RSA Animate – Changing Education Paradigms

http://comment.rsablogs.org.uk/videos/  Sir Ken Robinson

Reviews of rewards

Dan Pink  http://www.stumbleupon.com/su/9uus8C/thinkingschools.org/

If then rewards only work in a narrow band of circumstances.  Is school one?

Vertical Form Tutoring

I found this blog when I was researching this topic: http://www.verticaltutoring.org/

Whilst having no principled objections to going vertical, I am a currently a skeptic. I need to understand the benefits to teaching and learning.

I suppose I don't mind whether we are vertical or horizontal, I am most worried about the transitional period.  Tutors, as always, will make the system work to the best of their ability and inclination.

I am concerned that, without significantly more form-time, few benefits to going will emerge.  The most impressive potential benefit that we are likely to be able to gain is mentoring. For this to work we will, as pastoral leaders, need training and we will need to train our teams.

One suggestion to come out of the HW SV process was that we try to get a form fully vertical, asap. I think this is a great idea.  I know a few colleagues who would volunteer! (Kind of!)
If I assess the situation correctly, the benefits accruing, relate to sharing the students' "journey".  If we go forward on this journey in partnership with both students and parents we have a greater chance to achieve change and progress in our students' learning.

Has anyone any other literature that provides a rationale for the VS? 

How could we use the pupil premium?

http://www.bbc.co.uk/news/education-11977844

With my red hat, I'd like to run, or see running, homework clubs, focusing on study skills, these could use the facilities we have at SGS more intensively.  Even allocating the funds for 3-4 students would be sufficient if we allowed the same adaptability to the school day that colleagues put in for diploma.  Also, why not let staff start later if they finish later?

Many of us would appreciate the opportunity for different hours to fit more flexibly around the obligations for care we have, whether that's our kids, or other family members.

Study skills, according to John Hattie, could boost grades by a grade and a half at GCSE (in the most disaffected students) - that's more than self assessment and peer assessment, with one grade each.

What would it need?  (White hat!)

• Well, we need to collate subject specific study skills, and share these more explicitly with the students and whomsoever is delivering study skills. 
• We then need tofocus the students on the study skills that are shown to work with the weakest students - that's graphic organisers.
• We need to encourage relationships with parents of disaffected students, this could be through the PTA and then through the VFT, or learning supporter.

If I put my black hat on for a moment, I would have to doubt that the Tories are going to come up with the money, but still, if they did.....

Does this suggestion, have to imply increased funding?  Currently I could start an hour later on two days a cycle - my timetable permits this, other factors may prevent it but that's about how willingly such a situation could be tried!

Constructivist Teaching Strategies

1. Use teaching strategies that require students to make a construct. (Presenting information is not enough.) Students must apply, use, or process the information.

2. Ensure that all students are participating in making constructs. Holding them accountable for their learning.

3. Ensure the tasks require students to process the information at a high level on Bloom’s taxonomy: Evaluation, synthesis, analysis etc

4. Require the students to make a product that is used to diagnose learning errors and omissions. E.g. speaking to a partner, matching cards, written work etc

5. Require students to check for their own, and each other’s learning errors and omissions

6. Require students to correct learning errors and omissions

For example:

• Decisions-decisions
• Evaluation matrix

• Peer explaining, jigsaw
• Problem solving tasks with self assessment and peer assessment

Methods of Active Learning

1. Talking informally with students as they arrived for class. Expecting that students would participate and acting accordingly.
2. Arranging the classroom to encourage participation including putting chairs in a cluster or circle.
3. Using small group discussion, questioning, and writing to allow for non-threatening methods of student participation.
4. Giving students time to give responses, do not rush them.
5. Rewarding students for participating by praising them or paraphrasing what they say.
6. Reducing anonymity by introducing yourself and asking the students for their names. Ask the class to relate previous learning experiences as you do this.
7. Drawing the students into discussions by showing the relevance of their studies.
8. Allowing students time to ask questions at the end of class.