* The professional learning community model flows from
* The professional learning community model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn. This simple shiftfrom a focus on teaching to a focus on learning has profound implications for schools. West Lodge Primary School * Developing Action Research to Explore and Embed Powerful Formative Assessment
Putting powerful formative assessment at the heart CPD thread throughout the year External consultant Staff reading Whole staff involved Reading research in class feedback & discussion policy Introducing Lesson Study to deepen research (volunteers and champions) West Lodge Primary School * Formative Assessment Effective
questioning Talk Planning Self-peer-teacher feedback Capturing interest Learning objectives Success criteria Excellence An active learning culture self-belief meta-cognition West Lodge Primary School * 1st Steps into Lesson Study
Observation culture slow process of change Developmental not judgemental Building a culture of trust not fear 8 lesson studies Paired lesson study Observe target children Focus on developing formative assessment strategies Teachers sharing Immediate feedback and discussion West Lodge Primary School
Impact & Review Year 1 Key Learning Themes Consistency of approach - but not clones Deeper, more embedded active learning culture Challenge Sharper Learning Intentions Better understanding and use of success criteria An understanding of the importance of talk Journey to more autonomous, independent learners Immediate feedback crucial to LS process
The power of lesson study as vehicle for CPD West Lodge Primary School Lesson Study Going it Alone! Pete Dudley booklet our guide Shift to view observation as CPD On CPD planner for the year Initial challenge timetabling and providing cover Big impact on resourcing Planning time was given in lieu to help facilitate these challenges Middle Leader Meeting getting key people on board
West Lodge Primary School The trouble with most of us is that we would rather be ruined by praise than saved by criticism Norman Vincent Peale West Lodge Primary School The Japanese say a lesson is like a fast flowing river, and teaching a lesson is like negotiating a canoe through rapids. You have a plan, but you need to make hundreds of decisions as you teach that you cant plan for. Peter Dudley West Lodge Primary School Lesson Study at West Lodge 2nd Year
The long game journey of 1000 miles begins with 1 step Slow and steady instructional improvement Building on the foundations brick by brick All staff involved including SLT Process: A study group of research teachers is formed with a facilitator from SLT Research question to be formed and questions to ask focus pupils formulated Group to plan one lesson Identify focus pupils
Teach & observe focus pupils Interview focus pupils using planned questions linked to research focus Analyse the pupils learning experience Summarise how the research question has been answered and what has been learnt from the lesson study. West Lodge Primary School Sample Research Questions What is the impact of mixed attaining pairings on higher attaining children? Does differentiating S2S improve the quality of writing for all children? How do children learn during independent activities in EYFS? What impact do think time and talk time have on engagement and progress of children lacking confidence? What impact does collaboration have on independent writing particularly for lower attaining pupils? How can we scaffold low threshold/high ceiling tasks to support all learners? West Lodge Primary School Common Threads of Pedagogical Learning
Inconsistent quality of pupil talk The value of think time Importance of modelling (peer and adult) Effective use of visualisers & working walls Power of collaboration Need to ensure a good balance collaboration and independent working West Lodge Primary School Impact & Review
Staff reflection Moving into our 3rd year planning time Improving the focus research question Some shift in attitude developmental rather than judgemental Changes for our 3rd year YGL given more autonomy Regular feedback in staff meetings Action research log keeping research alive But facilitation crucial: our experience with this project demonstrated that even motivated and productive teams require facilitation to maximise the collaborative enquiry experience. Each team needs a trained leader dedicated to guiding the process, moderating discussion, probing for deeper understanding and providing a balance of structure and support. B Ermeling & G GraffErmeling West Lodge Primary School Greater Autonomy for Middle Leaders Wider Engagement
It is an opportunity to gain an insight into the learning behaviours of other classes. It has been insightful being able to observe each class and recognise the common traits shared by groups of children. In my role as YGL, I have been able to connect with more pupils and find out their learning styles. This has impacted on the planning by making it more rigorous, meeting the needs of more pupils. West Lodge Primary School * Year Group Action Research Become Experts Recap on Formative Assessment Project
Feedback integrated; WWW EBI; at the point of learning Teacher Clarity Sharpening LI/S2S Explanation and modelling High quality talk & Effective Questioning Meta cognition Challenge Well targeted challenge student expectations Deliberate practice West Lodge Primary School * Step by Step the Journey Continues West Lodge Primary School *
2016-17 and beyond School to school project (WL model 1st LS) Repeat the cycle within West Lodge Deepen the research/study phase Make predictions based on working hypothesis Sharpen research questions (variables and impact) Build in more time to revise, rehearse and re-plan Full leadership involvement everyone teaches Link with appraisal (Performance Development) shift to a stronger learning culture
Support staff pilot interventions Coaching leadership training West Lodge Primary School * Why Continue? Investment = 40 Lesson Studies = 200 teacher hours Pupil autonomy grown Quality of teaching shifted tremendously 3 moved to 1.6 Growth mindset - 47% moved to 77% Attainment & Progress steadily improved at key benchmarks:
EYFS KS1 KS2 Developing professional learning community Positive learning culture amongst staff buzz of talk around teaching & learning Greater risk taking amongst staff exploring nuances A high level of consistency in approach across the school but autonomy reigns Governors Parents & Governors understanding growing
West Lodge Primary School * Ithaca When you set out on your journey to Ithaca, Then pray that the road is long, full of adventure, full of knowledge. Always keep Ithaca fixed in your mind, To arrive there is your ultimate goal. But do not hurry the voyage at all. It is better to let it last for long years; And even to anchor at the isle when you are old, Rich with all that you have gained on the way, Not expecting that Ithaca will offer you riches. Ithaca has given you a beautiful voyage. Without her you would never have taken the road. But she has nothing more to give you. And if you find her poor, Ithaca has not defrauded you. Great wisdom you have gained, with so much experience. You must surely have understood by then what Ithaca means.
C.P. Cavafy https://www.youtube.com/watch?v=w2UDVAC31Zs West Lodge Primary School
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