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I do this every lesson - and link to it as a plenary (checking for understanding) at the end.

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We maintain a positive environment through various means (e.g. positive postcards/parent communication etc.).  This is ongoing across the department as a whole

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We also ensure deep understanding of content throughout our lessons and not surface level

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Hattie: provide challenging tasks and goals

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Hattie: provide challenging tasks and goals

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I use extension tasks are provided via challenging context, in order to stretch G&T

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Lyn Sharrat - Leading Collaborative Learning in Purposeful Professional Learning Communities 

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Lyn Sharrat - Leading Collaborative Learning in Purposeful Professional Learning Communities 

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Co-teaching + Co-planning + co-reflecting + co-debriefing. We do all of these all the time.

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We all differ our modes of feedback (verbal, written, group, individual etc.) to ensure all students can succeed

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Provide a range of feedback via boht peer and teacher feedback. Teacher feedback is in the form of whole class, verbal and written.

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ATSIL - reframing feedback to improve T&L

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ATSIL - reframing feedback to improve T&L

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We ensure consistency of feedback - through checklists or agreed amount of feedback or rubrics that have strategies on how to improve that all teachers work from. This allows for effective feedback across the department

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Regularly as part of the learning experience

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We revise our units via Managebac.

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Fisher and Frey: Gradual release of learning responsibility

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Fisher and Frey: Gradual release of learning responsibility

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We, during each unit of work, slowly and purposefully move from teacher-as-model, to joint responsibility, to independent practice and application by the learner.

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In LangLit our whole purpose is to practise reading, writing and gathering information

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In LangLit our whole purpose is to practise reading, writing and gathering information

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Every session

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Implementing Gradual Release of Responsibility Model

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Implementing Gradual Release of Responsibility Model

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We use gradual release in all lessons. Sometimes it is the full cycle in one lesson, but otherwise it is parts of the GRR over a number of lessons.

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Gary Green - Differentiation is fleixble

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Gary Green - Differentiation is fleixble

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Teachers move students in and out of groups based upon students’ instructional needs  - restructuring of groups based on task type (and outcomes) is necessary.

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We differentiate by grouping students via Stretch and Lift groupings, personalising our pedagogical approach.

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We all do co-teaching for most lessons. Collaborative practice is a constant outside of the immediate classroom. There are different models of co-teaching. These include:  one teach/one observe; one teach/one drift; complementary teaching; parallel teaching; alternate teaching; station teaching; team teaching.  We use an array of these models. These ideas came from a PD resource presented by Mads.

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We all do co-teaching for most lessons. Collaborative practice is a constant outside of the immediate classroom. There are different models of co-teaching. These include:  one teach/one observe; one teach/one drift; complementary teaching; parallel teaching; alternate teaching; station teaching; team teaching.  We use an array of these models. These ideas came from a PD resource presented by Mads.

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PLP- all classes have teacher led discussions and modelling of reflecting on skills and writing PLPs using SMART goals

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PLP- all classes have teacher led discussions and modelling of reflecting on skills and writing PLPs using SMART goals

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I lead reflections based on draft and task results, model using SMART goals and review and rovide feedback to my students of their PLPs. This is part of out teaching and Learning cycle.

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We provide top band criteria every time we provide an assessment task sheet, to model aspirational goals.

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We differentiate tasks (both assessment and in-class) across the year to ensure that students can access the curriculum in a variety of ways - oral, creative tasks, essay, analytical writing etc.

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Teaching effective task and time self-management

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Teaching effective task and time self-management

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Step ouet time-lines and include process dates and provide structure to enable students to check their progress.
We enable students to stick to stipulated time frames for assessment.
Building routines of taking notes of homework and timeframes in their diaries.

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A Gradual Release of Responsibility by Douglas Fisher

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A Gradual Release of Responsibility by Douglas Fisher

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document focuses on vertical alignment which we do across all classes

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I encourage student to engage with a range of IT, such as Onenote, Depot and Gale.

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Fisher and Frey: Homework and GRR - Making 'Responsibility' Possible

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Fisher and Frey: Homework and GRR - Making 'Responsibility' Possible

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We endeavour to use homework in purposeful ways. According to the research it should build fluency (skills), application (practising skills or concepts), spiral review and extension.

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We find co-teaching has advantages and also some challenges. It requires time for planning and practise.

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We find co-teaching has advantages and also some challenges. It requires time for planning and practise.

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I'm learning how Coteaching can be a form of differentiation. Glenday says that the flexibility that it offers is in itself a form of differentiatoin within an inclusive classroom.

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Roberts - Role of reflection. Value of professional discussions and recording reflections

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Roberts - Role of reflection. Value of professional discussions and recording reflections

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I find the most valuable reflection is carried out in the staffroom as an ongoing conversation to a teaching and learning cycle. I record final reflections on Managebac. I use these reflections to inform review and rewrite curriculum and tasks.

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Metacognitive skills - Variety of strategies for formative feedback.
Self and peer assessment