Teach Meet

1. Staff Meeting
22nd April

2. Learning Focus
• To know how to use
Information, Learning Focus and
the Big Picture as part of the
Recipe for Learning.
• To understand how digital
technology can be used
effectively in the classroom.
• To be able to apply 3 step
differentiation to an activity
within a lesson to Support,
Stretch and Challenge.
Teaching and
Learning Focus:
All lessons to be
Good or better
STCM Teach Meet

3. Learning Walk Feedback
Learning Focus
The Big Picture
Visible
Language for Learning
Students able to explain

4. STCM Recipe for Learning Lesson Plan
The BIG picture?
Differentiation
Learning Objectives
Data/Information
Stickability!
±%
Learning Episodes/steps: Shape and
Structure (PTO)
Frame the start of the
lesson to reflect the ‘big
story’ of what they’ll be
learning (links to
SOW/modules/specs
/themes/IMYC).
Key question What do you want
students to learn
specifically?
To know…
To understand…
To be able to (skill)
‘Hook’ students into
their learning.
Recap, engaging
starter
What do you
want students to
remember? How
will you make
learning
stick?
Literacy/Numeracy/terminology
Questioning,
resources,
activities, prompts,
LSA target focused
support,
interventions,
Seating plans
Seating
plans
Prior
learning Overall, what do you want students to
achieve by the end of the lesson?
Make links back to the Big Picture:
“We will have learnt
about……………..
because………”
Learning Outcomes
Learning Focus:

5. AssessmentAssessment Assessment Assessment
Teacher Led or Student Led?Teacher Led or Student Led?Teacher Led or Student Led?Teacher Led or Student Led?
Learning Episodes/steps: Shape and Structure
Home Learning: Extend/embed learning from lesson, prepare for next
Adaptability Adaptability Adaptability Adaptability
STCM Recipe for Learning Lesson Plan
• Mini
whiteboards
• RAG
• Pit stops
• Questioning
• Mini
whiteboards
• RAG
• Pit stops
• Questioning
• Mini
whiteboards
• RAG
• Pit stops
• Questioning
• Mini
whiteboards
• RAG
• Pit stops
• Questioning
Activities clearly
linked to Learning
Objectives
Activities/teaching
build on knowledge,
steps, variety of
activities
Be flexible, consider
pace and content .
Adapt activities – be
responsive to needs
challenge and
support
Learning Outcomes
Review
What have students
achieved at the end of the
lesson?
Learning Objectives
Review
What are they now able to
demonstrate in terms of
knowledge, skills and
understanding?
How will you adjust if
students don’t
understand?
How will you adjust if
students understand
quicker?
How will you adjust if
some students are
more able?
How will you adjust if some
students require extra
support?

6. Learning Focus
• To know how to use
Information, Learning Focus and
the Big Picture as part of the
Recipe for Learning.
• To understand how digital
technology can be used
effectively in the classroom.
• To be able to apply 3 step
differentiation to an activity
within a lesson to Support,
Stretch and Challenge.
Teaching and
Learning Focus:
All lessons to be
Good or better
STCM Teach Meet
CC’s idea!

7. CMM’s idea!
1. Learning Objectives go here; Add a semicolon after each one as a separator
for other slides; Then click Insert>Header Footer> Apply to all.

8. The Big Picture: Two controlled assessments: 1. Compare and contrast two
types of text 2. Using language features for a particular purpose and audience.
Learning
Objective:
Be able to
write about
the purpose,
audience and
form of the
Center Parcs
Blog
Learning
Focus:
To write
notes on
the Blog
and answer
questions
Title: The blog
extract - how
does the
language fit its
purpose and
audience
AJ’s idea!

9. Language
 Look closely at the article.
 Can you find words that suggest the
writer is pleased with his situation?
 Why does the writer use his children’s
names?
 Is the text formal or informal?
Evidence?
The Big Picture: Two controlled assessments: 1. Compare and contrast two
types of text 2. Using language features for a particular purpose and audience.
Learning
Objective:
Be able to
write about
the purpose,
audience and
form of the
Center Parcs
Blog
Learning
Focus:
To write
notes on
the Blog
and answer
questions
NOW ANNOTATE
YOUR BLOG WITH
ALL OUR IDEAS!

10. PAFT!
 Purpose Audience Form Tone (formal
informal) …
 PAFT!
 Can you now describe the PAFT of
the the Blog
 In pairs write a paragraph on the
PAFT of the BLOG using all your notes.
The Big Picture: Two controlled assessments: 1. Compare and contrast two
types of text 2. Using language features for a particular purpose and audience.
Learning
Objective:
Be able to
write about
the purpose,
audience and
form of the
Center Parcs
Blog
Learning
Focus:
To write
notes on
the Blog
and answer
questions

11. Time for a chat!
Go to www.answergarden.ch by either:
- Clicking on the link above
- Using the link on the Go Group blog
- Typing the url /address into Internet Explorer
Question: How can digital technology have an
impact within teaching and learning?

12. Let’s review our learning so far:
time for a quiz!
Go to www.kahoot.it by either:
- Clicking on the link above
- Using the link on the Go Group blog
- Typing the url into internet explorer

13. What is ‘differentiation’?
A recap and update from your teacher training days…
• The theory behind differentiated instruction comes from the
views of Vygotsky (1978):
– The social context and the interactions of the student within that
social context play a fundamental role in the acquisition of
knowledge.
– Students in their 'zone of proximal development' can, with
assistance, resolve a problem that they could not have resolved
alone and move on to another level of knowledge.
– Teachers can help accelerate students' cognitive development
(Vienneau, 2005) by supporting children in resolving problems, by
questioning their conceptions, and by asking them to justify their
positions (Lafortune & Deaudelin, 2001). They can also provide
specific interventions, known in this context as 'scaffolding'."

14. Differentiation
STCM Recipe for Learning
Differentiation for access, eg:
- Enlarging texts
- Coloured overlays
- Some seating arrangements
Differentiation to ‘scaffold’ learning, eg:
- Through tasks/activities adjusted to the needs of the learner
- Through checking the learner’s understanding and moving them
onto the next level
Differentiation through ‘outcome’ doesn’t scaffold effectively to the
needs of the learner; it is not a differentiation strategy.

15. A crude, but functional, simplification:
• “Scaffolding” = supporting, stretching
and challenging the learner to secure
knowledge, understanding and skills
• This means putting systems and
structures in place for the above to be
able to take place
• 3 step differentiation to support, stretch
and challenge looks like this...

16. Learning Objective:
• To know details of China’s 1979-1990 One-child
Policy and to recognise its impacts.
• To be able to apply this knowledge and develop
exam skills through answering an 8 mark question.
Exam question:
Describe how China implemented its One-child Policy in
1979 and discuss the impacts of this. (8 marks)

17. By the end of the lesson you ALL need to…
• Know the rules and regulations of the 1979-1990 One-child
Policy.
• Consider which of these rules were incentives or consequences.
• Decide if this policy had been a success, using both problems
and benefits of the policy.
• Answered an exam style question, and peer assessed these.
A B C

20. PCH’s 3-step differentiation
- Set to one learning objective
- Targets needs of learners in classroom using
graded activities (Information, Big Picture)
- Able to check which activities support, stretch
and challenge (Differentiation)
- Check understanding of learning using ‘pit
stops’ (see MJV video on GO Group blog too)
- Has opportunities to move learners onto next
level

21. 21

22. 22

23. 23

24. 24
CLD’s use of 3-step differentiation:
• Based on knowing the ability of learners to design appropriate task
(Information)
• Still based on same whole-class objective (Learning Focus)
• Graded to support and to stretch learners
• Able to build in questioning prior to starting the task to check that learners
understood the different grading (Assessment Opportunities)
• Used monitoring to confirm grade of task chosen was suitable, or re-
designated to support or stretch student (Assessment Opportunities)
• Able to use all 3 stages/grades with whole class for assessment
(Assessment Opportunities)
24

25. Add AS 3-step skills task here
and to blog!
25

26. 26
AS’ use of 3-step differentiation:
• Based on knowing the ability of learners to design appropriate task
(Information)
• Still based on same whole-class objective (Learning Focus)
• Graded to support and to stretch learners, with challenge provided through
progressive practice of skills
• Modelled through own attempt of task (Shape and Structure)
• Able to build in questioning prior to starting the task to check that learners
understood the different skills(Assessment Opportunities)
• Used monitoring to confirm grade of task chosen was suitable, or re-
designated to support or stretch student (Assessment Opportunities)
• Able to use all 3 steps with whole class for assessment through peer
assessment (Assessment Opportunities) 26

27. Your turn…
In departmental groups, create:
1. Plan and create a 3-step differentiation activity
based on a learning objective for a lesson that you
are likely to deliver within the next 2 weeks
2. Ensure that you have considered the information
about the learners to determine the level of
support, stretch and challenge
3. Decide on which assessment opportunities you will
use for your 3-step differentiation activity, including
when you will assess
27

28. GO Show and Tell
What 3-step activities have you come up with?
What other GO teaching ideas do you have to
share with others?

29. GO Group
Aim: To share Good and Outstanding practice within
school, between teachers and departments
Next meeting:
- Tuesday 28th April Lunchtime 1.30pm in J5 ;
extended afterschool session 3.30-4.30pm
Focus: Using digital technology in the classroom/3
step differentiation

30. What have you gained from this
session?
• Back to www.Kahoot.it please….you know
how!