some of the students
How you can measure what challenge looks like when someone observes you
Stretching the A/A* students
We then all contributed research to the group and CTY lead the resources from Pixl. We paired into coaching pairs and observed each other trying a new strategy which we used VEO to record if we were unable to observe. We also used a new measure of observing whether students 'think hard' as a way of objectively measuring observing challenge.

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Alex Baish, Tom Rosenberg, Tash Oliver and Charlotte Blois.

See attached powerpoint of a summary of what we did in each session, facilitated by ABA.

Details of our initial plans can be found on Slide 3, these were developed throughout the sessions, see details of the impact below for further info.

We used VEO (ABA accidently recorded hers using AGIs account!) and coaching conversations in our sessions to develop our strategies.

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Matt Brown, Stephen Stewart, Zena Lanczak
Our brief was to look at how we can show students what is expected of them through explicit modelling of skills and strategies.  We used OLEVI materials to create a self-evaluation tool (see attached), we took into account articles  detailing good classroom practice and summarised some top tips (see attached) and experimented with VEO and Youtube in our classes to show these tips being put to use (see below).  Two really interesting reads are: http://www.sec-ed.co.uk/best-practice/teaching-practice-explanations-and-modelling/   and  https://classteaching.wordpress.com/2013/11/24/modelling-for-excellence/

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Laura Thompson, Emma Hallmark, Catrin Russ, Alison Porter & Maria Kidd.

We devised a comprehensive, Creative Arts Assessment and Feedback policy covering Music, Drama and Art. The intention of this was to create consistency across subjects within the framework of the current 'purple pen' policy. We compared respective subject documents and discussed how we might be able to merge these into a single document. The intentionional impact being that students in these subjects would recognise the similar language and structure of assessment and feedback, therefore giving greater value to verbal feedback in Creative Arts subjects.

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Teachers treating errors and mistakes differently so feedback is purposeful, evidence in VEO/books.

[ABA/TRO]Diagnostic Questions Website - We discovered many different analysis features, which helped to collate student responses, and therefore detailed and purposeful feedback.
Evidenced in VEO observation with student responses. Other departments to trial it, but quizzes not already made for all subjects.
This resource also helps with the idea of 'closing the gap', see slide 5 of powerpoint, and spacing and interleaving topics to ensure the students not only act on immediate feedback, but can demonstrate this feedback has had a lasting impact.

[ALL]Marking work load reduced, see Slide 6 with a table summary of ideas, which we reflected on how it links to what we had already been doing (see annotations)
NOL developed a marking coding system, which she trialed and improved using student feedback, which helped to develop more independence,  student voice showed that students responded well to this and it reduced marking load.

[CBL] Trial of Quizlet within department - student voice has shown that students find this a very useful tool for revision and self testing. This is also useful for interactive ICT lessons.

Use of VEO enabled teachers to reflect on the student responses to feedback in lessons, rather than solely on written feedback. This meant more time was given to verbal responses.

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Modelling has proved to be particularly useful with current Year 10 MFL classes preparing them for their oral and writing assessments this month. Students report back that they have found the techniques used in class to be helpful for revision. They report that they understand better what tasks require of them in the first place. In Geography informal review of classwork indicates that where modelling was used, students' work was more detailed and consistent. In English modelling was particularly effective and helpful while preparing for exams. The slow and explicit modelling of how to successfully understand exam questions and then plan and write answers was helpful. Explicit metacognition helped students write their own strategies guide so that the scaffolding could be removed. Videos and Youtube were a mixed success. Further work is required to use more effectively but students recognise the potential to use video analysis at their own pace.

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Science dept.
We did 5 workshops across the year taken by members of the team.
1. Challenge
Importance of starting where students are and taking them deeper into the finer detail of the subject.
Challenge being a positive. Students struggling with content and abstract concepts promotes thinking and greater understanding
2. Modelling
Centered on teaching the students how to accurately assess their work to recognise areas of development
3. Practice
Focussed on techniques to teach spaced learning
4. Questionning
Use of different styles of questioning to challenge and enable deeper thinking.
5. Feedback
Looking at current practice and considering if it enables us to maximise the learning of students

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1:1 coaching
Used English faculty time
Using VEO (As part of the CPD picture NOT as a replacement for traditional observations)

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1. Providing students with opportunities to apply their newly acquired skills and understanding.
2. Use of "structure strips" to scaffold analysis of exam questions and assessed practical activities
3. Different methods of low stakes quizzing eg retrieval grids/SMHW quizzes/drilling questions/pop quiz/ KOs. Using these as diagnostic feedback
4. Planning questions to provide the basis of the learning activity. Included in this student develop their own questions to extend their understanding. Leading on to peer collaboration. Explicit explanation of command words and use of these within written and verbal questions.
5. Higher frequency use of purple pen in a greater range of activities; homework, starters, exam question plenaries.

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After comparing subject policies, we discovered that there were many similarities in the way that assessment and feedback was approached. We were then able to build on this by creating one overarching document for the subjects. This policy has guided us into ensuring that assessment and feedback is both purposeful and meaningful, ultimately being more consistent across the respective skills of each subject.

Reviewing policies and setting up a central grading system has facilitated the monitoring of student progress in subjects where reactive and ongoing verbal feedback is core to everyday practice. The impact of this is that subjects used a shared language when assessing and feeding back and students recognise the value of the student/teacher dialogue.

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It helped the students to think about pre-guessing the misconception (maths) and think about what the question is wanting them to do. The quizes written by students forced to think about the knowledge that would be needed for the answer, reaffirming knowledge and how they can make the quizzes effective.
We've all prepared new materials for our departments, tested them and reflected on them, which is really important as it will help with the new system of self-quizzing. By using quizzes, it helped to inform our planning in a quick and effective way, helping us to identify and address any gaps in student knowledge.
As we shifted in looking at students attitudes, it will only be possible to measure the impact of our actions over a considerable period of time.
This will also be more effective if we start implementing positive study skills from year 7, emphasising the importance of appropriate homework tasks and getting support from parents.

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| Your experiences of… | WWW | EBI
| Coaching 1:1 | Flexibility to change focus as required Space and time to think about and answer questions Supports self-reflection – adds depth of thought to when we don’t normally have time to reflect Creates honesty Frequency keeps key students/issues in mind and prioritised – makes you embed the ideas you’re trailing Working with colleagues with shared knowledge | Pressure to think aloud when tired! The need to Organise logistics ourselves Time – but this kind of applies to all CPD
| English Faculty CPD time | Autonomy Very personalised to our own audit of skills We have a shared vision and a shared standard so both learn from the discussion Personalised Coaching conversations are of a better quality because of shared knowledge and past | Do we miss out on school priorities (but this is HHA’s job to make sure we have an overarching focus that addresses this – which we did this year…) Nice to know more about the rest of the school Individuals risk missing CPD that links to their own personal interests
| Using VEO (As part of the CPD picture NOT as a replacement for traditional observations) | See students you didn’t see at the time Honest See and hear yourself at a different time – offers a different perspective perhaps that you didn’t have during the lesson Less time required and cheaper! | Students are aware of it and strop! Some change in student behaviour at first but they forget (this also happens during traditional observations) When the focus is resource based it’s difficult for this to be clear in a video Technology – not enough iPads when we’re all doing it so frequently

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To plan the strategies we used throughout the year and embed into future planning

To share with Faculties our methods

To continue to use Pixl resources within our schemes of work

To try and keep challenge as a focus with A-level teaching throughout the year

Continue to use VEO for coaching

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·         Thinking deeper about WHY I am doing a strategy, not doing it just because I have done it before. Also I might have done it before but actually made me think more deeply about is it the BEST way of teaching / strategy. I know this has had an impact because it has helped me to reflect in a more efficient and deeper way because of the opportunity to have the space to think about certain aspects more and focus on one thing at a time and work on it

·         I helped me to actually try new activities and in particular develop my questioning. It helped me put some structure back into my planning, which has been really useful. I know it has had impact because it has helped me have more structure to my lessons which students are now aware of and therefore engage more explicitly and therefore make more progress / better understanding

·         I use different questioning techniques (not just hands up) and I now feel more confident using a wide range e.g. think, pair share, buzz groups, Q&A pinpointing, timed think, pair, share – have to contribute. Students are not used to the range of techniques and I know this has had an impact because I am able to get a range of answers from a wide range of students – so much more student confidence and engagement, and this is leading to better outcomes and planning

·         It has helped me to help my intern because I am able to give a wider range and more appropriate and ‘this is how I do it / use it’, which has been empowering for me and my in tern

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- Share in our own departments
- Continue to use VEO to observe the impact verbally/visually
- Plan for closing the gap activities, not only allowing students to respond to feedback, but spacing and interleaving these opportunities to measure the impact of the feedback.
- Continue to use Diagnostic Questions or Quizlet as a feedback tool, particularly to help the spacing and interleaving.

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To encourage the use of the evaluation tool with colleagues in faculties
Embed modelling opportunities in schemes of work.
Develop use of VEO in classes for more self-analysis.

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As with a lot of professional development we see our next steps as embedding these new ideas. This should be in line with the school focus next year on knowledge organisers and independent work. We will also be sharing the resources we have produced in our departments. It will be useful to continue to explore the use of diagnostic tools so as to better drill down in the student misconceptions.

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Student voice and assessments following new strategies were successful. Students found the strategies useful. It helped revision and independence of students.

All of us in the group felt we have expanded our repertoire of strategies we can continue to use.

We also felt that our methods helped planning for future lessons as we were able to see the effects of the challenge methods we tried out.

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- From September, all subjects will make use of the central grading system through SIMS.
- All subjects will build on the concept of 'Purple Voice' becoming as valuable as 'Purple Pen'.
- Formalising the policy and sharing within the new faculty structure.

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Peer coaching (VEO) to support the further development of these key strategies and monitor the impact of these (ward rounds and data collections).

Use of purple pen to develop techniques to upgrade work.

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Department discussions identifying departmental challenges and then working on these – maybe July/Sept depending on whole school plan

Maintain flexibility

‘Potentially the best CPD I’ve had in years’ – actual quotation!

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·         To carry on practicing to become even more secure so I can continue to help other colleagues and interns, which is lovely to be able to pass on excellent practice. To help grow my confidence

·         Help observing colleagues and how to give feedback!

·         Has been nice to be ‘forced’ (!) to do the VEO, read and discuss in depth specific learning and teaching. It often doesn’t get prioritised! Reflection on own, let alone with others is not a priority so I need to continue to do this. Verbalising it and getting asked deep questions has been difficult but very useful and excellent opportunity!

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Is purple voice similar to verbal feedback? Love from the feedback group x

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What are the Magenta Principles and how have they been useful? Love from the feedback group x

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No, thank you!

What is a buzz group? Love from the feedback group x

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Modelling with video: example of a departmental Youtube page

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Modelling with video: example of a departmental Youtube page

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Click on ,links to see examples of Youtube videos e.g. walking through an exam paper, how to answer statistics questions or how to draw a population pyramid

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A YouTube channel for Henry Box Geography Students. Here you will find play lists of key videos from lessons and revision videos. We will also be showcasing ...