Our CPD Tuesday afternoons are now into their second year. Our cross-curricular enquiry groups have settled well. Professional dialogue has increased and the atmosphere in the school altered. A climate of sharing, reflecting and experimenting has evolved. Our Collaborative Enquiry Groups keep their name because the focus of their work has not shifted. Looking at issues from multiple perspectives and enquiring into these issues is still our aim. However the process has become more formalised this […]
Our whole school Teaching and Learning focus this year is based around engagement and motivation. How do we encourage our learners to be as active, engaged and reflective as possible? The sub-types of emotional engagement and agentic engagement suit our context and our students best if we want our work to lead to a change of teaching practice and a change in student learning behaviour. Johnmarshall Reeve’s article, ‘A Self-determination Theory Perspective on Student Engagement’, made […]
Our CPD Tuesday afternoons continue. Lessons end at 2.10 and CPD begins 5 minutes later. Having worked in cross department groups (Collaborative Enquiry Groups) to enquire into marking and feedback in the autumn term and forming discussions based on video evidence in the spring term, this summer term sees a change of focus: Co-planning. We continue to provide designated time for teachers to talk about teaching. Recognising that the average couple of minutes per month […]
The summer term is here and a new focus for Teaching and Learning briefings has begun. This term focuses on the work of departments and the aim is to catch a glimpse of the work in subject areas that you don’t normally see. Hence the title: Through the Viewing Panel. From the title you can perhaps tell that a low brow TV show has had an impact on the format of these briefings. What you […]
Following the ‘Share or Dare’ theme of the Autumn Term, the Spring Term focus for Teaching and Learning Briefings is the busting of myths. In the autumn, the briefings aimed to help develop a climate in which staff felt able to share the successes and failures of trialing new ideas. In the spring term, there needs to be a different focus. As staff work to video lessons and reflect on personal practice, the briefings need to give some […]
Our CPD focus shifts this Spring term to incorporate verbal feedback alongside the written feedback focus of last term. As I venture into experimenting with verbal feedback in my classroom, John Hattie’s ‘Just in time, just for me, just for where I am in the learning process and just what I need to help me move forward’ seems to sit most easily with me.
Mike visited us at Wymondham High Academy in September 2013 for a whole staff training day. One of the approaches he introduced was the ‘Magenta Principles’. Creating a piece of drama, based around the image of onion layers, to represent the effect of erosion on rocks is the abiding memory I have: a sun-drunk wanderer in the desert; the sun dancing on stage; staff representing flakes of rock shimmying on stage… The ‘Magenta Principles’ are […]
Making displays work harder has been on my mind. How can we best use displays to record and showcase learning journeys? Living displays As you can see from the image above, the display is not one of outcomes. Instead it shows the early part of a learning journey taken by a lower set Yr10 as they began a Shakespeare unit on ‘Othello’.
Tuesday afternoons have a new look at Wymondham High for the academic year 2014-15. Lessons end at 2.10 and CPD begins. A CPD model based on collaborative enquiry has been adopted. This is in acknowledgement that while the exchanging of tips and solutions, the visiting of outside experts and the observation of colleagues play an important role in CPD, it is when teachers are active in the CPD process, experimenting and engaging in conversations based […]