ECT Online Learning Community 2023 by

Celebrates this milestone!

carolinetomlinson1 — 2023-09-26 14:27:07 UTC

You are nearing the end of your first half term as qualified teachers, in your own classrooms, with your own learners. Introduce yourself and list anything that celebrates this milestone!

Where our confidence is growing

carolinetomlinson1 — 2023-10-05 15:57:14 UTC

I feel confident that my classroom is a place where pupils feel valued and safe
I feel confident that I have a positive impact on the attitudes, values and behaviour of my pupils
I feel confident that I communicate my belief in all pupils’ academic potential
I feel confident that my classroom is a positive learning environment

Breakout room roles

carolinetomlinson1 — 2023-10-05 16:00:14 UTC

1. Once in breakout rooms determine who will take on each role.
2. Each member of your breakout room has 1 minute to introduce themselves and outline their challenge. Other members will listen and perhaps note down any strategies/approaches that occur to them as the challenge is outlined.
3.When all members are introduced and all challenges have been heard, each challenge can be discussed in turn with colleagues sharing ideas and strategies to address them. Each discussion should last around 2-3 minutes (or longer if a theme emerges).

Barriers and challenges

carolinetomlinson1 — 2023-10-05 16:04:47 UTC

What are the barriers to the statements being true?
Does your agreement with these statements fluctuate depending on which lesson/day it is?

I feel confident that my classroom is a place where pupils feel valued and safe
I feel confident that I have a positive impact on the attitudes, values and behaviour of my pupils
I feel confident that I communicate my belief in all pupils’ academic potential
I feel confident that my classroom is a positive learning environment

Take aways from today's session

carolinetomlinson1 — 2023-10-05 16:08:54 UTC

As a result of this session I…

am…
will…
know that…
feel…
understand…

Action Learning question prompts

carolinetomlinson1 — 2023-10-10 17:14:10 UTC

"Asking questions puts you in danger of finding out what you need to know.’" Questions of understanding:
 What are you trying to achieve?
 What is the difference between how you see things now and how you would like them to be?
 How will things change if you are successful?
 Who might be willing to help you?
 What obstacles do you anticipate? Questions to get below the surface
 Can you explain? What exactly? How do you know? Can you give an example?
 What happened…? and? Because? Everyone? Always? Who are 'they'?
 How do you feel about that? What assumptions are you making?
 What do you think will happen and why?  What are the consequences of doing that?
 What was the high point/low point for you?
 What have you learned from all this? Questions to stimulate learning
 What is challenging for you about this issue?
 What opportunities are there for you in the situation?
 What would success look like?
 That obviously excites you: why?
 What metaphor could you use to describe the situation?
 What is important, what is urgent and what is the priority?
 What have you tried? Why did/didn't it work?
 Who else have you involved in this issue?
 Who can you turn to for advice and support?
Questions to explore options
 What if…?
 How would they react…?
 How do you feel about…?
 What do you think about…?
 What are the pros and cons of your behaviour?
 What would happen if you did nothing? Powerful Questions
 What are the effects of this on others?  Is there another way of working?
 What skills do you need to develop to cope with this?
 How can you improve the situation? Questions to stimulate action
 What are you going to do next?
 What are your options for action now?
 Where could you get more information?  Who else could you seek help from?
 What are you going to do for yourself before

When a child who has struggled to come to school turned round and said that they love being in school and playing with their friends

zkawalek — 2023-10-17 15:01:48 UTC

A parent mentioned the positive impact I've made on their child, including their progress - great feeling!

2023-10-17 15:10:34 UTC

2023-10-17 15:10:37 UTC

adjusting to school routines and implementing my own with my class and developing

Confidence in children

2023-10-17 15:10:45 UTC

A child who refused to come in without his mum at the start of the term and now comes in on his own, very happy!

Just seeing the children happy and enjoying the lesson

2023-10-17 15:10:54 UTC

First parents evening was a success

2023-10-17 15:10:55 UTC

A parent said that their child was finally happy about coming into school.

2023-10-17 15:11:04 UTC

2023-10-17 15:11:05 UTC

remembering printer codes at last!! little wins

Child finally remembered the phonics sounds today and they were so proud of themselves

zkawalek — 2023-10-17 15:11:09 UTC

aclemons11 — 2023-10-17 15:11:10 UTC

I was proud of when I had my first observation and had positive feedback and could see the change and development in good behaviour within my classroom :)

kbrodie9 — 2023-10-17 15:11:10 UTC

Building positive relationships with the children in my class and getting to know them.

lbrown532 — 2023-10-17 15:11:14 UTC

Being told by a parent that I've inspired their child to be a teacher and that they practice at home teaching their teddies.

When a child who struggles to come into school told her mum that her class feels like a family! It was a moment when I knew something had worked

melissaseabridge — 2023-10-17 15:11:18 UTC

cerihum — 2023-10-17 15:11:20 UTC

Ceri- I am proud of my preschool children already responding well to the behaviour mascot i have introduced and I have had a couple of parents saying how happy they are coming in :)

yay- josh

joshm20 — 2023-10-17 15:11:21 UTC

Managing to have the majority of children joining in at group time for whats in the bag, with the children joining in with saying what they can feel.

A child who does not like to contribute in class with encouragement is now starting to put their hand up!

ebaish — 2023-10-17 15:11:21 UTC

sroberts361 — 2023-10-17 15:11:33 UTC

Seeing progress both academically and socially already!!

2023-10-17 15:11:35 UTC

The children that have just moved up are so young and struggled to get into a more structured day but now I feel like we've cracked the routine and everyone is making progress

libby_laptop1 — 2023-10-17 15:11:41 UTC

Parents thanking me at parents evening because their children are happy to come into school.

laurynpayne — 2023-10-17 15:11:44 UTC

In an informal observation my mentor congratulated me on the routines/ethos in my class

catherinewales — 2023-10-17 15:11:44 UTC

Parents saying how keen the children are to do their learning at home. They are even playing schools at home with siblings.

developing positive relationships with the children

2023-10-17 15:11:45 UTC

Had an open afternoon with parents doing activities in the classroom, I survived!

ebaish — 2023-10-17 15:11:48 UTC

Parents at parents evening said their children were enjoying coming to school and they were noticing differences in their children at home

2023-10-17 15:11:49 UTC

imckenna4 — 2023-10-17 15:11:52 UTC

Seeing the children come in happily in the morning and knowing the routine of the day

tvsc5yjfpj — 2023-10-17 15:11:55 UTC

When a previously non-verbal autistic child said her first word at school. It was 'no'.

Seeing a boy being proud of his maths and seeing his confidence grow.

2023-10-17 15:12:02 UTC

lbumpass1 — 2023-10-17 15:12:04 UTC

The smile on a childs face when I gave them their own PE top.

Having positive feedback from parents even as a new teacher in the school they are starting to trust me with their children's learning and progress

2023-10-17 15:12:06 UTC

emmawright_1_ — 2023-10-17 15:12:07 UTC

When one of the pupils was adamant at the start of term they were still in the class before until they were doing things that made them happy and they said being in this class

A couple of parents at parents evening told me their child is much happier now

lauraakelly349_ — 2023-10-17 15:12:12 UTC

Child picture on tapestry - parent said was her really happy/relaxed face and was so happy to see her child happy and relaxed in the classroom

zkawalek — 2023-10-17 15:12:17 UTC

arols8756_ — 2023-10-17 15:12:22 UTC

Valuable chats with parents at the end of day - working in partnership. Parent then mentioned this to another member of staff about how I was really trying with that child

An EAL 3yr child finding the visual of the blue zone (feeling sad) so that they communicate how they are feeling.

2023-10-17 15:12:31 UTC

2023-10-17 15:12:43 UTC

Children coming in happy and joining in with activities. Parent's positive comments.

My attitude translates to their attitude

ebaish — 2023-10-17 15:13:44 UTC

Feeling included

melissaseabridge — 2023-10-17 15:14:17 UTC

others in the same boat!

ebaish — 2023-10-17 15:56:34 UTC

2023-10-17 15:56:45 UTC

That lots of people are having similar challenges

it's not just me

2023-10-17 15:56:49 UTC

Its not just me

2023-10-17 15:56:50 UTC

That I am not alone

melissaseabridge — 2023-10-17 15:56:52 UTC

2023-10-17 15:56:53 UTC

I'm doing a good job

I feel like I am not on my own

2023-10-17 15:56:57 UTC

Remaining positive and focusing on the small wins!

eshilling0923_ — 2023-10-17 15:57:03 UTC

2023-10-17 15:57:07 UTC

It is ok I am not the only one

arols8756_ — 2023-10-17 15:57:07 UTC

Asking for help, knowing that people are in the same position as me

cerihum — 2023-10-17 15:57:09 UTC

Good to know other are having the same challenges and sharing of strategies have been very similar!

higher awareness of the responsibilities of a teacher

2023-10-17 15:57:10 UTC

That I am making a difference and everyone is having similar struggles

2023-10-17 15:57:17 UTC

expert advice is always there

2023-10-17 15:57:29 UTC

joshm20 — 2023-10-17 15:58:15 UTC

children who started Nursery coming in crying and parents happy seeing them near the end of time smiling coming in

cerihum — 2023-10-17 15:58:39 UTC

Its reminded me I have done something to make a difference even if it feels small!

tvsc5yjfpj — 2023-10-17 15:58:48 UTC

Remembering that the small wins count too and reaffirming that it is ok to not know everything yet and asking for help is always a good idea

emmawright_1_ — 2023-10-17 15:58:50 UTC

I am taking away I am not alone with some of my struggles

Mentimeter results Session 1

carolinetomlinson1 — 2023-10-17 16:31:21 UTC

Really heartening to see how many of you feel positive about the climate you are creating

2023-10-17 17:06:58 UTC

Nearly your first whole term! How does it feel (in less than 5 words).

carolinetomlinson1 — 2023-11-07 07:56:05 UTC

To create conditions for future teaching and learning moments of alignment I would/could...

carolinetomlinson1 — 2023-11-07 10:28:33 UTC

Learning intentions

carolinetomlinson1 — 2023-11-22 14:41:34 UTC

Question prompts for prep task breakout room discussion

carolinetomlinson1 — 2023-11-22 14:50:45 UTC

daisybreakspear — 2023-11-28 16:39:31 UTC

Adapting schemes to ensure that the children have learnt what you need them too rather than just carrying on through the scheme.

conctrete

joshm20 — 2023-11-28 16:40:20 UTC

utilising more concrete practical activities to help develop understanding for harder concepts, but also utilsing cross curicular activities to support understand.

For me it will be using the classroom and playground as a stage to showcase the learning - movement with my class is key!

2023-11-28 16:40:21 UTC

Using music and drama to help retain information

2023-11-28 16:40:59 UTC

Using objects more

2023-11-28 16:40:59 UTC

Doing more thinking out loud to model to the class the process

fchapman17 — 2023-11-28 16:41:00 UTC

thinking about the adaptations for learning; how can the learning be accessed by all in more creative ways?

2023-11-28 16:41:14 UTC

Using a visualizer to model how to use resources

fchapman17 — 2023-11-28 16:41:28 UTC

The different types of questioning

2023-11-28 16:41:29 UTC

Getting children to use their reasoning skills, How do you know that? can you show me how you did that? Can you show me with different resources? Can you explain how you know they aren'r right?

Giving time and opportunity for child driven learning.

2023-11-28 16:41:30 UTC

I liked how someone had no fixed outcome and was led by the children during an activity.

resources

joshm20 — 2023-11-28 16:41:37 UTC

allow children time to explore new resources for learning before expecting them to use it for learning

Knowing it is ok to take a few lessons on one topic and not rushing through

2023-11-28 16:41:38 UTC

Modelling

2023-11-28 16:41:40 UTC

Make sure I am explicitly modelling - using a visualiser to show the ways I am doing it.

arols8756_ — 2023-11-28 16:41:43 UTC

Using concrete materials to support and reason

Modelling everything. From behaviour expectations to writing.

2023-11-28 16:41:48 UTC

2023-11-28 16:42:20 UTC

breaking down the learning objectives and ensuring enough time is allowed for the children to really grasp the concepts you're teaching

Modelling constantly - both misconceptions and correct learning

2023-11-28 16:43:11 UTC

Perseverance

Collaborative learning Research summary

carolinetomlinson1 — 2024-01-30 14:42:00 UTC

Collaborative learning involves pupils working together, in pairs or small groups, where everyone can participate in a collective activity. This may involve each pupil taking responsibility for a part of the activity or all pupils working together on the same activity. The impact of collaborative learning approaches is typically positive, but studies find a wide range of effects. This suggests that it is important to consider how to do it most effectively.

To help you to establish collaborative learning which is effective and efficient you should:

carolinetomlinson1 — 2024-01-30 14:43:27 UTC

Provide support and practice – effective collaborative learning requires more than just asking pupils to work together – providing support and practice will be beneficial. You could think about how you support collaborative learning, which will include explicitly teaching about routines and expectations.

Design tasks

carolinetomlinson1 — 2024-01-30 14:44:13 UTC

Carefully design tasks – collaborative learning will be ineffective if tasks are not designed so that pupils can work together effectively and efficiently. If this is not done, some pupils may opt to try and work alone. One approach is to provide specific roles and responsibilities, although it is important to ensure that some pupils do not repeatedly get stuck with the same role.

Carefully group pupils

carolinetomlinson1 — 2024-01-30 14:44:33 UTC

one of the benefits of collaborative learning is that pupils of different attainment levels can benefit from working with each other. However, giving consideration to the impact of specific grouping on behaviour and motivation is also important.

Use Competition purposefully

carolinetomlinson1 — 2024-01-30 14:44:57 UTC

competition can be an effective way of enhancing collaborative learning. However, it is not essential and it is likely to be unhelpful if competition becomes a distraction from the intended learning. Carefully monitoring the impact of competition is likely to be useful: not all pupils respond positively to competition.

OLC3 Prep task scenarios - Ibrahim Year 1

carolinetomlinson1 — 2024-01-30 14:51:59 UTC

Ibrahim is in Year 1 and has a diagnosis of autism. His parents want him to remain in a mainstream school although he struggles with social interaction and communication. He is pre-verbal but can use gestures and picture cues to indicate his preferences. His teacher wants to include him in small group activities. However, he has difficulty engaging with his peers.

In literacy yesterday, he was able to concentrate on his task for five minutes, but then needed a movement break. He was prompted to return to his table and sit beside one of his peers. However, he quickly became agitated, starting to hit his own head. The pupil next to him also became quite stressed as she was unsure about what was happening.

Niamh: Year 4, Literacy

carolinetomlinson1 — 2024-01-30 14:52:37 UTC

I am in Year 4. I want to do well in class but I am not very confident. The other pupils in my class always seem more confident than me, even when some of them don’t really want to learn. Sometimes I feel my teacher and TA don’t notice me.

We have been looking at fairy-tales. My teacher allowed us to pick our own partner (I picked Tara because she is quiet), then she matched us with another pair to make 4. We were matched with Ted and Kamil, who play football together every breaktime.

Miss gave every group a play-script from Cinderella and a flip camera, and gave us an hour to practise and record our little play.

I think some of the other groups got on all right, but my groups didn’t. We could not even get properly started. Ted and Kamil both wanted to be leaders, and decide what roles everyone else should have. I was too shy to say anything, and I don’t think Tara likes drama. Miss told us our time was up before we had a chance to practise properly, so what we recorded was really terrible.

Miss and our TA made sure that people were behaving themselves and not damaging the cameras. But I wish she had sorted Ted and Kamil out. Tomorrow the whole class is watching the recordings, and I know I am going to be really embarrassed.

To consider from the prep task.

carolinetomlinson1 — 2024-01-30 14:54:08 UTC

●What is the experience of the learner in your chosen scenario?

●What does the teacher intend for them to gain from the activity set?

●What are the barriers to their learning using this approach?

2024-02-06 16:25:52 UTC

We talked about how we are focusing both in Year 2 and EYFS on how to teach listening. So asking talk partners to tell us what their partner said instead. Or asking them what they think of each other's ideas and building on them "I agree because" or " i disagree because" and getting them to collaborate like that

Understanding Adaptive teaching - an overview

carolinetomlinson1 — 2024-03-14 10:31:36 UTC

Module 5 - effective practices around assessment

carolinetomlinson1 — 2024-05-09 09:09:44 UTC

Module's learning Intentions

carolinetomlinson1 — 2024-05-09 13:59:39 UTC

Learn that:

6.1 Effective assessment is critical to teaching because it provides teachers with information about pupils’ understanding and needs.

Learn how to: Avoid common assessment pitfalls, by:

6b. Drawing conclusions about what pupils have learned by looking at patterns of performance over a number of assessments (e.g. appreciating that assessments draw inferences about learning from performance).

A reflection on how far you have come in your ECT1 Year....

carolinetomlinson1 — 2024-05-09 14:00:58 UTC

How will your analysis of your assessment data (including patterns of performance) affect how you plan for this learner/group/class moving forward?
How will it affect your planning of this curriculum area for future classes? How will you record this to support your planning next time?
How has your understanding of assessment changed or developed your practices since your ITT year?