Mr S

Coordinator for Somali Boys

daydream25%

concentrate in male

teachers classes

12%

take in the information

63%

What do you usually think about when the teacher is teaching?

friends60%

technology40%

Distractions in lessons

group work27%

interactive 27%

strict13%

more work33%

3 things to maximize learning (teacher)

organised8%

revision17%

ind Learning8%speak more

33%

take notes17%

listen 17%

to maximize learning student (student)

for laughs12%

relieve stress38%

don't 25%

peer pressure

25%

Why do you "play fight"

Mr LHead of Physics

Problem..

A2 Level physicist have a 25 marks multiple choice section of the final exam.

They only have 45 mins to complete

it - 1 min 48 sec per question.

How can we train them to identify solutions using the process of elimination and sound reasoning under pressure !

AFL techniques using Kahoot

Miss CTeacher of Math

How can you deliver effective assessment feedback to students

without adverse effects on teacher workload?

• It is widely recognised that feedback plays a central role to a student’s learning process

• However there is growing crisis in teacher workload -> teachers spending disproportionate amount of time on non-teaching tasks (OECD, 2014); volume, level of duplication, bureaucracy and detail associated with marking and assessment adding unnecessary burden to general workload (Workload Challenge, DfE, 2015)

ICT as a solution?

Rachael

ICT as a solution?

ICT as a solution?

Miss AHead of Geography

Problem and plan

1) Problem- Boys achievement and engagement

2) Causes- staff confidence, boys confidence, lesson structure and pace

3) Most suitable and best solutions

4) Success criteria: Boys progress. Active effort

Strategies and evaluation

• Lead practitioners. Adapt lesson plans. Weekly meetings w Boys’ Achievement Leader

• Increase in intervention attendance, questions during and after class, slight improvement in end of unit scores (PPE?)

• Active learning to be embedded in all lessons to build confidence

• Coaching system- is it the most effective?

Mr SHead of EAL

ACTION RESEARCH

• This is very much an active project with the following strategies (see below), for example, being implemented as needs have dictated.

In terms of what has been learned, broadly…

• Good practice is good practice;

• Incredible levels of sensitivity required;

• An in-depth cultural knowledge and understanding required;

• A huge amount of coordination and mobilisation of in-school and out-of-school agencies necessary;

• Going hat extra yard – essential;

• Asking for help – essential;

• Being very creative, flexible and responsive to the individual’s needs and acting on these needs;

• Personal connection – essential… from whomever, whenever;

• Look to the future.

SOME STRATEGIES• Sensitivity – duty of care• Child protection• Flexible curriculum• Appropriate buddies• Tangible resources mobilisation• Trust• Gender considerations linked to

past experience• Mobilising community

organisations• Good, solid language teaching –

not losing sight of fundamental challenge (i.e. language)

• These points are all brief and need expanding on, but give an initial overview of my work with this student.

D.SMITH (EAL ACTION RESEARCH 2015) 24.02.15FOCUSOne refugee student’s language acquisition and the impact of her unique and traumatic circumstances on her linguistic progress. Strategies to meet her needs, monitoring of these strategies and the on-going creative response to meeting new challenges as and when they occur.

Miss PTeacher of Modern Foreign

Languages

STAGE 7:

Monitoring

STAGE 8:

Evaluation

- Consultation/ collaboration with colleagues (Department meeting)

- Engagement with wider professional debates/community (ALL Literature Project WiKi)

Evaluation of lesson:

Authentic resources are inherently interesting

Student perspectives: Year 8 students motivated by the authenticity of the task.

Poetry recitations; poster display: Students responded to the competitiveaspect. Poetry (and creative writing tasks) in general encourage independenceand allows learners the (rare) opportunity to say what they WANT to say.

Recitation, in particular, encourages students to really feel the rhythm and the cadence of a poem … and know it inside-out

STAGE 1:

The

Problem

(Key

questions)

STAGE 2:

Causes of

the

problem

(Context)

STAGE 3:

Range of

practical

solutions

to the need

How do we integrate Literature into the Key Stage 3 Curriculum in MFL?What sort of Literature is relevant to our pupils at Key Stage 3?

The new programme of study for languages at KS3 states that pupils should “read literary texts in the language [...], to stimulate ideas, develop creative expression and expand understanding of the language and culture”.

Communicative approach has prevailed in MFL:

- relevant use of the foreign language for communication (tourism and business). See broader target-driven climate: education increasingly viewed in terms of its ‘use’ and as a skill set to serve the perceived needs of society and the economy. (Lawes 2007).

- sub-setting of literary aspects of language

- Underpinned by an elitist ideology because it implicitly reinforced notions that areas of knowledge (i.e. foreign language literature) should remain the preserve of a tiny section of society; irrelevant to the rest.

New Key Stage 3 Curriculum (and draft GCSEs) explicitly calls teachers to reclaim areas of literary knowledge for all students. - lack of prescriptiveness = opportunity for embracing texts from the rich diaspora

Where to start? Suitability? Relevance?

Short stories

News articles Letters

Tongue twisters

Posters

Comics Cartoon strips Film clips

Poetry/songProverbs

STAGES 3

(cont) & 4: Most

suitable solution

STAGE 5:

Success criteria

STAGE 6

Action

Look for a Text which fits the language (vocabulary or grammar) and build that into lesson plan sequence

The key question to ask is about the Rationale for including Literary Text in lessons with younger students.

So, some of the potential useful outcomes, making good use of available time, could be:

Speaking skills Reading skills

Grammar

Translation

Creative writing Technical skill (description, dialogue, assonance, onomatopoeia etc.)

Year 8 poetry lesson

Poster display D Block

STAGE 7:

Monitoring

STAGE 8:

Evaluation

- Consultation/ collaboration with colleagues (Department meeting)

- Engagement with wider professional debates/community (ALL Literature Project WiKi)

Evaluation of lesson:

Authentic resources are inherently interesting

Student perspectives: Year 8 students motivated by the authenticity of the task.

Poetry recitations; poster display: Students responded to the competitiveaspect. Poetry (and creative writing tasks) in general encourage independenceand allows learners the (rare) opportunity to say what they WANT to say.

Recitation, in particular, encourages students to really feel the rhythm and the cadence of a poem … and know it inside-out

Miss WSEN

How to make registration time interventions more appealing to students.

To ensure that students feel motivated

en

gag

e w

ith ta

sks a

nd

turn

up

to th

ese

sessio

on a regular basis.

C R E A T E

E N V I R O N M E N T

Does the room feel inviting?

Can the space be changed?

Are the notice boards appealing?

Do they aid the learning ?

Are they eye catching ?

Is the space interactive?