Shirley Clarke by Dan

Everybody!

dager — 2013-11-04 07:43:45 UTC

This will be our 'journal' over the coming months as we develop a shared language over our Teaching and Learning Policy. For ease, we'll be working in our TLC groups as they're neatly split across all your groups. Please rearrange yourselves accordingly.

(1) There's two things to read below to keep you busy until commencement

(2) As for the chocolate, it's one now or two at the end of the session!

This afternoon's session will go like this...

(a) discussing chapter 1

(b) deciding on a definition of formative asst. for our T&L policy

Warm Up

dager — 2013-11-10 21:22:25 UTC

Whilst you're waiting for the stragglers, see what type of leader you are... click on image below...note it might not work on the ipad that well, follow instructions at the bottom of the page...

For you, diary

dager — 2013-11-10 21:24:24 UTC

TeachMeet, 19th November, Heycroft, click on the below image

Hilary johnson

2013-11-11 16:05:44 UTC

I feel that so far I have developed my questioning skills and am starting to do peer assessment within my class but we are in the earlier stages due to the children's age and abilities. We use talk partners all the time in lessons to help engage all the learners but I do find that some children need more training on this so I will work on this during this term. I feel I would like to see someone using talk partners effectively in lesson so I knew whether what we do in our class is effective.

I feel all our children need more training and this needs to start in eyfs as the children need to know how to work with their peers before they reach year 1. I would like other ideas of how we can share the success criteria in a more dynamic way that engages all the children as I feel my less able children switch off. Any suggestions greatly received. I feel children are getting better at self assessment but need training in peer assessment as they seem to get carried away.

Scale is 5

Emma

2013-11-11 16:07:13 UTC

Success criteria/ checklist developed with children - referred to through lesson.

Talk partners in literacy regularly, less so in maths.

Option to talk to a buddy to discuss work.

Encouraged to always check back and improve.

Questioning

Marking in lesson to acknowledge mistakes - children go back and correct/improve

Mwb

Reception-katie

2013-11-11 16:08:55 UTC

Share the learning with the children

Questioning is used a lot and children are encouraged to find their own answer instead of just getting the answer from the teacher

Self and peer evaluation needs to be improved as well as the use of talk partners.

Children do get a chance to reflect on their own work but this could be expanded to peer reflection as we'll also the children need to learn to listen and respond to make sure they know what their peer is talking about and be thinking about what can be improved

Children should maybe do less hands up and more interactive carpet work in reception

Helen

2013-11-11 16:08:56 UTC

I feel that I use talk partners quite effectively, mwbs in most lessons help with effective feedback and peer/self evaluation. Don't use lolly sticks as much but still a useful tool in certain lessons. Children trained quite well but they need more work on creating own S.C.

I'd give myself a 6

Lori

2013-11-11 16:09:52 UTC

Already doing

lolly sticks

Talk/learning partners

Use of whiteboards

Visualiser

Peer assessment

Stars n wishes (introduced recently EYFS)

Post it notes

Self assessment / target time books

Ben

2013-11-11 16:10:01 UTC

I very rarely use summative assessment, so formative is my biggest asset in terms reviewing progress in a lesson.