Challenge. Progress. Differentiation. #1
Intro - Sharing success!
Throughout the school there is excellent practice that needs to be shared! As class teachers it is often difficult enough to find the time to share practice within our own POD's never mind visit other departments. Hours are spent planning and producing resources when the 'secret' we are looking for could be part of everyday practice a few classrooms away. Linked to the Tuesday night CPD programme this flyer aims to share our success. Those times when all the hard work pays off. Our chance to SHINE!
Pupils in Science were observed being pushed above and beyond their target grades. Cleverly the secret was to use a sequence of tasks that gradually built up in their level of challenge. Students began with some short easier tasks aimed at confirming existing knowledge and building confidence. Each additional task became more difficult. However, because the step up in difficulty was gradual this resulted in students feeling able and capable of having a go.
For more information please see Fran Elliott (Science)
Students in English used peer and self assessment to raise the quality of a 'first draft'.
A 'stair case of success' gave students the criteria they needed to plan ways to improve their work. Students took responsibility for their own progress by establishing what step they were currently at through peer and self assessment. Once this was agreed students could focus on the next step and aim to meet the criteria set in order to raise the level of their work.
For more information please see Su Burnside (English).
A model of Flipped Learning was the approach given to a group of Y10 students in PE. Students were given responsibility to go and access key information via websites and video clips outside of lesson time. Students were expected to arrive to the next lesson with the knowledge they needed to lead a specific fitness test. Traditionally, this would have been teacher led and in the past proved to be quite time consuming. Through this approach students entered the classroom and were straight into the task. Students spent more time engaged in purposeful activities and questioning their own findings. This also allowed the teacher time to go around individual groups and look to further question individual understanding of each test.
For more information please see Jason Foulston (PE).
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