http://lsl.eun.org

Wäinö Aaltonen School

Finland

Scoil na gCeithre Máistrí

Ireland

Shireland Collegiate

Academy (UK)

Lewis MooreAssistant Director of L4L;

KT

Kirsty TonksAssistant Principal;

Inner city academy in West Midlands

1,100 students; 11-18. Built over 100 years ago and

serves an area of substantial deprivation

38.2% of students have eligibility for free school meals (63% Pupil Premium)

22% have Special Educational Needs

15% live safeguarding issues 64.7% have English as a

second language Judged as

Outstanding in 2006 / 2010 / 2013

KT

KT

Living Schools Lab; STEPS Plan Theme

Embedding Flipped Learning; Staff CPD

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Staff CPDOffice 365 Class Site

Tools

Flipped Methodology

Monitoring Impact

Home Access

Elements are interlinked

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At Shireland Collegiate Academy we have pioneered the use of Learning Platforms (VLE’s) as early as 2003

Microsoft Office 365 offers a new, online version of SharePoint allowing users access at home and at school. Staff and pupils do not have to install software locally as they have access to Office 365 Cloud based apps wherever they log on.

Office 365 allows staff and pupils to collaboratively work on documents and ‘sync’ them together seamlessly.

Permissioned Portals allow groups of users to access different areas – i.e. Staff, Pupil and Family Portal.

KT

• Flipped learning is the pre-lesson preparation, reflection and questioning that pupils undertake to help inform a teachers planning (Mazur, 1997).

(Bergman and Sams, 2007).

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• We can remove the low order skills that involve memorising something

• This allows class time to focus on the higher order skills

*Results from Stayer, 2011 (based on Samsand Bergman’s work in the US

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Teacher Intervention /

Planning / Adaptation

Higher Order Questioning /

Thinking Skills / Targeted

interventions

Traditional Homework post

lesson (Synthesis)

Share Knowledge / Test Initial

Understanding

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PRO’s

• Students in control of their learning and performance

• Students questioning improves

• Greater choice for students – becoming independent learners

• Students support each other

• Technology can enhance the experience

• More purposeful lessons

CON’s

• Takes a while to encourage group work beyond the classroom

• Important to give clear parameters on certain material/ topics

• Staff must be organised and engage with the pupils preparation prior to a lesson

LM

See our homemade promotional video on the Living Schools Lab’s ‘Community of Practice’ that we created for our staff to start thinking about Flipped Learning before the training session.

KT

Knowledge; Video to watch / Chapter to read / website to study / Photosynth to explore by students prior to lesson via Class Site

Understanding; Concepts / Knowledge / Skill.

A task, quiz, discussion or survey etc based on knowledge is set via Class Site and completed

Interactions / Responses made by students inform teacher of learning / misconceptions via class site and therefore modifies lesson – enabling targeted focus

Application / Analysis / Synthesis / Evaluation; Class Session builds upon or is constructed from responses, feedback and interactions from the Flipped work set on the Class Site moving towards higher tariff work

Linking it to something that is already familiar to staff means that it provides a context and a form of discipline to help them understand it’s role and benefit.

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Higher quality pupil outcomes / attainment

Class Sites

Targeted cohorts

Well crafted tasks

It’s about quality and timing of interventions and targeted application.

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5th

March

• Whole Staff Inset day

June / July

• Follow Up Sessions for Depts

15th Oct• Whole

Staff Inset day

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On

goin

g Dro

p In

sessio

n su

pp

orte

d b

y e-le

arnin

g team

1) All staff to be divided by

departments / teams and

allocated an online resource

3) It tells you logon details –please test and let us know if

any issues

2) Visit CPD / Training Site via

T&L Site and look at your

online resource section

4) Task / Activity / Discussion /

Quiz etc –should not take any longer than

10 mins

5) Respond / Interact before

Tuesday 5th

March

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Two aspects:-1) Reacquainting staff to online resource subscriptions such as Brainpop / GCSEPOD2) Introducing the idea of Flipped Methodology by example

ICT 1

Maths 1

ENG 6

ENG 5

ENG 1ENG 2

BrainpopENG 3 ENG 4

ICT 2

ICT 3GCSEPod

Team 1(IT1)

Team 2(IT2)

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Resources

• Which resources are you taking forward?

• How will you use them?

• Do you need any more training

Flipped Learning / Class Sites

• Do you have a clear plan for Flipped Learning in your Department?

• Do you need any training on how to use aspects of Class Sites?

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Flipped Learning

Resources

Further Training

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Staff Self Assessment

3 levels

Emerging

Developing

Proficient

Flipped Tasks

Evaluation & Planning

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1) Using Office 365 tools to deliver Flipped Learning (surveys, forums etc)2) Used the time to plan a Flipped Lesson for the following week

Direct Access to create One Note notebook

Access to Community Groups for Discussions

Discussion Topics

Follow a site

Trending Discussions

Flipped Homework Tasks

Drop Off Library to allow pupils to securely upload work

Access to Shared Areas, Calendars and Announcements

KT

Contain all the information a pupil needs to progress with their learning, including all lesson objectives, resources, links and competency references.

WALT and WILF information for each lesson

Competency reference

Links to external websites like You Tube

Links to all resources

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Mr Men Lesson – Pupils were directed to listen and read along with an audio story, then respond to the class discussion.

They were prompted to identify something they would like to learn more about

Wordle was used to visually highlight the most popular choice

Part of the next session focused on what they had identified.

LM

Class Sites used to create Theme specific discussion sections. (Y8- Journey to the Centre of the Earth)

Flipped lesson tasks are posted on the class site

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Pupils to look at image on discussion board (picture source)

and answer the questions specific to their table by

responding to the discussion.

Responses are then used to inform planning for next lesson.

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• A quiz about Pompeii was created on the class site with multiple choice questions, for use before the session.

• The last question asks the pupils to select the source they trust the most. This statistic can then be used in the subsequent work around reliability.

• It was possible to target and direct certain pupils who clearly still had some gaps in knowledge or required further stretch.

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Regular Quality Change in teaching

pedagogy

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£585,000 funded project

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‘Test’ impact of Flipped Learning in 24 Primary

Schools

Maths in Years 5 and 6

0121 558 8086

Kirsty.tonks@collegiateacademy.org.uk

Lewis.moore@collegiateacademy.org.uk

@kirstytonkssca

@shirelandca

Scoil na gCeithre Máistrí:Gearóid Ó Duibhir

• All-Irish Language school based in midlands town Athlone. 300 pupils and 16 teachers.

• Capacity for 500 in new build school to allow for two classes at each of the 8 levels.

• Funding for ICT the key challenge to its continued integration although grant received with new school allowed for modern technology to be installed over four years ago.

• All class rooms have the same equipment - tablet laptop, projector, 3-in-1 printer, visualisers, speakers. Some have extra equipment which is being piloted with a view to being purchased if fit for purpose such as GyroMouse wireless mousesand keyboards, ebeams, large (22") touch screens attached to desktop computers.

• School has set of 32 netbooks (Fizzbooks) with touch capability that are distributed to each class on a daily basis allowing for a ratio of 4:1 when the existing class computers (2 desktops in each) are taken into consideration.

Directed CPD – The Challenge

• Growing School: 16 on staff, mixed competencies• High technological immersion: Tablets, Win 8.1, 4:1• 8 levels two classes per level within 3 years: 500+ kids• Teaching and learning of high standard• Traditional/conventional CPD not effective

– Chalk and Talk/Show and Tell type– Tail end of staff meetings – 10 minutes if lucky!– Not level specific or skill set specific so buy in minimal or

sporadic– Focussed on technological competence and not teaching

and learning with technology

Directed CPD – The Solution• ICT Committee formed as part of e-Learning Plan & LSL• One teacher from each class level: Years 1&2, Years

3&4 etc.• Not competence dependent – no pre-requisites• Fortnightly/monthly meeting: FPT45

– Feedback, Planning, Training – Strictly 45 mins, 15 mins per topic (3.15 – 4.00)

• CPD topic chosen and training delivered to Committee• CPD then by Committee members delivered in

“Breakout Sessions” to teachers from each class level– 45 minutes minimum for each – nothing else on agenda– Delivered in classrooms using resident technology– Discussion starts with technology and ends with teaching

and learning

Directed CPD – The Future

• Current Focus: Technology e.g. Windows 8.1• Future Focus: Teaching and Learning e.g. Oral

Lang.• Organically moving from technology to teaching

(and learning)• Committee-Driven now Vs. Teacher-Driven in

future• Committee responding to teacher needs and

requests therefore teachers determining theirown CPD with a technological emphasis

• Model transferable to multiple discipline and needs e.g. school self-evalution

Pikke Syrjä-Väisänen30th January 2014

Turku, Finland

Wäinö Aaltonen school in Finland

Wäinö Aaltonen school

• 467 pupils from 7 years to 13 years• Staff; 25 teachers, 35 in all• Technology is used as a working tool, not as a

subject• Capacity in technology 1:2

– 30 iPads– 80 mini PCs– 53 windows surface RT– 75 computers– 2 Smartboards– Personal device (pupils)

CPD in action

• Municipal ComputerCentre in Education, training courses forteachers free of charge.

• Mediahubs, 3 teachersco-operate and share their best practises

• tutoring (pupils tutoringeach other)

• Frequent teachermeetings, sharing thebest practices - whatkind of support isneeded?

• Media education crosscurriculum and age level

• Media work through our owntv-program Wäiski-TV

• Our former pupils continuemedia work in upper levels of comprehensive school

• Visitors “job shadowing” in our school, nationally and globally

Sharing

• Municipal platformhttp://tuubi.edu.turku.fi/ for allthe schools in Turku to share pictures, videos, stories

• School blogs

• Wäiski-tv can beseen in ”tuubi” or on YouTube, not onlylocally.

• Mediateam work is done in all schoollevels: comprehensiveschool, and secondaryschool

• Municipal teachertraining obligatorytwice a year.

CPD in the future

• Uncertainty about how to replace disfuntionaldevice

• Teachers are more managers of education thanproviders of knowledge

• The use of personal device is common and acceptable

• The use of books has been replaced withtechnology

• The Media education has a stronger emphasisin

the national curriculum

Thank you/Kiitos!web http://wa-koulu.blogspot.fi/email pikke.syrja-vaisanen@turku.fi

The work presented in this presentation is partially supportedby the European Commission’s FP7 programme – projectLiving Schools Lab (Grant agreement Nº 317587). The contentof this presentation is the sole responsibility of theconsortium members and it does not represent the opinion ofthe European Commission and the Commission is notresponsible for any use that might be made of informationcontained herein.