# data[].attributes.body
All co created the questions for the survey to be given to the top 10% of the classes. Linked in with the other teachers to identify students as well as Athena and CAT scores. Schools had autonomy to decide their measurement basis. Students taken out of class and very happy to give feedback on their experience of learning.

# data[].attributes.body
·       Possesses superior powers of reasoning, abstraction, generalization and comprehension.

·       Has great intellectual curiosity and exceptional memory.

·       Learns easily and rapidly with a broad attention span when interested.

·       Is superior in the quantity and quality of vocabulary compared with their peers.

·       Has ability to do effective work independently.

·       Exhibits keen powers of observation.

·       Shown initiative and originality in intellectual work.

·       Has great interest in the nature of man and the universe (problems of origins and destiny, etc.)

·       Possesses unusual imagination.

·       Follows complex directions easily.

·       Is a rapid reader, having reading interests which cover a wide range of subjects.

# data[].attributes.headline
CoP Excellence in Education - English Guidelines

# data[].attributes.subject
CoP Excellence in Education - English Guidelines

# data[].attributes.body
Nenagh - 12 students taken from 2nd years. Surveyed all students but analysed 12. 17% not challenged and 66% only a little challenged. 83% saying there is scope of more.

Roscrea - 5th years and 8 students. Using exam papers more and marking schemes and streaming of students into higher band and lower bands. Issue of AEN and EAL brought up as well. They wanted the big questions as opposed to the small ones. IT also given little credence

Newport - Athena and 6 students. Group work very unpopular and IT also given little credence. Feedback not valued. They want extra work and suggested reading and to work independently and self-directed. Insights on Teams could be used to measure that. Marks they got and the family pressures identified as the most important motivating factor.

# data[].attributes.headline
10 Suggested actions for the focus groups

# data[].attributes.subject
10 Suggested actions for the focus groups

# data[].attributes.body
Succes Criteria needs to be clear and focused. Make marking scheme clear. Co-Creating criteria.

Modelling good answers.

Giving extra content from higher levels to go through

Higher order Questioning used in class.

Measuring the quality of these interventions has to be measured through engagement as well as results.

Space learning, interleaving, critical literacy, be explicit with the roadmap for learning.

Information retrieval activities to check for understanding??

Meaningful group work – TBL?

Target setting for students – Athena explicit with students

Offering Co-curricular English activities

# data[].attributes.headline
Learning Powered Activity for making students think- Senior English- Break poem up into paragraph- give stanza to each group first. Ask them what they think it is about. Then give all section get them to put in order.

# data[].attributes.subject
Learning Powered Activity for making students think- Senior English- Break poem up into paragraph- give stanza to each group first. Ask them what they think it is about. Then give all section get them to put in order.

# data[].attributes.headline
Unseen Poem - Mushrooms by Sylvia Platt. 

# data[].attributes.subject
Unseen Poem - Mushrooms by Sylvia Platt. 

# data[].attributes.body
Critical and creative thinking are essential to developing analytical and evaluative skills and understandings Curriculum: English. Students use critical and creative thinking through listening to, reading, viewing, creating and presenting texts, interacting with others, and when they recreate and experiment with literature, and discuss the aesthetic or social value of texts. Through close analysis of text and through reading, viewing and listening, students critically analyse the opinions, points of view and unstated assumptions embedded in texts. In discussion, students develop critical thinking as they share personal responses and express preferences for specific texts, state and justify their points of view and respond to the views of others.

In creating their own written, visual and multimodal texts, students also explore the influence or impact of subjective language, feeling and opinion on the interpretation of text. Students also use and develop their creative thinking capability when they consider the innovations made by authors, imagine possibilities, plan, explore and create ideas for imaginative texts based on real or imagined events. Students explore the creative possibilities of the English language to represent novel ideas.

# data[].attributes.headline
Improve Learning - through strengthening cognitive pathway

# data[].attributes.subject
Improve Learning - through strengthening cognitive pathway

# data[].attributes.headline
Schedule of work for Fifth Years 2024-2025

# data[].attributes.subject
Schedule of work for Fifth Years 2024-2025

# data[].attributes.body
Only 25% don’t do any extra reading and/or writing. 50% answered yes /25 % sometimes.

Working Independently is the preferred method of learning 56%

Teacher sharing the learning and I learn it was the next highest 44% no other option chosen.

50 % said grades were the main motivator /38% feedback from teachers. 6% - (1student ) chose parents and 6% chose option 4 explained to them as other. Response for other was SELF)

94% get feedback from the teachers 50% said yes and 44% said sometimes

100% said they feel a little bit challenged.

# data[].attributes.headline
Increasing able Student engagement through captivating classroom

# data[].attributes.subject
Increasing able Student engagement through captivating classroom

# data[].attributes.attachment_link.readable_text
When student engagement is going downhill, we often find ourselves reaching for the prop box.

We pull out random videos, time-sucking resources, overly complex activities... anything to get and keep attention. But even these can't compete with our students' pen tricks, doodling, and discussions of what happened at recess. And there's a simple reason why:

Our students aren't engaged by things. They're engaged by us. That's why the best (and easiest) ways to increase student engagement come from you.

We compiled 20 essential strategies that generate lasting engagement, without the flashy props and hours of post-school prep.

Let the countdown begin!

20. Connect learning to the real world

We've all heard it before: "When am I ever going to use this?" Answer this question and you'll engage students with content that they know is relevant to life beyond school. Use anecdotes, case studies, and real-life examples from outside the classroom to root your teaching in "the real world".

19. Engage with your students' interests

Find out what already engages your students and build it into the learning process.

Using mathematics as an example, you could have students chart their performance in a video game over the week. You might even get your budding social media influencers to calculate a projected number of Instagram followers.

Learning what excites your students does more than just engage them. You'll build strong relationships and rapport, too.

18. Fill "dead time"

"Dead time" is any point in a lesson where students are left without something to do. You might be handing out a worksheet, getting a presentation set up, or waiting interminably for a YouTube video to load. These are brief windows that leave just enough time for students to tune out, after which time it can be very difficult to get them back.

Fill these blank spaces with low-order activities to hold students' attention. These should be quick, easy, and require minimal follow-up. For example:

Think Pair Share: students reflect on something, discuss with a partner, and then share with the rest of the class once everyone is ready

Quickwrite: write down three questions or points that have been raised by the lesson so far

What I know already: if you're just about to dive into new content, ask students to identify three things they already know about the subject and jot them down as bullet points.

17. Use group work and collaboration

Collaborating with small groups gives students a welcome break from solo bookwork. They'll benefit from each other's perspectives and the ability to express their ideas.

Use your judgment and knowledge of who works well together when organizing group work. Engineering the groups might avoid troublesome partnerships, while allowing students to work with friends might generate the buzz you need for more productive activity.

16. Encourage students to present and share work regularly

Giving students a regular opportunity to share their thoughts and demonstrate learning in front of their peers drives engagement in two ways:

it makes students accountable

it lets them hear from someone other than their teacher.

If your students quiver in fear at the thought of speaking in front of the class, combine presentations with group work. A few ideas:

Have students present in groups after a group task.

Let students share each other's work within smaller groups before asking them to choose one piece to share with the rest of the class.

Let students read or present their work while sitting down. It avoids the pressure of having to "stand and deliver".

Ask for one contribution from each group after discussion, with each group nominating a "spokesperson".

Above all else, make presenting and sharing a regular part of class activity. Your class will become an equitable and engaging space that echoes with the voice of every student, not just your own!

15. Give your students a say

If you don't know how to engage your students, let them tell you! Give your students a say in classroom activity by:

providing a choice of different activities (e.g. group work or solo)

seeking student input for assessment design (e.g. students can choose a final product, provided it meets the criteria)

periodic check-ins to monitor the pace of delivery (e.g. "do we need to go over this a bit more slowly or are we feeling pretty confident?").

Giving students a choice also fosters their sense of ownership over their learning. They'll move from passive consumers to active learners with a stake in classroom activity.

14. Use mixed media

Present learning content in a variety of mediums, including video, audio, and digital resources. Using such tech-rich resources is engaging for two reasons. It's a welcome change from the stacks of paper our students are usually saddled with, and it establishes a direct and relevant connection with the digital world they inhabit.

13. Get your students moving

If your students struggle to sit still for an entire lesson, get them moving. All that pent-up energy can be channelled into a learning activity that puts them on their feet. Try the following.

Have students come to the front and brainstorm together on the whiteboard.

Have students rotate through different stations around the room over the course of an activity.

Have students split into groups or arrange themselves in different areas of the room.

Take a stand: have students move to a particular area of the room to indicate their thoughts on an issue (e.g. "everyone who thinks x, move to the right side of the room; if you think y, stand on the left").

Movement works equally well to engage sluggish or weary students. A quick bit of physical activity will leave them more alert for the next phase of learning.

12. Read the room

If you're steadily losing students to doodling, off-topic chatter, and the pervasive "need to tear and ball up little pieces of paper", it's time to shake things up.

Cut the activity short if it's dragging, clarify instructions if there's confusion, or switch to a more student-centered activity for greater engagement.

Remember: it's impossible to have every student engaged 100% of the time. The next best thing we can do is to notice disengagement and respond to it quickly.

11. Scaffold tasks with checkpoints

If you dump all your instructions on students at the start of a lesson before turning them loose with an activity, confusion and disengagement will likely follow.

That's why it's important to scaffold larger tasks by breaking them into achievable steps. Each of these can be separated by brief "checkpoints" of instruction reorienting students and reminding them of what needs to be done next. They also serve as a periodic call to attention when students are liable to go off track.

10. Focus on discovery and inquiry

Sometimes the best thing you can do for engagement is to get out of your students' way.

Let them discover learning for themselves without being spoon-fed. They'll exercise critical and creative thinking, and pursue the lines of inquiry that interest them.

This doesn't mean you should retreat behind the teacher's desk. Observe your students, listen to them, and talk to them about what they're thinking. Be their guide as opposed to their instructor.

9. Ask good questions

Ask good questions of your students and you'll drive rich, engaging discussions that are open to everyone.

Good questions should be:

open-ended: to avoid "yes/no" answers

equitable: open to answers of varying depth and complexity

legitimate: asked because you want to hear students' thoughts and opinions, not because you're fishing for a correct answer.

When students answer a question, engage with their response. Even if it's incorrect or misinformed, recognize their effort and use it to refine the question further (e.g. "you're on the right track, but could we also think about...").

8. Allow for think time

It's gratifying to see hands shoot up as soon as you ask a question, but letting your students think it over has two benefits. It leads to more considered responses that drive engaging discussions, and it also makes the conversation accessible to those who don't have an instant answer.

After you ask a question, insist on a twenty-second pause and give students an opportunity to extend their standard responses further. For example, you might ask "See if you can explain how you came to your answer, too". You'll receive better answers and start to notice some new hands going up.

7. Shake things up

Predictability is safe, but it can get boring. Mix up your staple teaching strategies with new and novel activities from time to time. Talk to other teachers for ideas. In addition to engagement, you'll also be giving your students an example of what it means to take a risk and try something new.

Experimenting with some new parts of the teacher toolkit also makes it easier to differentiate your instruction. A new activity or delivery method might be the trick to engaging that student who has been a tough nut to crack all year.

6. Give brain breaks

Periodically give students a breather with brain breaks. These are short activities that allow students to stretch their legs before returning to work feeling focused. You can find a list of 20 brain breaks at Mind Bloom.

Meritopia in Mathletics is gamified learning at its best and keeps students engaged! When students earn enough points in Mathletics, they get the perfect brain break in Meritopia by discovering new lands and unlocking characters.

5. Be personable

Relationships and rapport are pillars of lasting engagement, and you can't have either without being personable. This means getting to know your students and letting them get to know you.

While enthusiasm for the learning content might ebb and flow, your smile, laughter, and conversation will engage students every time they walk through your classroom door.

4. Encourage friendly competition

Use in-class games, quizzes, or gamified learning programs to engage students with friendly competition. For example, Live Mathletics (a feature in Mathletics) allows students to test their mathematical skills by competing in 60-second quizzes against peers in their class or around the globe in real time.

"Friendly" is the keyword here. Make sure competitive activities are low stakes and put the emphasis on learning instead of winning.

3. Start lessons with introductory hooks

Engage students from the outset of your lesson with an introductory hook. This could be anything that piques interest, establishes relevance, or inspires curiosity in the subject of the lesson, for example:

a personal anecdote connected to the subject

a brain teaser or challenge question

a historical example

a multimedia source.

Keep your hooks short and segue them directly into an overview of the learning goal. It's an effective opening that engages while setting students up for the main instructional component.

2. Laugh together

Weaving humour throughout your lesson lightens the mood and makes for a more fun experience. Laugh with your students, and don't be afraid to let them laugh at you from time to time!

1. Gamify learning

Games are the most powerful source of engagement for students outside of class, and they're equally effective at driving engagement in learning. Transform activities into games by including levels of difficulty, rewards, and competitive elements. You can read more about gamifying learning here.

You don't have to invest hours in creating rules and drawing up game boards, either. Gamified learning programs can do the work for you. The learning programs in the 3P suite, for example, provide a host of student-friendly games for mathematics, literacy, and science. All you have to do is select the appropriate curriculum and grant your students access.

# data[].attributes.attachment_link.title
20 Student Engagement Strategies for a Captivating Classroom

# data[].attributes.attachment_link.description
Here's our list of the best student engagement strategies to help you create an engaging classroom and better connect with students.

# data[].attributes.body
We all felt in the classroom that the one area that was being neglected was the higher achievers who wern't being challenged. We wanted some aspect of peer observation involved. We were looking into feedback and assessment as well and decided that challenging the high achievers would hit all of these marks.

# data[].attributes.headline
Developing creative writing in high achievers in JCycle while scaffolding whole class

# data[].attributes.subject
Developing creative writing in high achievers in JCycle while scaffolding whole class

# data[].attributes.headline
Supporting Advanced students with Metacognitive Strategies

# data[].attributes.subject
Supporting Advanced students with Metacognitive Strategies

# data[].attributes.attachment_link.readable_text
Metacognition plays a critical role in the education process. The concept itself amounts to 'thinking about thinking.' When students learn through metacognitive activities before, during and after class, their grades or scores often improve. The reason? Self-awareness, reflection and critical thinking lead to more engagement in the classroom. As such, metacognition is one of the most important strategies that instructors, particularly college-level instructors, can use to help their students succeed.

Table of contents

1. Why is metacognition important?

2. Examples of metacognitive strategies

3. The value of metacognition in post-secondary courses

4. 8 metacognitive strategies to use in college classes

5. Metacognition in the college classroom

Why is metacognition important?

Metacognition, put plainly, is thinking about one's thinking. It refers to the processes used to plan, monitor, analyze and assess one's understanding and performance. In other words, metacognition in the classroom is the act of considering one's own learning and thought processes to see if those processes produce results. When educators use metacognitive strategies, learning becomes more visible for students. In turn, students gain a better understanding of why a particular strategy will help them solve a problem. Here's an example: after an assessment, ask your students to reflect on which of the study strategies they used were most effective to plan more strategically for their next assessment to ensure they meet their learning goals on their next assessment.

The word metacognition is an umbrella term: Thinking about and analyzing one's own thinking and learning processes happen in a number of ways, each contributing to the development of metacognition skills. You could provide students with opportunities for reflection, encourage them to engage critically with course readings or provide real-world case studies to extend learning outside the classroom. Effective educators teach their students how to use a variety of methods to measure and critically reflect on their own learning experiences.

Examples of metacognitive strategies

Practicing metacognition can help students develop the essential skill of self-regulation. In turn, students will have a deeper sense of agency over their learning. Metacognitive strategies are usually categorized into four stages: You, Plan, Do and Review.

The 'You' stage is where students reflect on their prior knowledge on a topic

The 'Plan' stage is where students develop an action plan for completing a task and determine the metacognitive strategies they'll use

The 'Do' stage is where students carry out a task and monitor their progress along the way

The 'Review' stage is where students reflect on their learning paths and identify areas to improve when taking on completing future activities

Dr. Linda Nilson, Director Emeritus of Teaching Effectiveness and Innovation at Clemson University and author of Creating Self-Regulated Learners, highly encourages faculty to tap into metacognitive strategies in the classroom. Dr. Nilson suggests asking students the following questions to help them reflect upon their own learning process. Here's how she recommends breaking things down:

Planning before a task

Monitoring during a task

Evaluating after a task

What do I already know about the topic?

What material am I having trouble understanding?

Can I see and organize the relationship between topics?

What additional information, if any, will I need before completing this task?

How does what I am learning relate to what I already know?

What can I recall and what do I need to review?

What are my weaknesses and how can I make up for them?

How is my thinking on the topic changing?

What questions do I need to bring to the next class?

We've rounded up more metacognitive strategies to help students turn into conscious learners. Get access to our free template of self-regulation activitiesfeaturing Dr. Nilson's ideas to deepen learning. Simply sign into Top Hat or create your account today.

The value of metacognition in post-secondary courses

Through metacognitive learning strategies, students don't just consider how they're learning-they actually learn to identify their own strengths and weaknesses. This allows them to shore up areas where they feel confident and work more effectively on where they may need to focus future learning efforts.

It is critical for college students to understand how to use metacognitive activities to further their understanding of coursework. Students in higher ed are expected to be able to formulate independent thoughts about the subjects they're studying. Metacognition is the first step to making this happen. Once students know what they're thinking about a particular subject, they can make connections between their prior knowledge and the new course concepts they're learning.

Metacognition also helps students develop a critical eye. According to Vanderbilt University, students who lack metacognition skills may lack the ability to discern the truth of what they see and hear every day-which is crucial as today's students have more access to information than ever before. As such, the development of metacognitive skills also contributes to the growth of critical judgment skills. For this reason, it's essential that college instructors give students plenty of opportunities to work on activities to develop metacognitive thinking. It isn't an exaggeration to say that, for students, learning how to think is just as if not more important than the subjects they're learning. That's because developing metacognitive awareness can be useful for students across disciplines and beyond.

When students get a grasp on how to use metacognitive processes, they learn how they learn, and that's a skill that transfers not only to other classes but to life outside of academia. Once students graduate, knowing how to learn is an immensely useful skill to have. This helps students become more effective learners and obtain new skills more easily, which can help meet academic, personal and professional goals.

Such practices can ultimately help students better master their lives. Students who know how to think about their own thoughts can answer questions like: What does my best life look like? Or what makes me feel good about myself?

8 metacognition strategies to use in college classes

The following eight examples offer instructors some teaching strategies and tools for employing metacognitive activities in the classroom. Each exercise is designed to allow students to think about their thinking in some way.

It's important for instructors to remember that activities designed to promote metacognitive knowledge should be used regularly in the classroom. Sporadic use of these exercises doesn't promote the intellectual growth that college-level students need in order to succeed in their advanced studies.

1. Let students know the purpose of in-class questions

Part of getting students on board with the process of metacognition is to help them identify when they are thinking about their thinking. If an instructor is using questions designed to elicit specific outcomes, then it's helpful for that instructor to point out when those types of questions are being used as a form of explicit instruction. One obvious place to point out the possible use of such questions is in the syllabus.

In other words, if questions are designed to encourage students to think about their own thinking and to spark more engaged discussions, then that should be explicitly acknowledged early on.

2. Consider facilitating a diagnostic assessment

This recommendation goes hand-in-hand with point one above. At the outset of a college course, it is often a good idea for the instructor to test students on their knowledge of a given topic.

A set of ten to 20 questions about the subject gives the instructor an at-a-glance look at what students know at the beginning of the semester. The information from these quizzes can later be compared to student answers at the end of the semester. This helps instructors and students measure growth.

It's important to let students know that this isn't graded. Its purpose is to give them and the instructor some information about students' knowledge of the subject at the beginning of the course. This allows everyone to consider their position and to plan their studies accordingly. For some instructors, this method works so well that they regularly incorporate a version of it into their class instruction, even weekly in some cases.

These exercises don't have to be a point of stress for instructors, however. Platforms like Top Hat have exercises and learning tasks, such as quizzes and polls, to help students think about their thinking and keep them engaged in their classwork. These types of exercises also allow students to test their thinking and review their learning strategies in real-time because these platforms can grade student responses immediately.

3. Get into the habit of thinking out loud

Many instructors forget that there was a time when they sat in their students' chairs-when they had their own way of processing the information they were learning.

One way teachers can invite their students into the metacognitive mindset is by thinking out loud in class. It may sound simplistic, but when people think out loud, they're processing their thoughts about a topic. Instructors who do this in front of students demonstrate metacognition in action.

4. Assign a muddiest point essay

Writing is another example of metacognitive abilities in action. It encourages students to think about what they're learning and how they're thinking about it.

In this exercise, the instructor asks the students to either write a short essay or come up with a bulleted list of the main points of the lecture. The instructor can assign this at the end of a class period, giving students ten to 15 minutes to write.

The idea behind this exercise is to help teachers know where students are still having trouble with the material. Once this information is gleaned, these weak points can be addressed in the next class period.

Even if the instructor doesn't have them write about the muddiest point, regular writing exercises teach students to think about what they're thinking.

5. Leave plenty of time for class discussion

Speaking and listening activities also give students opportunities to think about their thought processes. As a bonus, students get to learn about the thought processes of others. Classroom discussions promote student engagement. This makes learning more interesting. More interesting learning is a recipe for learning that's also understood and remembered.

Additionally, the instructor can go a step further by asking students to lead the instruction. For example, the professor can break the topic down into smaller subjects and assign each smaller topic to a student in the class. Students can then lead the discussion, either in front of the whole class or in smaller groups.

6. Post-class self-assessments

There is a reason why so many institutions do end-of-year evaluations. They give educators valuable feedback on student learning.

The same principle applies to asking students to create a self-assessment at the end of a course. They can talk about what they thought was true about the subject compared to what they know to be true now. If the instructor has assigned them journal work, then this assessment can go in the journal.

7. Reflective journaling

Reflective journaling exercises provide students with a forum to monitor their own thinking and their own learning processes. Following a challenging lecture, encourage students to consider which course concepts they are comfortable with and where they could benefit from further review. This can help them plan their future studies or prompt them to reach out to an instructor or TA for extra help.

Self-reflection exercises can also be used following a summative assessment, like a test or exam. Prompt students to respond to questions like: "What about my exam preparation worked well that I should remember to do next time?" or "What did not work so well that I should not do next time or that I should change?"

8. Model metacognitive thinking

To develop a classroom environment rooted in metacognition, consider modeling these practices for your students. By being transparent about how you navigate new developments in your field, tackle complex concepts and relate course content to the world outside your classroom, you show students that metacognition is a lifelong process.

Metacognition in the college classroom

Metacognitive activities seem relatively simple in practice. That's why it may be easy for instructors and students to overlook how powerful they can be. Activities like quizzes, discussions and real-world case studies all help develop metacognitive skills. Essentially, students can use these activities to examine their thinking processes, including how they learn the materials in class.

However, despite being straightforward to use in your course, the application of metacognitive activities has far-reaching implications that go beyond the confines of successful learning in the classroom. They enable students to make the best use of their lives and to develop good judgment. Once students graduate from their studies, the activities that they have done to develop their metacognition skills are useful on the job and off.

Instructors who wish to use metacognitive activities in the classroom have a full toolbox of activities at their disposal. These activities can be as simple as doing frequent quizzes using active learning platforms like Top Hat.

These activities can also be more involved. They can include lively classroom discussions that are designed to get students engaged in their coursework or even regular journaling activities that students can do throughout the semester.

Finally, it is important for instructors to demonstrate to their students what this type of critical thinking and problem-solving looks like. When they do, they model the proper behavior for students. In this way, students learn to identify critical thinking in action and to mimic it until they fully grasp what it means to employ metacognition in the classroom and out.
→ Free Template: Get Linda Nilson's recommended self-regulation activities

# data[].attributes.attachment_link.title
Template: The Best Metacognitive Strategies for Higher Ed | Top Hat

# data[].attributes.attachment_link.description
See how metacognition fuels student success with these expert tips + FREE metacognitive strategies template with ideas from Dr. Linda Nilson.

# data[].attributes.body
Meeting with Focus group – 5th year Higher level English years

Action taken

·      Survey given to focus groups re: how they learn and how they achieve

Feedback from students

·      Teachers need to push more able students

·      Drive attainment more by showing marking schemes

·      ICT- not seeing the value of this

·      Stream the classes into top, middle, lower tiers

·      Would appreciate more formative feedback

·      Would like to be challenged more

# data[].attributes.headline
Actions discussed at English Department meeting Dec 2024

# data[].attributes.subject
Actions discussed at English Department meeting Dec 2024

# data[].attributes.body
·      Findings from student focus group discussed and actions suggested to take from Research

Actions to be discussed at next English dept meeting

·      Co-create success criteria/ marking scheme with students

·      Scaffold key words using effective questioning – Blooms taxonomy/awareness of Higher order questioning-moving to the top of Bloom’s taxonomy -going from effective to very effective to highly effective

·      The use of modelling/visualizing  the answer

·      Give the stronger students a choice/more work to push them/challenge them

·      Discuss scheme of work on a termly/annual basis in order to plot space learning – some work often needs to be revisited and learned 5 times before sinking in. Factor in assessments also and be more conscious of the scheduling.

·      Should students have a test copy with feedback ?

·      Critical literacy- Inquiry/Discussion/Look / Analyse

# data[].attributes.body
Meeting with English department

10th December 2024

Items discussed:

·      Feedback from student survey given to department members

·      Feedback from CoP delivered to department members- strategies for improvement discussed

·      3 new strategies agreed on as a department to implement next term:

·      1. Peer observation

·      2. Higher order questioning

·      3. Mind map

# data[].attributes.headline
Effective questioning to promote student engagement

# data[].attributes.subject
Effective questioning to promote student engagement

# data[].attributes.headline
Eng Dept Meeting -5th yr teachers BCC - 13th Dec 2024

# data[].attributes.subject
Eng Dept Meeting -5th yr teachers BCC - 13th Dec 2024

# data[].attributes.body
Decisions:

1. Discussed data collected and possible areas of focus arising from same,

Sucess Criteria, effective questioning etc. With 5th yr English teachers.

2. Area of focus decided on – Co Creating Sucess Criteria – focusing on introducing marking scheme

3. When planning and scaffolding longer written pieces, familiarise students with Marking Schemes and develop (co create) Success Criteria with these in mind

4. Aim is to develop awareness and more focussed answering in More Able students

5. in addition: Support with additional resources on Teams - extended reading and interviews for example

6. Make students aware of yearly plan so aid focus

7. Suggested Action Plan

Target set with students - Athena

Teacher Observation - Perhaps teachers pair up Marie / Hannah – Laura / Emilee Ramona free P2 Fri can facilitate cover observing teacher during this time.

Pick 2 students to observe lessons – identify strategies they are looking for beforehand. - Provide checklist

Compare Feb March / results with Oct results.

5th years HL - Studied Text Assessment in Jan, then Comparative Text 1

Resurvey students.

# data[].attributes.headline
Student Active methodologies to support learning and engagement

# data[].attributes.subject
Student Active methodologies to support learning and engagement

# data[].attributes.headline
Websites to support marking schemes/ Extra reading

# data[].attributes.subject
Websites to support marking schemes/ Extra reading

# data[].attributes.body
https://carlowacademy.ie/english-junior-cycle-leaving-cert-information/

·       https://folens.ie/blogs/knowledge-hub-english/useful-articles-and-resources-for-junior-cycle-and-leaving-cert-english-teachers

·

https://www.juliangirdham.com/resources-1

https://www.juliangirdham.com/online

# data[].attributes.attachment_link.provider_name
Folens: Primary & Post-Primary Teaching Programmes

# data[].attributes.attachment_link.description
In this article, Paul McCormack takes a look at the Leaving Cert Higher Level English papers and breaks down exactly what you need to cover with tips on what to focus on and the depth required. If you want to be a good writer, you need to concentrate not just on what you say, but also on how you say it. Marking Scheme

# data[].attributes.headline
Sample Infographic from another Community of Practice

# data[].attributes.subject
Sample Infographic from another Community of Practice

# data[].attributes.body
♦ Teachers valued the oppurtunity to collaborate both with each other and other schools.

♦ Teachers found it beneficial to hear “high achievers” voice on their learning and valuable to get their feedback.

♦ An online team for sharing resources between English teachers in different schools.

♦ COP English meetings could be set up for English teachers that you could dip in or as needed – depending on the topic.

♦ AI is making it more difficult for English teachers – Could there be CPD training on AI specifically for English teachers.

♦ Time was a significant challenge for this project due to busy life of school and weather conditions.

# data[].attributes.body
mpact on students;

Students during focus groups stated that they were happy to be included and appreciated having their voices heard. The analysed data suggests the following for students in relation to success criteria,

1. Enhancing Independent Learning:

- Both documents highlight that a significant proportion of students prefer working independently. Co-creating success criteria empowers students by allowing them to define what success looks like in their independent tasks, which aligns with their preferences and promotes ownership of their learning.

2. Incorporating Feedback:

- The importance of teacher feedback is a recurring theme. By involving students in creating success criteria, teachers can clarify expectations and provide more focused and actionable feedback that resonates with the criteria students helped establish.

3. Addressing Challenge Levels:

- The data indicates that students feel "a little bit challenged" but not enough to reach their full potential. Co-creating success criteria encourages students to set challenging yet achievable goals that push them beyond their comfort zones while maintaining a sense of control over their learning journey.

4. Motivation and Engagement:

- Grades and self-motivation are primary motivators for students. When students are involved in defining their success criteria, they can create benchmarks that are personally meaningful, which can heighten motivation and investment in their work.

Students were also surveyed at the end of intervention on their understanding of Sucess Criteria. Key points from this survey showed,

1. Widespread Understanding:

- All respondents indicated that they understand the term "success criteria."

2. Definitions Provided:

- Success criteria were commonly described as:

- A checklist or set of guidelines to ensure task completion.

- Specific goals or standards to achieve full marks or meet requirements.

- A way to measure what students should know or accomplish by the end of a task or lesson.

3. Common Themes in Definitions:

- Focus on achieving standards (e.g., "full marks," "successful completion").

- Emphasis on understanding requirements and goals for better task execution.

- Use of success criteria as a tool to align efforts and outcomes.

# data[].attributes.body
Suggested STRATEGIES AND APPROACHES

Rubric for effective success criteria to give to teachers

Support with additional resources on Teams - extended reading and interviews for example

Teacher /student observation (if time allows)

Scaffolding and model answers

Marie and Ramona  reflection diaries

Padlet created for project sharing

Marking scheme give to students.

Co Created Success criteria recorded in students copy and on board.

Follow up meetings took place to discus progress. Teachers were supported in this by senior management who provided either cover or Croke Park hours for meetings.

English department coordinator supported teachers by feeding back information from regional COP, chairing project meetings, facilitating discussion and reflection.

Teaching and Learning coordinator supported teachers through organising meetings, recording minutes, sharing resources, collating resources, creating padlet and feeding back to Senior leadership team.

https://padlet.com/ramonamorgan/nr-tipp-cop-english-motivating-high-achievers-bcc-mcvf4hjnqlov2aq1

# data[].attributes.headline
Analysis of pre and post intervention data

# data[].attributes.subject
Analysis of pre and post intervention data

# data[].attributes.body
1. Enhancing Independent Learning:

- Both documents highlight that a significant proportion of students prefer working independently. Co-creating success criteria empowers students by allowing them to define what success looks like in their independent tasks, which aligns with their preferences and promotes ownership of their learning.

2. Incorporating Feedback:

- The importance of teacher feedback is a recurring theme. By involving students in creating success criteria, teachers can clarify expectations and provide more focused and actionable feedback that resonates with the criteria students helped establish.

3. Addressing Challenge Levels:

- The data indicates that students feel "a little bit challenged" but not enough to reach their full potential. Co-creating success criteria encourages students to set challenging yet achievable goals that push them beyond their comfort zones while maintaining a sense of control over their learning journey.

4. Motivation and Engagement:

- Grades and self-motivation are primary motivators for students. When students are involved in defining their success criteria, they can create benchmarks that are personally meaningful, which can heighten motivation and investment in their work.

# data[].attributes.headline
Survey of students - "Understanding of Success Criteria"

# data[].attributes.subject
Survey of students - "Understanding of Success Criteria"

# data[].attributes.body
1. Widespread Understanding:

- All respondents indicated that they understand the term "success criteria."

2. Definitions Provided:

- Success criteria were commonly described as:

- A checklist or set of guidelines to ensure task completion.

- Specific goals or standards to achieve full marks or meet requirements.

- A way to measure what students should know or accomplish by the end of a task or lesson.

3. Common Themes in Definitions:

- Focus on achieving standards (e.g., "full marks," "successful completion").

- Emphasis on understanding requirements and goals for better task execution.

- Use of success criteria as a tool to align efforts and outcomes.

This data shows strong familiarity with the concept of success criteria among respondents, with an emphasis on its utility for clear goal-setting and task focus.

# data[].attributes.headline
Success Criteria, Self Assessment, Collective Feedback slides

# data[].attributes.subject
Success Criteria, Self Assessment, Collective Feedback slides

# data[].attributes.headline
Dec SDP newsletter Teaching, Learning and Inclusion section

# data[].attributes.subject
Dec SDP newsletter Teaching, Learning and Inclusion section

# data[].attributes.body
https://forms.office.com/Pages/AnalysisPage.aspx?AnalyzerToken=jKleiefM7uR9l3bSbHMf0xUYofediEYR&id=JVynwf1lH0qKvRxHsiCCvgkxwi-jlTBEofW2gE7KPT5UOUFMSk5JNDJJQlVRTVY3S0pESFhTQzhMUi4u

# data[].attributes.body
Swapped Classroom