Page 1

JUNE 2013

ISSUE 2

TEACH HORIZON RAISING ASPIRATIONS FOR ALL THROUGH QUALITY, EXCELLENCE AND INNOVATION

I’m going SOLO

What’s the Big Picture..? - in the latest issue of Teach Horizon we continue our series on the different aspects of the planning cycle by looking at the Big Picture and consider its place at the start of a lesson. The focus is then on strategies to encourage student-led learning. If our goal is to ensure that students work harder than the teacher in a typical lesson (the ‘80:20 rule’), then this issue offers some ideas to help us move towards this aim.

FLIPPED learning - an approach that encourages students to do more of the learning outside of the classroom, so that deeper learning can take place within... The theory and some suggestions Page 7-8

HOME AND AWAY - not the trashy Aussie soap, but a simple technique to encourage group work. Page 11

THE PLANNING CYCLE - ideas for the ‘Big Picture’ part of the cycle. Page 9


TEACH HORIZON Issue 2 The theme of this issue is that of encouraging students to do most of the work. No bad thing, we’re sure you’ll agree. Strategies such as ‘flipping’, SOLO taxonomy and ‘Home and Away Teams’ are featured. Add a pinch of Thoughts and Crosses, along with a dash of Videoscribe, season lightly with Frog and we have a recipe for a teaching and learning feast. Having fully exhausted the cookery analogy, here are the contents of this issue. Many thanks to all contributors. The next issue will be published in September. If you want to contribute a resource or an article, or give details of a strategy that has worked for you, do let the Staff Learning Coordinators know.

CONTENTS ISSUE 2 PAGE 3

Training Opportunities - Staff Learning Co-ordinator Nargis Ola details this term’s training programmes. Plus ...

PAGE 4 PAGE 5

An introduction to Wikis - Anthony Copeland Thoughts and Crosses - a approach to questioning Christine Malson and Gemma Stoyles

PAGE 6

SOLO Taxonomy - Hannah Smith provided a summary of how this technique can be used in class. Kevin Harris then considers

m s f ro urce o s e r are All zon Hori h c Tea taff in S d e t ch hos >Tea at T d e r Sha zon Hori

‘hooking’ the learner.

PAGE 7-8 PAGE 9-10

Flipped Learning - Keith Hirst Big Picture - second of a series of articles on the different stages of the Horizon Planning Cycle.

Page 11 Page 12

Home and Away Teams - Steph Eaton e-Learning update - Helen Stokes

OUGH QUALIT Y, HR T L AL R FO NS IO RAISING ASPIRAT INNOVATION EXCELLENCE AN D


Horizon training Nargis Ola Staff Learning Co-ordinator Training, coaching and NQT induction •••

A variety  of  professional  development   opportunities  have  been  made  available   for  staff  this  half  term. Our  NQTs  took  the  opportunity  to  attend   an  evening  teach-­‐meet  session  run  by   Worsborough  Common  Primary  School.     NQTs  from  across  the  borough  presented   their  ideas.  Here  are  some  of  the  ideas   shared:   1)    QR  code  to  hunt  for  answers.  Download   by  searching  QR  code  treasure  hunt.     Classtools  one  is  best.   2)    Scaffolding  using  pictures  for  those   with  sensory  difJiculties.   3)    Enterprise  challenge.  Set  numeracy,   literacy  and  problem  solving  tasks  using  a   challenging  enterprise  activity.  Students   are  given  responsibility  for  money,  writing   letters  of  application  etc.   Check  out  Rotherham  –  R  U  ready.  The   school  has  also  been  on  the  BBC.   4)            3  wins  in  the  classroom: iMovie  app  to  create  your  own  movie  clip,  

Tried Videoscribe yet? For an innovative and creative way to present information - and let’s be honest, as a change to Powerpoint - Videoscribe is worth a try. It is loaded on all school computers. Create a free trial for your own access. For school account details contact Brett Webster. For an example of a school ‘scribe’, go to: Staff shared>Teach Horizon>Issue 2

Animoto (iPhone  app)  and  Voice  thread.   Each  app  brings  teaching  to  life.   5)      Body  language  and  its  effect  on   behaviour  and  classroom  management. 6)      Red,  orange  and  green  –  cups  used  so   students  don’t  have  to  put  their  hands  up.     Lolly  sticks  with  names  on;  these  can  be   used  so  you  aren’t  using  the  same  students   each  time.  

7)    Voice/morph  (morfo)  add  voice  to  an   editable  face  e.g.  William  Shakespeare  and   get  that  clip  to  introduce  the  topic.   8)      The  ‘Fantastics’  –  literacy  based   exercise  to  allow  students  to  ask  deeper   questions. If  you  would  like  further  information  on   these,  please  see  me  or  any  of  our  fabulous   NQTs  who  I  know  will  be  very  glad  to  help.  

DATE

FOCUS OF THE SESSION

PRESENTER

AUDIENCE

NOTES

Thursday 6th June

Organising a School visit.

Nargis Ola-Craig and Charlie Brammer

NQT

Wednesday 12th June

P4C: developing thinking and reasoning skills

Sarah Rhodes

All staff

Wednesday 19th June

Developing literacy in the classroom

Sarah Cross

All staff

Literacy development session 2. Strategies to encourage literacy development in the classroom

Thursday 27th June

Evidence for the final assessment

Nargis Ola-Craig

NQT and Mentors

Completion of the final assessment form. The mentor’s role and the NQTs role.

Wednesday 3rd July

How to maximise the use of the learning environment.

Kevin Harris

All staff

Making effective use of learning spaces.

Thursday 11th July

Kagan

Andrew Catterall

All staff

Successful strategies put forward for the teaching and learning extraordinaire – Kagan.

Wednesday 17th July

Celebrating success

Nargis Ola-Craig

NQTs

Short session at some point in that week – at a time most suitable for our NQTs.

NQT to begin planning a visit for students. Who to see, how to organise this . P4C training number 2. Next stage in the development of P4C in the classroom.


A Beginners Guide to Wiki’s... Anthony Copeland NQT - Science •••

As an  NQT  I’ve  tried   s1cking  to  the  ethos  that  it’s   important  to  try  something  new   every  once  in  a  while.  Even  if  it   scares  the  pants  off  you!  And  by  far   the  scariest  thing  I’ve  done  recently   is  to  embrace  the  “Classroom   Wiki”.

sec1on (Click  the  liRle  “+”  next  to   “Members”)

And Cinally  –  Let  your  students  

Top Tip:  AVerwards,  I  no1ced  the   op1on  to  “Export  e-­‐mail  lists”  in   the  seWngs  tab  –  it  might  be  worth   exploring  this  as  this  step  can   disrupt  the  start  of  your  lesson  if   the  students  don’t  have  a  task  to   get  on  with  whilst  they’re  wai1ng   their  turn  to  enter  their  e-­‐ mail.

Top Tip:  If  your  students  create  a   link  to  the  sub-­‐topic  page,  and  then   edit  the  sub-­‐topic  page,  there  is  no   risk  of  them  crea1ng  a  fantas1c   page  which  is  not  linked  to  the   home  page.

Some of  you  will  laugh  as  you  read   this  from  the  pdf  copy  you   accessed  on  your  tablet  through   the  cloud.  This  ar1cle  isn’t  for  you.   This  ar1cle  is  for  anyone  asking   “What’s  a  Wiki,  and  how  easy  is  it   to  use?”

Step 1  –  Create  an  account   with  a  site  offering  a  free  Wiki  (I   used  Wikispaces.com) Top  Tip:  It’s  worth  taking  the  1me   to  think  of  a  memorable  name  so   that  your  students  will  always   remember  the  web  address  to  visit   this  page.

Step 2  –  Create  a  home  page  for   your  students  to  start  from. Top  Tip:  Here,  I  chose  to  paste   every  topic  and  sub-­‐topic  in  our   physics  unit.  This  allowed  the   students  to  create  a  link  from  that   sub-­‐1tle  which  directs  them  to  the   page  that  they  were  crea1ng.

Step 4  –  Now  group  your   students  and  assign  them  specific   sec1ons  of  the  Wiki  in  which  to   work  on  (To  start  with  –  you    can   let  them  wander  the  site  adding   and  edi1ng  once  you  have  a  basic   structure). For  me,  my  students  were  already   in  groups  so  I  assigned  each  group   a  major  topic  and  a  group  leader,   who  was  tasked  with  delega1ng   sub-­‐topics  to  their  team  members.

Top Tip:  Students  are  very  familiar   with  using  MicrosoV  Word.  They   Step  3  –  Ask  your  students  to  sign   will  probably  be  very  unfamiliar   with  using  a  Wiki  edi1ng  page  –  It   up  and  find  your  class. might  be  worth  asking  your   As  a  beginner  I  opted  to  just  ask  my   students  to  first  write  up  the   students  to  come  up  to  the   informa1on  for  their  page  on   computer  and  enter  their  e-­‐mail   Word,  then  copy  and  paste  onto   address  into  the  “Invite  People”   the  site  later.

create their  site!

Next Steps? On  finding  that  you  can   aRatch  downloadable   documents  to  specific   pages,  I  intend  on  asking   my  top  set  year  10’s  to   share  quizes  and  worksheets   that  they  created  during  a   previous  project  to  their   relevent  pages.  This  will  allow   students  to  download  material   that  tests  their  understanding. As  we  draw  nearer  the  Physics   exam  date,  I  intend  on  asking   students  to  work  on  this  Wiki   outside  of  lesson  1me  as  we  focus   on  group  revision  and  exam   techniques  in  class.  The  good  thing   is,  I’ve  only  got  to  look  at  the   “Revisions”  tab  on  the  Wiki   dashboard  to  see  who’s  been  doing   exactly  what  and  when! Anyone  who  wants  to  check  out   our  Wiki  can  find  it  at  hRp:// year10physics1.wikispaces.com/

Get in touch with Anthony at acopeland@horizonncc.co.uk For a limited time only, mind, as he’s on his way to Dubai at the end of term...


progression.’ Ques1oning  is   crucial  throughout   every   stage  of   the   Christine Malson - Maths lesson   Gemma Stoyles - DT ••• and  so   AS PART OF THE DRIVING we   OUTSTANDING PRACTICE decided   PROGRAMME (DROPP) THEY TOOK to  focus  on  using   Bloom’s   PART IN THIS YEAR, CHRISTINE AND Taxonomy  to  help  us  develop  a   GEMMA EXPLORED ASPECTS TO task  we  called  ‘Thoughts  &   ENSURE HIGH QUALITY TEACHING Crosses.’

Thoughts and Crosses

HERE THEY SHARE We wanted  the  task  to  be   ONE STRATEGY THEY DEVELOPED...

taught. Below  is  resistant  materials   example.     As  the  task  becomes  embedded   within  the  curriculum  we  hope  to   naturally  develop  this  into  a  blank   grid  within  which  pupils  can  write   their  own  Bloom’s-­‐based  ques1ons   to  evidence  their   understanding  and   progression. cmalson@horizoncc.co.uk

AND LEARNING.

gstoyles@horizoncc.co.uk

transferable between  subjects  to   show  that  as  a  college  we  can   share,  develop  and  adapt  resources   easily. You can see Christine and

As part  of  the  DrOPP  course  we   decided  we  really  wanted  to  focus   on  ques1oning  as  Ofsted  had   indicated  this  was  an  area  the   College  needed  to  focus  on,  sta1ng   We  started  with  a  basic  thoughts   that  ‘…ques1oning  needs  to  extend   and  crosses  board  and  built  on  this   understanding  and  aid  pupils’   so  it  fit  within  topics  we  each  

Gemma’s ‘Prezi’ they delivered at the showcase event here... http://prezi.com/w4bnrzoyf0en/ dropp/?amp=


Go in

Extended Abstract  –  The   student  is  able  to  link  the   aspects  together  to  see  the   I   bigger  picture.  They  are   have   tried   able  to  look  at  ideas  in  a   Hannah Smith Subject Leader - PE b o t h   S O L O   new  and  different  way.   ••• Sta1ons  and   Hexagons.   SOLO  taxonomy  is  a  hot   I  have   been   using   SOLO   with   my  year   S O L O   s t a 1 o n s   i n v o l v e   topic  in  educa1on  at   10   GCSE   P.E   group   and   have   been   students   moving   to   different  tables   the  present  1me.    the   really   pleased   with   the   progress   they   which   each   focus   on   a  different   stage   DrOPP implica1ons  of  this  approach  for   of   SOLO.     They   assess   their   Solo Taxonomy Horizon  -­‐  with  its  emphasis  on   understanding   at   the   beginning   of   Based on what you have wri en independent  and  student-­‐led   the  lesson  and  then  start  at  the  table   for the starter ac vity ,use the chart to the le to iden fy where learning  -­‐  are  massive.    A  pioneer  at   t h a t   i s   r e l e v a n t   t o   t h e i r   you think you are with your the  College  is  Hannah  Smith,  who   learning. understanding.   Hexagons   (see   video   outlines  below  how  it  is  being  used  in   link   below)   allow   groups   to   make   For example—If you have wri en nothing about respira on, you PE... links   between   topic   areas   are at the prestructural stage of a n d   t h e n   l i n k   learning. SOLO  taxonomy  stands  for  Structure   informa1on   to   the   of  Observed  Learning  Objec5ves.  I   bigger   picture.   The   To make sa sfactory progress, was  first  introduced  to  SOLO  this  year   the work you complete will allow p h o t o g r a p h s   b e l o w   you to move one stage. by  some  fellow  ‘tweeters’.  It  is  a   show  some  example  of  this. method  of  structuring  ac1vi1es  in   Good progress = 2 stages I  am  most  certainly  not  an  expert  in   rela1on  to  their  stage  of  learning  or   Outstanding progress = 3 stages SOLO  but  I’m  enjoying  experimen1ng   understanding  of  a  subject  area.   or more with  its  use  in  my  classes.  The  next   There  are  5  stages  to  SOLO: challenge  is  to  see  how  I  can  apply   the  principles  to  prac1cal  lessons.    I   Prestructural  –  The  student  has  no   have  made.  It   is   a  bit   daun1ng   at   first   would  encourage  you  to  use  the  SOLO   knowledge  of  a  specific  topic. but   the   structure   allows   the  lesson   to   taxonomy  and  would  be  more  than   run   itself   and   the   direc1on   of   it   is   happy  to  provide  any  support  you   Unistructural  –The  student  has  an   completely  influenced   by  the  students.   need. understanding  of  one  relevant  aspect This   allows  you  to   step  back   and  listen   to   the  discussions   that   are   going  on   as   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐ Mul5structural  –  The  student  has  an   well   as   ques1on   students   to   assess   understanding  of  several  aspects  but   p r o g r e s s .   I t   i s   f a n t a s 1 c   f o r   If  you  would  like  further  informa1on   they  are  not  able  to  connect  them. differen1a1on   as   the   students   can   on  SOLO,  get  in  touch  with  Hannah  at   Rela5onal  –  The  student  has  been  able   work  at  a  level   that  is  suitable  to   them   hsmith2@horizoncc.co.uk to  link  the  different  aspects  into  a   and   it   also   allows   the   higher   ability     l resources coherent  response. students   to  provide   support   to  others.   Usefu eo

SOLO Taxonomy...

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SO

LO

SOLO resources and further reading: http://www.learningandteaching.info/learning/solo.htm http://www.youtube.com/watch?v=IgJw-FTedhk Useful article by Pam Hook: http://pamhook.com/solo-taxonomy/ SOLO taxonomy: giving students a sense of progress in learning (blog post) http://edu.blogs.com/edublogs/2012/08/solo-taxonomy-giving-students-asense-of-progress-in-learning.html

ons - vid Using Hexag atch? outube.com/w http://www.y cF4 v=Ixmmr-nn m TES) sources (fro Hexagon re chinges.co.uk/tea http://www.t o-Taxonomyresource/Sol 17968/ Hexagons-63

Note - our Staff Learning Co-ordinators are trialling SOLO too. Get their views and experiences, or catch them to plan a SOLO lesson with them.


Flipping wonderful! by Keith Hirst

further students’ learning. This is where flipping can help.

Vice Principal - Teaching and Learning •••

‘Flipped’ learning is a strategy to encourage deeper learning by requiring students to undertake some of their learning outside of the classroom. Those of you familiar with Jim Smith’s work around ‘lazy teaching’ will perhaps be familiar with the idea of giving more responsibility to students to carry out work in their own time. the aim of this article is to offer an overview of the approach.

The idea of flipped learning is not new. At heart it is a development of the use of homework to encourage consolidation of skills, knowledge and understanding introduced in class. Setting a research task for homework, to use as the basis for the next lesson, is a flipped approach. We typically spend lots of time in most lessons explaining concepts, ideas and terms. In addition, time is spent on giving instructions to students. In short, too much time is spent on aspects which will not

A flipped approach The diagram below illustrates the flipped approach and compares this to the traditional model. The idea of getting students to undertake some are of their learning outside of the lesson useful. is perhaps easier said than done. If new Thought and creativity needs to be technologies are given to identifying resources and not your thing, more traditional activities that students will want to methods might include providing do in their own time. text or pictorial sources, or instructions to watch a particular There is little doubt that modern TV programme. technology - increasingly second nature to students and teachers can help in delivering flipped lessons. Creating video clips or podcasts (see Issue 1), or recorded instructions, as the basis for the work out of school can help. Similarly, offering opportunities to use web applications to research or to work collaboratively (such as www.muraly.com , http:// en.linoit.com/ or www.popplet.com)

Tip - it is worth spending time getting this part of the lessons right if students are to engage with this approach. On the next page is an example of an approach to a flipped lesson.

An example of a flipped lesson resource is in Staff Shared>Teach Horizon>Issue 2

Traditional model

Teacher instruction

Student assimilation of instruction

Student completes activity to support assimilation

Takes place in lesson time

Homework to consolidate

Takes place outside the lesson

Flipped Classroom Model

Introduction delivered through homework

Student assimilation of instruction

Takes place prior to the lesson

Student completes activity to support assimilation

Teacher support to student

Takes place in lesson time


Flipping continued... Outline approach 1. Start small - select one lesson from an upcoming scheme of work that you want to ‘flip’. Plan the lesson itself based on what students should know when they arrive. 2. Select a method of delivery for the flipped part. There is no best method of delivery. Whether it is you recording your instructions or pointing to a blog, select the method that will work for your class and the particular topic. 3. Provide the resources to students. 4. The lesson itself. Be realistic. Some students will have done what you wanted - some will not. You will have a highly differentiated classroom and need to plan for the different levels of knowledge and understanding. 5. Prepare activities that stretch those that come equipped with the knowledge from the flipped activity. 6. Teacher can spend time working with those didn’t/couldn’t access the flipped lesson

of Tweets wisdom

The real value of the flipped lesson is that it allows the teacher to move away from the traditional model of instructor and become more of a coach, focussing on students who need support or stretching. This can happen for virtually the whole lesson, and not just 20-30 minutes. In addition, students can have permanent access to the resources produced to facilitate the flipping and so can review these after the lesson and beyond. A flipping example: GCSE Business Studies 1. Topic - an introduction to exchange rates (a notoriously tricky topic for Year 10 students). 2. Teacher prepares two resources: i) a video explaining exchange rates and how to calculate different exchange; ii) booklet to accompany the video. 3. Video is hosted on YouTube to avoid the possibility of students not being able to access VLE-based resources.

4. Flipped activity - students, in their own time, watch the video and complete the booklet as they go along. They are encouraged to rewind and re-watch if they find any difficulty. In addition, students can email the teacher if they are struggling with any aspect. 5. The lesson - (most) students arrive at the lesson with the knowledge they need. Lesson is organised into different stations (a la SOLO - see p8) with students choosing where they begin and which activities they choose. 6. Learning outcomes are based on the number of stations students progress through in the lesson. For example - ‘Outstanding progress will involve you completing three stations...’ 7. Teacher worked predominantly with students who had not completed the flipped part of the lesson. 8. Review - check the learning.


The key principles for ‘Big Picture’

The Horizon Planning Cycle: The Big Picture... Horizon Lesson Planning Cycle

Accelerated Learning in Practice Alistair Smith, 2001

1

Always give the ‘big picture’ o v e r v i e w b e f o re chunking down the content.

2 Use

the ‘white socks principle’ to signal the type of learning that will take place in the lesson.

3

Use strategies to build a sense of expectation in the lesson. Get students thinking about what they will lea rn from the outset.

4

Help students to answer the question, ‘What’s in it for me?’. Make it relevant.

This series of articles is designed to offer some rationale behind the planning cycle, plus strategies that teachers might consider for each. we continue by following the connection phase with the ‘Big Picture’... Students find it easier to learn when they can relate new learning to what they already know. In ‘Accelerated Learning in Practice ‘, Alistair Smith gives the example of the ‘white socks rule’ to show how students’ attention needs to be focussed at the start of any lesson. The example goes like this. When students return from break, ask them how many students they saw wearing white socks. In all likelihood, they would not have noticed. However, signalling before break that we want them to be aware of the numbers wearing white socks - readying them for they they need to understand - will yield better results. The principle is known as pre-processing. This is based on the idea that the brain searches out patterns of meaning and does so as part of learning. As part of planning for the ‘Big Picture’, we need to think about strategies that allow such pre-processing.

WHERE BIG PICTURE MEETS THE LAZY TEACHER...

... Next time Learning s. O utco me

Why not use the opportunity of contextualising the lesson by combining Big Picture strategies the ‘lazy’ approach’*? By recording - audio or video - early instructions in a lesson, students will be required to listen/watch and are potentially likely to be more engaged. (Image below shows a still from a short video explaining the context of a lesson on creative thinking using de Bono’s ‘thinking hats’). Using multimedia in this way can be used to provide stimulus material and ideas to get students predicting what might be to follow in the lesson - and pre-processing - whilst putting into context the lesson (following the connection phase). *Lazy Teacher’s Handbook - Jim Smith. (Not what the name suggests and a highly recommended read.


Hooking the learner by Kevin Harris Staff Learning Co-ordinator •••

THE ‘BIG PICTURE’ IS A KEY ELEMENT OF THE START OF A LESSON. THE IMPORTANCE OF ‘HOOKING’ STUDENTS INTO A LESSON IS EXAMINED BELOW...

Introduction Every lesson should have a clear and purposeful start. This will always be by grabbing the student’s attention, getting the students motivated and then giving an overview of the lesson. I have explained how this can happen in the bubble, which can easily be “stuck on the front of your planner”.

Motivation

Note - no goldfish were harmed in the production of this article

The purpose of the motivation element is to offer the students the lesson objective. Also, you specific reasons why the lesson should avoid a long apologetic content is important to know, understand, apply, or perform. For example, you may talk about an occurrence where the knowledge in the lesson was applied. Or you may remind the students of an upcoming test on the material. This motivation should appeal to each student personally and engender a desire to learn the material.

Overview

Attention The purpose of the attention element is to focus each student's attention on the lesson. You may begin by telling a story, making an unexpected or surprising statement, asking a question, or telling a joke. Any of these may be appropriate at one time or another. Regardless of which is used, it should relate to the subject and establish a background for developing the learning outcomes. Telling a story or a joke that is not related

TI A R BO L A LL TOO CO

in some way to the subject can only distract from the lesson. The main concern is to gain the attention of everyone and concentrate on the subject.

ON

Every lesson introduction should contain an overview that tells the group what is to be covered during the lesson. A clear, concise presentation of the objective and the key ideas gives the students a road map of the route to be followed. A good visual aid can help you show the students the path that they are to travel. The introduction should be free of stories, jokes, or incidents that do not help the students focus their attention on

introduction, because it only serves to dampen the students' interest in the lesson. Kevin is a keen advocate of creative approaches to teaching and learning. Contact him on kharris@horizoncc.co.uk

Muraly.ly - ‘a place to grow ideas together’ What’s that? You want to get students to work in a genuinely collaborative way for homework or as a research task? But you cannot find the right way of setting such work? You must try mural.ly (and that’s an order!). mural.ly is a web-based package that provides teachers with a way of allowing students to co-construct diagrams, mind-maps, etc, or to collaborate in sharing ideas. It is much, much better than can be conveyed in this short space, honestly. See https://mural.ly/ Watch an outline of mural.ly here: http://www.youtube.com/watch?v=k5tpMyGumgQ


English NQT,  Steph  Eaton,   offers  a  simple  but  effec5ve   strategy  to  encourage   effec5ve  group  work   which  differen5ates   the  learning.

HOME AND AWAY TEAMS

ques1oning and  differen1a1on  is  easily   implemented  as  to  push  and  support  all   Steph Eaton NQT learners  towards  achieving  at  least   English teacher their  target  grade  at  every  learning   ••• opportunity.    Further,  this  can  be   As  a  result  of  the   moved  from  Co-­‐opera1ve  learning  to   “Teaching  and  Learning  Group”  further   Collabora1ve  learning  with  pupils  in  the   exploring  methods  by  which  staff  can   “Home  Teams”  taking  on  roles   implement  effec5ve  group  work,  the   themselves  and/  or  working  out  how  to   no5on  of  having  two  sea5ng  plans  as  to   approach  a  task  with  minimal  teacher   target  groups  of  learners,  originally   input.   stemming  from  explora5on  into   differen5a5on,  has  progressed  into   becoming  an  “easy  way”  by  which  to   embed  group  work  within  a  lesson.   This  strategy  is  simple,  beginning  with   the  sea1ng  of  pupils  grouped  together   in  similar  abili1es  forming  “Home   Teams”,  for  example  all  learners  with   an  Aspira1onal  Grade  of  an  A  will  be   seated  and  work  in  together.  The   teacher  or  learners  can  then  choose  to   name  the  “Home  Teams”  using   colours/  numbers/  team  names  as  to   encourage  pupils  to  take  ownership  of   their  own  learning.  By  using  target   grades  and  individual  star1ng  points  as   the  method  to  inform  a  sea1ng  plan;   the  direct  targe1ng  of  pupils  via  task,  

However, to  ensure  that  all   groups  of  learners  are  then  able  to   interact  with  pupils  working  at  a   different  ability  (ensuring  for  the   modelling  of  higher  level  thinking  and   demonstra1on  and  /  or  ensuring  that   pupils  remember  their  previous   learning  before  developing  ideas)   pupils  have  a  second  sea1ng  plan  

GIES STRATE G N I K N THI

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consis1ng of  mixed  ability  groups,  this   becomes  each  pupil’s  “Away  Team”.   This  may  be  used  to  facilitate  a  New   Learning  Ac1vity  such  as  analysing  a   poem-­‐  which  can  be  directed  via   guidance  cards  or  again  be  made  more   collabora1ve  via  the  pupils  deciding  on   their  own  roles/  approach  to  the  task.   Further,  this  combina1on  of  employing   two  sea1ng  plans  to  enable  both   differen1a1on  and  effec1ve  group   work  creates  the  opportunity  for  a   points/  rewards  system  to  facilitate  a   compe11on  element  [perfect  in   assis1ng  with  engaging  reluctant   boys]  as  the  person  is  responsible   for  taking  their  learning  back  to  their   “Home  Team”  and  teaching/  sharing   what  they  have  learnt.   Finally,  this  use  of  sea1ng  can  be   adapted  to  suit  the  make-­‐up  of  all   classes  alongside  being  varied  within   the  tasks/  lessons  to  suit  the  learning   needs  of  each  pupil.     Contact Steph at seaton@horizoncc.co.uk if you would like to discuss ‘Home and Away Teams’.

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/image and a Start the lesson with a video clip ate. No teacher question to spark an initial deb input required!


e-Tools... Adobe Connect - a webcast package that we have purchased for Horizon. Connect will allow you to run online webinars and revision sessions for your classes out of school time. you may want to go through some key revision the night before an exam. Connect is the ideal resource for this. As this is an Adobe product, and something widely used by industry and HE providers, it is a very robust product that does not need any specialist software.

Frog update As highlighted in Issue 1, Frog is a major development for Horizon. Here Helen Stokes outlines the progress since the last issue, and plans for the implementation of our new VLE.

The 2nd  half  of  the  summer  term  will  see  the  initial  roll  out  of  our  new  Frog   Virtual  learning  environment.    Frog  will  provide  a  reliable,  easy  to  use  and  totally   customisable  VLE  which  will  allow  staff  to  support  learners  beyond  the   classroom. Why  do  we  need  a  VLE? It  was  felt  that  the  VLE  provided  as  part  of  the  BSF  program  was  not  Jit  for   purpose.  There  were  issues  around  reliability,  functionality  and  usability. When  implemented  properly,  VLEs  provide  an  opportunity  to: • • • • • •

Extend the  classroom  (home  learning,  absentees,  extension  work) Make  use  of  media  rich  resources,  SCORM  content  (e.g.  online  quizzes) Collaborate  (Learning,  Planning) Flip  the  learning Increase  communication  (Staff:Learner,  Staff:Staff) Engage  parents

Each department  area  will  identify  a  champion  who  will  lead  in  the  development   and  use  of  the  VLE  and  will  act  as  an  ambassador  for  Frog  across  the  College. Phase  1  department  champions  will  be  attending  their  Core  1  training  at  the  end   of  June,  with  a  view  to  using  the  VLE  from  the  Jirst  day  back  in  September.  Phase   2  departments  will  begin  their  engagement  in  September.  

Year 10 tutors are using Connect as part of the weekly quiz. This exposure will hopefully get staff thinking creatively about how they might use it as part of their planning. More information - video here. If you would like to use Connect, speak with Brett Webster. If you have any training needs relating to ICT/e-Learning contact Helen for advice or to arrange training. hstokes@horizoncc.co.uk

This is  very  exciting  change  in  culture  of  our  use  of  e-­‐Learning  and  will  take  a   large  amount  of  work  initially  but  the  potential  gains  are  endless. If  you  have  any  questions  about  Frog  then  please  feel  free  to  come  and  see  me  in   10.1  or  email  me  on  hstokes@horizoncc.co.uk

Frog staff fr ont page...

Teach Horizon - Issue 2  

Second edition of the Horizon Community College Teaching and Learning magazine.

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