Giving pupils the green light! Improving outcomes for all pupils through independent learning

Andy Mellor, Head teacher of St Nicholas C of E primary school, Blackpool, looks at Implementing and developing a knowledge based curriculum.

As we returned to school and undertook the latest exciting chapter on our journey into pupil focused independent learning, I was left wondering why more schools aren’t engaging with this agenda.

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      string(381) "... work on the teacher as ‘activator’ picks up ‘mastery learning’ andchallenging goals. He talks about the art of teaching being to balance the need forsurface knowledge with deep processing of this knowledge. Both are essential, butcrucially, ‘You can’t do the deep stuff until you know the shallow stuff’.7 ..."
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      string(6004) "cyclical process ofthe lesson, intervention or unit, in order to adjust teaching to needs.At the decision levelTwo key points to guide processes seem to be emerging:■ Learning needs to be visible to teachers and pupils – Hattie’s work on VisibleLearning is crucial to understanding the power and impact of this.■ We need to have a readily accessible way of identifying ‘surface understanding’ and‘deep learning’, ideally wider than the taught criteria.Making the leap to deeper learningWhat is emerging at impact level? The most significant implication, noted in ourdiscussions, is the frequency with which we are returning to the following sources forguidance, learning from the past to guide our development work.The significance and importance of the work of John Hattie, making learning visible,is being revisited. Hattie’s work guides us to ensure planning considers not only priorand intended achievement, but also learning dispositions. If we are to enable pupils tobecome self-aware as learners, we need to plan for and support the development ofthese and to create ‘growth’ mindsets – points relevant to both the guidance from theCommission on Assessment without Levels and current Ofsted expectations (see alsothe work of Carol Dweck and Shirley Clarke).Hattie’s work on the teacher as ‘activator’ picks up ‘mastery learning’ andchallenging goals. He talks about the art of teaching being to balance the need forsurface knowledge with deep processing of this knowledge. Both are essential, butcrucially, ‘You can’t do the deep stuff until you know the shallow stuff’.7 As one assessmentadviser said to me recently, ’I had forgotten how relevant and powerful this is’.We are revisiting the need for learning objectives and success criteria to use‘active’ verbs, in order to make learning intentions visible for assessment by teacherand pupil. How do you assess, for example, the curriculum requirement ‘to be awareof…’? Combining active verbs with a developing understanding of ‘mastery’, leadersand teachers have referenced tables such as the one below, drawn from the NationalCollege for Teaching and Leadership report ‘Beyond Levels’8, connecting Bloom’smetacognition and active verbs.The knowledgedimension1Remember2Understand3Apply4Analyse5Evaluate6CreateA. Factualknowledgelist summarise classify order rank combineB. Conceptualknowledgedescribe interpret experiment explain access planC. Proceduralknowledgetabulate predict calculate differentiate conclude composeD. Metacognitiveknowledgeappropriateuseexecute construct achieve action actualiseTable 1: From the NCTL report, ‘Beyond levels’, adapted from the work of David R. Krathwohl945Vol 7.3School Leadership Todaywww.teachingtimes.comLeadershipSkillsAssessmentHowever, while Bloom’s Taxonomy has proven an accessible and useful planning tool,which many teachers and pupils have become adept at using to structure questions,leaders and teachers are asking if we use it in a way that is too restrictive. In a taughtsession, is use of such a matrix sufficiently accessible to support the flow across ‘surface’to ‘deep’ learning for the breadth of teaching, learning and assessment?Hattie’s Visible Learning Labs are also asking questions about Bloom’s; they havebeen exploring the Structure of Observed Learning Outcomes (SOLO), created byBiggs and Collis. Is this a more accessible, easily applied tool, which supports planningand assessment across ‘surface’ to ‘mastery’? Using a simple structure, SOLO describesa progression of increasing complexity in learning to reach ‘deep’ understanding.Figure 2 has been a useful focus for discussion because it connects active verbs withprogression in a way that makes progression in understanding and learning visible toboth teachers and pupils, assisting our understanding of mastery.Figure 2 (Image: John Biggs)Both Hattie and Pam Hook have noted a high degree of consistency between teachersand pupils using SOLO to make judgements about achieved learning and next steps.10The progression from ‘quantified’ knowledge to connecting and using knowledgeindependently and purposefully in familiar and new contexts is easily understoodand instantly accessible. It is guiding planning, questioning, feedback and pupil self-awareness of their learning.If SOLO gives us a means by which to identify and respond to personalisedprogression in learning, how do we structure a taught session to include such a rangeof differentiation where we need to provide both support and independence? Onceagain, we are returning to past wisdom. The work of Belle Wallace, Thinking Actively ina Social Context (TASC), is a powerful resource. Revisiting the TASC Framework, we havebeen able to see how it connects to and supports many of the points discussed above.The TASC Framework:■ requires collaborative learning, supporting mixed ability classes and/or groups, anda culture committed to the development of ‘growth mindsets’;■ employs a simple structure that connects learning skills and questions to promotemetacognition and self-awareness as a learner;■ can be aligned with Bloom’s and supports use of SOLO; sohttp://www.johnbiggs.com.au/academic/solo-taxonomy/46Vol 7.3School Leadership Todaywww.teachingtimes.comLeadershipSkillsAssessment ■ provides for focused independent application of learning, requiring and prompting‘deep’ learning/mastery.The TASC wheel (Image © Belle Wallace, used here with permission)In Table 2, I have summarised developing thoughts, indicating how using"
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Leadership

Is your assessment fit for purpose?

29 Mar 2016

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      string(5804) "Why Action Research?We are experiencing a time of unprecedented pressure on school: greater accountability, a narrowing of the curriculum through more prescriptive assessment, a flood of directives and additional budget pressures. It  threatens to overwhelm the profession and lead to a fragmented and fragile system in which we are inclined to cling to what we know or seek simple answers to ever more complex questions.Paradoxically, there has never been a more important time for teachers to take control of the teaching and learning debate, to acknowledge the challenges we face educating children for the 21st century and to recognise our capacity to lead on innovation and improvement.  It is not only essential it is also a moral imperative. We must remain vital and energised by our potential and aim to develop as organisations rich with interpretation. No matter how comfortable it feels, we must not seek equilibrium. 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We were well aware of the competing demands of creativity and basic skills in learning but did not see it as an either-or situation but rather looked to promote both through our explorations. St. Luke’s growth has become an organic process where we are continually moving through what are termed spirals of enquiry which I will explain later. We recognised that our true capacity for improvement had remained dormant. It lay with the experience, knowledge and intuition of the staff.  As a head, the key to releasing this rich resource was straightforward. It was to lead an organisation with:A strong and mutually agreed vision and values’ system which acts as the touchstone for all our questions and actions and which keeps us focussed and driven even when things become messy!A commitment to sharing information with all so that everyone can freely contribute.Clear channels for teacher voice.A risk free environment which recognises failure as part of the process for even stronger learning.The impactThrough committing to an action research based approach to professional development we have seen:More positive staff well-being, sustainable and significant changes to practice, and a strong belief in chosen improvements as they have been tested by our respected colleagues with our particular children, and found to be effective.We know that the has been a significant impact on learning outcomes and is has created a dynamic  solution focused ethos in the school, with a consequent  rapid growth of expertise within an energised team. 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Leadership

Leading a school research community

20 Jun 2017

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      string(2125) "flexibility. Allow the children to set their own rigorous success criteria for chosen tasks to enable self-assessment. Include drafting and redrafting within the project activities to reinforce iterative learning. Include drafts in project submissions. Use the PLTS to reflect on personal learning progress. Have peer critique and low stakes testing embedded within the project. Have a concluding public performance that elicits feedback. Keep a reflective learning journal diary to encourage metacognition and build links to learning strategies. Include the answer to the philosophical question within this reflection.Build brainpowerA final point for serious consideration is the inclusion of a project for all age groups that focuses on the brain and how it learns. There are many examples in my books of how we can develop social and emotional intelligence and a growth mindset culture through project work. There are also lesson plans on how to understand and grow your brain and emotional intelligence. I would suggest a compulsory project for all age groups should be ‘My Amazing Brain and how it works.’ Pupils could learn about the PET (primitive, emotional and thinking) parts of the brain, the huge potential of their brain to change and how to handle getting stuck, frustrated with team members or how to deal with moments of panic before a performance. They can then take the knowledge and skills they acquire in this project into the next and greater challenges.The most fun any teacher team can have is creating projects that excite and thrill their classes. Now is the time to use training days to give your staff the opportunity to have some fun doing this. For school leaders, this is a great opportunity to evolve the curriculum. We don’t have to change everything all at once just because Ofsted says so.But maybe we can create more of those unforgettable learning experiences that last a lifetime?Jackie Beere, OBE is a former head teacher, trainer, author and mindset coach.  jackie.beere@gmail.com"
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Growth Mindset

A Guide to Good Project Work

13 May 2019

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Folder: Leadership Briefings Issue 3.07 (31)"
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      string(6076) "ResourceASSESSMENT FOR LEARNING STRATEGYOriginal DocumentAssessment for Learning Strategy. This DCSF strategy document outlines how schools can make use of the resources available to them. The document is a joint project between DCSF, the National Strategies and QCA, with the Chartered Institute of Educational Assessors and forms a significant part of the Government’s commitment to developing personalised learning and to improving rates of progression at Key Stages 2 and 3, as well as older and younger pupils.KeywordsAssessment, learning, schools. Key Stage 2, Key Stage 3SummaryOver the next three years, the government aims to support schools in developing their assessment of pupils to enhance learning and improve the rate at which pupil’s progress.The Assessment for Learning Strategy builds on the full range of good practice already established through Assessing Pupils’ Progress (APP) and the developments in the Making Good Progress pilot. It will support schools in using assessment information to improve and plan provision, as well as improving the quality of the assessment process itself. The strategy document sets out the government’s aims for the strategy and objectives for each year of the funding which accompanies it; it describes how the strategy will be delivered; and it gives details of the resources available to schools. It is aimed primarily at teachers and school leaders, but it will also help local authorities as they plan their support for schools.Key Points:Aims of the Assessment for Learning (AfL) strategy:· Every child knows how well they are doing, what they need to do to improve, and has the support they need to be motivated, independent learners.· Every teacher can make well-founded judgements about pupils’ attainment, understand the concepts and principles of progression, and knows how to use assessment to plan, particularly for pupils who are not fulfilling their potential.· Every school has structured and systematic assessment systems for making regular, useful, manageable and accurate assessments of pupils, and for tracking progress.· Every parent and carer knows how well their child is doing, what they need to do to improve, and how they can support the child and their teachers.Objectives for each year of the funding:Year 1 (2008–2009):· To offer every school a set of tools to review their own AfL practice, identify improvements that can be made, and know where to look for resources;· To make sure that every school is introduced to  l l Assessing Pupils’ Progress in reading, writing and mathematics, and is offered training for this;· To ensure that subject leaders for English and mathematics understand the characteristics of each National Curriculum level and how best to help children progress through them.· To ensure that senior leaders understand the benefits of these new approaches and support their implementation across the school;· To offer every teacher access to resources that will develop their skills, knowledge and capability in good assessment practice, including key assessment for learning techniques;· To identify strong schools so they are equipped to support other schools in years 2 and 3.Year 2 (2009-2010):· To offer direct support to schools which have not managed to establish APP;· To draw on support and expertise from schools which have embedded assessment for learning, including for example through learning visits to schools with excellent practice;· To ensure that all schools have a member of the senior management team responsible for leading the development of strong assessment systems, as a minimum in English and mathematics;· To ensure that all children understand what they need to do to progress through National Curriculum levels, and have a growing range of strategies for learning how to learn.Year 3 (2010–2011):· To offer direct support to schools which have not managed to embed APP;· To develop strong and widespread practice in using assessment for learning to support planning, improve teaching and learning, sharpen use of intervention and keep pupils on ambitious trajectories, and to share effective ways of linking assessment for learning to forward planning and target-setting;· To ensure all schools have a senior, specialist member of staff who is not only a great classroom practitioner but also knows how to develop ways to support assessment across the whole school. To run in-school moderation, induct new staff into assessment routines or develop a robust assessment policy for the school;· To ensure parents understand or can access what a level in reading, writing and mathematics represents and how they can help their children make progress.Good AfL provides:· An accurate assessment: knowing what the standards are, judging pupils’ work correctly, and making accurate assessments linked to National Curriculum levels.· A fair assessment using valid methods.· A reliable assessment using consistent judgements that are based on a range of evidence.· A useful assessment that identifies barriers to progress and uses that information to plan and discuss the next steps in learning.· A focused assessment that identifies areas of a child’s learning where there are blocks to progression.· Continuity of assessment and therefore better transfer between years and schools.A strategic approach to assessment:Day to day:1. Learning objectives are made explicit and shared with pupils.2. Peer and self-assessment is used.3. Pupils are engaged in their learning and given immediate feedback.Periodic:1. There is a"
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Leadership

Assessment for Learning Strategy

29 May 2008