Spring 1 2021 Teaching and Learning Newsletter

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Rosenshine’s Principles in Action By Helen Taylor A number of teachers from across the Trust participated in Tom Sherrington’s webinar earlier this half term, focussing on how Rosenshine’s principles continue to apply in an online learning environment. Drawing students into the lesson at the beginning was pivotal to their engagement, repeatedly using first names and praising students for their contributions. Sherrington reiterated the need to check for understanding promoting a variety of strategies including cold-calling, providing a reminder to increase the amount of wait or response time to allow students to process the information and reply verbally or via the chat facility. Sherrington suggested using multiple choice questions and whiteboards to increase whole-class responses. When planning the sequencing of concepts, modelling and scaffolding it was considered good practice to use videos that could be paused and replayed offering repetition and subsequently consolidation of understanding. Teachers were encouraged to continue to provide exemplars and success criteria to support students, identifying what the work might look like when it is completed. Sherrington discussed how reviewing material order to commit knowledge to the long-term memory could still be achieved successfully through the use of quizzing, summarising and mapping. Sherrington discussed the means of participation as the key to its success showcasing the merits of google forms. A blended semi-synchronous approach to the various stages of practice was considered to be most effective with a model of live introductions, independent practice and live recap. It was heartening to discover how proactive Brunts Academy have been in their endeavour to continue to provide students with high quality learning experiences, effectively adapting their teaching practice since the beginning of lockdown 1 to incorporate these principles into their virtual classrooms. A recording of the session is available at: https://www.youtube.com/watch?v=0xrXfvWn6r0&feature=youtu.be @teacherhead
NQT Pathway By Helen Taylor In the current climate it’s more pertinent than ever to control the controllables! In the latest CPD session our NQTs and trainee teachers considered what’s the same and what is different about teaching in a virtual world. They used whiteboardfi to record their initial thoughts… Same • Meet & Greet • Bell Task/Starter • Modelling e.g. example-pairs • Scaffolding • Opportunities for practice/consolidation • Questioning • Use of KO • Plenary • End & Send • Homework Different • Student engagement • Behaviour • Lack of materials at home for students • Means of participation • Accuracy of assessment of understanding • Supporting struggling students • Detail in planning/preparing lessons In true collaborative style they spent time supporting each other in identifying innovative solutions to issues that had arisen in their lessons. Art & Design school direct trainee, Nicolle Watson, utilised her expertise with youtube to create videos to model techniques that she could signpost students to both in and out of lessons. On a similar theme, Science teacher, Dan Chesman considered how to best support students with identified misconceptions through exploring the use of voice recordings within powerpoint. Primary teacher, Jenna Clark identified children in Y3 with SEN needs struggling to engage with learning at home, creative ideas included providing a structured timetable for each day and celebrating the daily successes and achievements with reward stickers that could be issued by parents. Georgia Archer, Drama teacher offered advice to fellow NQT Charlotte O’Sullivan, English Teacher, on how to effectively encourage students to read aloud. Strategies included uploading material as a PDF prior to the lesson to give students time to familiarise themselves with the content as well as utilising quick paced games and competitions to increase verbal responses and aid participation. I look forward to hearing the success of these strategies in due course. @helentaylor0906
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Page 3 and 4: Feedback is the breakfast of champi
Page 5 and 6: Online Learning and the return to f
Page 7: Book Review into Action: How to Tea
Page 11 and 12: Change By Mica Coleman Jones Increa
Page 13 and 14: Novel Change Study at the Beech Aca
Page 15 and 16: Empathy Accentuated By Deborah Wrig
Page 17 and 18: Engaging children with rewards duri
Page 19: Remote Teaching: Apps and Links Cre

Spring 1 2021 Teaching and Learning Newsletter

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