Leeds SCITT Newsletter
Issue 7 Spring 2016
Welcome to the Leeds SCITT Newsletter
Welcome to the Leeds SCITT Newsletter. Our aim is to share good practice across our Partnership, keeping all interested parties up to speed with key information and share tips on how to become outstanding trainee teachers. This is your newsletter, so please feel free to email and share your experiences of how you or your colleagues have used innovative strategies/resources which have contributed to pupils making excellent progress.
Please remember to scroll down for tips and ideas on how to evidence TS6
Stage 3 Priority – Becoming an Outstanding Trainee Teacher
Helpful reminders and points to consider!
- Continue to set focused targets during your mentoring meetings to support you in addressing key areas. You could use the language of the Teachers' Standards as outlined in the placement report (also located in the Stage 3 Manual pages 65 -80) to aid you and your SBT in the writing and evidencing of these targets. Remember it is important to share these targets with all of the host teachers in the department (a good idea is to write this down on the top of the lesson observation sheet you give to the observer) to ensure lesson observation feedback is focused and allows you to evidence the targets you and your SBT have set.
- Continue to email your SEF to your SBT 24hrs prior to your mentor meeting and cc your Link Tutor in too.
- Spend some time looking at your SEB evidence decide on areas you need to develop further. Discuss this with your mentor on how this can be demonstrated and evidenced in your planning, lesson delivery and other commitments at school.
- Is your marking up to date and in line with school policy? Do you give pupils' the opportunity to respond to the feedback you present to them? Finally, do you then check the quality of their responses to this feedback?
Evidencing the Teachers' Standards
Each week we will focus on one of the Teachers’ Standards, to look at ways on how this specific 'Standard' could be evidenced in supporting you in becoming outstanding in this area. This week we will take a look at TS6 - Make accurate and productive use of assessment.
How can we evidence TS6?
For the SEB, the TS6 Standard can be evidenced in the following way: examination marking including a sample of marked work with feedback & targets and design, delivery & analysis of the assessment instruments.
Question time! How can we evidence questioning for TS6?
Pedagogy and Practice: Teaching and Learning in Secondary Schools
Unit 7 - Questioning
Below are two links taken from unit 7 of the Pedagogy pack. This unit focuses on questioning and offers some practical strategies that teachers use to engage pupils through questioning. The techniques suggested are tried and tested; they draw on both academic research and the experience of practising teachers.
This video clip 7a, concentrates on how a Mathematics' teacher addresses whole class questioning.
Tasks 3 and 4 allow you to reflect on the idea(s) from this video, together with your current practice and the next steps in becoming more effective in this area. This may be something you may wish to look at and trial in the classroom.
Stage 1 Materials - Use of Assessment
Here are some of the resources used during the Subject Study sessions during Stage1. These may be of help:
Life Without Levels
Notable Thoughts on Assessment
Core PowerPoint Part 1
Core PowerPoint Part 2
Core PowerPoint Part 3
Assessment Instrument PowerPoint
SSAT Workshop D.William
Questioning /Teaching and Learning ideas! - A few ideas to help you and your pupils in the classroom.
Here are some ideas from our SCITT trainee, Jade O’Donovan who is currently at Horsforth School.
‘I've been trialling a few different questioning techniques this week which I thought I would share with you all. Here is what has worked for me..
1. Asking the pupils to generate questions as a plenary, and then using these as the starter for the next lesson.
2. Thinking aloud - worked really well across all key stages. Here I start to discuss but think aloud my thought process, highlighting how I start activities and what I consider as my work develops.
3. Where pupils ask questions I ask other pupils to clarify and answer to help monitor their understanding.
4. Alien based tasks - I ask the pupils to explain how to do something, i.e. threading the sewing machine. Expect I assume the position that I know absolutely nothing about the task, and they have to explicitly take me through every single detail and focus on using the correct terminology. This worked as follows:
Pupil - hold the thread....
Teacher - holds it in palm of hand
Pupil - hold the thread in your right hand between your thumb and forefinger
...And so forth.
4. Metacognition questions - little cards with prompts on which I subtly give out during lessons to individual pupils. These ask questions based on their concentration levels, are they meeting the success criteria, what is their progress throughout the lesson so far.
5. Laminate the Blooms' headings and number them. Write x3 questions on each card based on the topic of study. Using a dice, I’ve made this into a game, where the pupils work together to be quiz master, scribe, and contestants and they have to choose a question from the card based on the number they roll. I've found it is an informal way to question, and then during the whole class discussion I can further target questions to individual pupils based on their ability.
Hope these have been of use’ .
Should you tell your kids they are smart or talented? Professor Carol Dweck answers this question and more, as she talks about her groundbreaking work on developing mindsets. She emphasizes the power of "yet" in helping students succeed in and out of the classroom. Here is a link to her research in this area:
Challenge - Speak to your colleagues this week about how you could use this 'Growth Mindset' approach in supporting pupils at becoming their very best.
Over to you!
Leeds SCITT hope you have found this newsletter helpful. If you would like to send your suggestions, ideas, videos, sharing of good practice to include in the next newsletter please let me know. A massive thank you to Jade O'Donovan for her input in this week's newsletter. Remember please email your ideas!
Have a great week and we look forward to hearing from you soon.