John Beasley Workshop Slides

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In the age of uncertainty…
‘It is not the strongest of
the species that
survive, nor the most
intelligent, but the one
most responsive to
change.’
Charles Darwin
Adaptable, flexible and
resilient...
© Jackie Beere Associates
Outstanding
Learning:
Outstanding
Learners
RNLC 12th ANNUAL CONFERENCE
John Beasley
PGCE Tutor, Teacher Trainer, Consultant, Author,
Former Deputy Headteacher
© Jackie Beere Associates
Outline of the presentation
•
•
•
•
Mood and mindset for learning
Habits of good learners
The learning brain
Facilitating an outstanding lesson
• Success criteria
• Navigate the 7 C’s in lessons
• D.I.R.T. – dedicated improvement and reflection time
• Plenary – the rucksack, treasure chest and first aid box
• Good feedback
• What will you Keep / Grow / Change after today?
© Jackie Beere Associates
Check yourself out
• What’s your mood like? (1 – 10)
• Energy
• Open-minded
• Brave
Metacognition
– thinking on purpose
1
MOOD
© Jackie Beere Associates
10
When observing lessons, inspectors
may find the following prompts helpful
Expectations
Are pupils working independently? Are they self-reliant – do
they make the most of the choices they are given or do they
find it difficult to make choices?
To what extent do pupils take responsibility for their own
learning?
:
How well do pupils collaborate with others?
Are pupils creative, do they show initiative?
Are pupils
developing
thehabits
habitsof
of good
good learning?
What
are the
learners?
© Jackie Beere Associates
What are the habits of good learners?
Think of children who
you knewtofrom
first meeting would make
Responsive
feedback.
outstanding progress in their
learning – NO MATTER WHAT
Resilient.
THEIR STARTING POINT. Risk-taking.
Relentless curiosity.
Discuss in 2’s, 3’s or 4’s andCommunication
choose the top 3 habits.skills.
Then write them down on the Post-its provided.
Making connections.
Bring to the front.
What do good learners do? / What are their habits?
What % of your pupils have these habits?
How can we build these
What % of your staff have these
habits?
habits?
Be
role
models
.
What do your pupils think are good habits for learning?
© Jackie Beere Associates
I ask lots of
questions
I’ll eat
anything
I’m never, ever
going to give
up learning to
walk
Doesn’t it feel great to be so successful!?
When I
keep falling
over, I just
laugh!
I try out lots
of different
words and
sounds
Responsive to feedback.
Resilient.
Risk-taking.
Relentless curiosity.
Communication skills.
Making connections.
What’s your
secret?
© Jackie Beere Associates
I like
everyone I
meet!
I LOVE a
challenge
What habits do schools need to deliver
great learning?
The aim is to have a school that we are proud for anyone to inspect - any
time, any day - because we know what we do…. is to offer our students
great learning…
‘The Perfect Ofsted Inspection’. Jackie Beere
5 habits of schools that deliver great learning:
• Vision and values
• Learning culture
• Research based practice and self evaluation
• Coaching for managing performance
• Good habits and growth mindset modelled by all
© Jackie Beere Associates
Mindsets (Carol Dweck)
• You have a certain amount of intelligence, and you really can't do much
to change it
• You are a certain kind of person, and there is not much that can be done
to really change that.
• You can learn new things, but you can't really change your basic
intelligence
• You can do things differently, but the important parts of who you are
can’t really be changed.
1 = Strongly agree.
4 =Mostly disagree.
<3 = Fixed mindset
2 = Agree.
5 = Disagree.
3 to 4 middle (15%)
© Jackie Beere Associates
3 = Mostly agree.
6 = Strongly disagree.
>4 = Growth mindset
Carol Dweck
Fixed mindset
Growth mindset
Intelligence is a given
Intelligence can grow
Leads to a desire to want to look smart
and therefore develops a tendency to:
Leads to a desire to want to learn and
therefore develops a tendency to:
Avoid challenges as can’t risk
failing
Embrace challenges willingly
Can get defensive or give up too
easily
Persist in the face of setbacks
See effort as fruitless or sign of
weakness
See effort as the path to mastery
Ignore useful negative feedback Learn from criticism and welcome the
feedback.
Feel threatened by the success of
others, leading to fragile self
confidence and relentless
perfectionism
Find lessons and inspiration in the
success of others
As a result, may plateau early As a result, can reach ever higher
and not achieve potential
levels of achievement.
© Jackie Beere Associates
Mr Men mindsets
Grow a growth mindset…
You can change your
mindset...
‘Be the change you want to see’
Try the mindset questionnaire
What to praise…
Carol Dweck.
© Jackie Beere Associates
The learning brain
Thinking
Evaluation
Reflection
Creativity
Analysis
Fear
Anger
Threat
Anxiety
Emotional
Primitive
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Novelty/surprise
Humour
Music
Rhythm/rhyme
Love
Mystery
Stories
Passion!
High expectations
Learning is scary.
You need to take risks.
Unconditional peer
support.
No blame.
No failure – only feedback
© Jackie Beere Associates
Facilitating an outstanding lesson
Thinking starters prime the brain
Thunk thinks
What colour is Friday?
What does sadness taste like?
If a Viking lived now what would
he wear?
Where does the sky end?
Do animals get in the challenge
zone?
ENGAGEMENT
© Jackie Beere Associates
Sharing success criteria
To learn strategies that will produce greater
progress in learning
How will we get there?
Start
What will this look like?
I will use new strategies
and techniques in my
lessons and deliver
Finish measurably better
progress for all
© Jackie Beere Associates
The 7 C’s (well… 5 of them)
Challenge / Criteria / Creativity /
Collaboration / Communication
Learn and Teach – an activity to help students
learn from one other
Hyperlink Sutton Trust.pptx
© Jackie Beere Associates
Engaging activities for independent
learning
Challenge / Criteria / Creativity /
Collaboration / Communication
Stand back and watch them learn. Encourage. Motivate. Intervene
with impact - especially with your vulnerable learners
Competition
What are the two missing C’s
Choice
© Jackie Beere Associates
.
Feedback time
• They’re doing or have done the activity - now
what…
• FEEDBACK
According to Hattie:
Feedback
Source of Influence Effect Size
Teacher
1.13
An effect-size of 1.0 is typically associated with:
• advancing learners' achievement by one year, or improving the rate of learning by 50%
• a correlation between some variable (e.g., amount of homework) and achievement of
approximately 0.50
• A two grade leap in GCSE, e.g. from a C to an A grade
© Jackie Beere Associates
A – oral (teacher)
“Your answers are spot
on – keep this up”
Create a
question that
will challenge
you more
D – written (teacher)
C. Great effort. You
need more detail and
need to use more key
terminology to develop
further.
G – oral (teacher)
“You made good eyecontact with your
partner. Very supportive
body language. Don’t
forget to smile.”
B – written (teacher)
96% - a brilliant score
that you deserve
Give them a tip
a
Eand
– oralset
(teacher)
challenge
“Your take offor
was a
excellent, Matt. On
question
to do.
your next jump try to
have a more
graceful
Pupil
works
in
landing”
purple pen.
Do it Hin- written
DIRT.(teacher)
Good start but your
answer deteriorated
towards the end
Rewrite
the last
© Jackie Beere Associates
two lines
C – oral ()
The effort that you are
putting in is really
starting to pay off
F – oral (teacher)
“To get an ‘A’ you will
need to use more key
vocabulary “
Replace 3
words
with key
I – oralvocabulary
(peer)
“I think it would be even
better if you had
included examples to
support your argument”
Effective feedback should:
• focus on the learning objectives , success criteria, skills and
habits for learning ;
• stimulate the correction of errors or improvement of a
piece of work; scaffold or support pupils’ next steps;
• comment on progress over a number of attempts;
• Focus on EFFORT, PROGRESS and PROCESS
• provide opportunities for pupils to think things through for
themselves A N D R E S P O N D
© Jackie Beere Associates
DIRT - Dedicated Improvement and
Reflection Time
Fix- it time
F.A.R. – Feedback,
Action, Pupil Response
Leadership
One to one coaching
roles
S.I.D. – Strengths,
Improvement, Do it!
Teacher adds extra progress
working with gap and able pupils
© Jackie Beere Associates
Teaching feedback
• Austin’s butterfly…
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Measuring progress – the perfect
plenary
What would you put in each?
EXIT TICKET
Do not leave
without doing….
Differentiated
proof activities
© Jackie Beere Associates
Effective AfL
Learning
aims,
objectives /
targets
Shared success
criteria
WAGOLL
Engaging tasks
Assessment
and
imperative
feedback
Pupil
response
and
action
Developing moods, metacognition, mindsets, habits and
skills, knowledge and understanding
© Jackie Beere Associates
Attitudes,
behaviours, outcomes
Visible
Mood, habits,
mindsets, skills
Invisible
Thoughts and ideas
Beliefs and values.
Principles of your school
© Jackie Beere Associates
Reading and resources
By Jackie Beere:
The Perfect Ofsted Lesson
The Perfect Ofsted Inspection
The Perfect Teacher Coach
The KS3 Learner’s Toolkit
The Primary Learner’s Toolkit
Mindset – Carol Dweck
Visible learning – John Hattie
The Teacher’s Toolkit – Paul Ginnis
Inspirational Teaching – Will Ryan
www.jackiebeere.com
[email protected]
[email protected]
.
Thanks for listening

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