to the first CPD Newsletter of 2012 live on the MLE. As we are trying to use less paper I have decided to produce the CPD Newsletter in future on the MLE with only 10 copies made available in paper form in the staffroom. With the successful introduction of the T + L project on Friday 21st October 2011 it is pleasing to hear from colleagues on how the collaborative groups are working and developing. I wish to thank all staff for completing Evaluation Form 1 after each session and I look forward to the completion of Evaluation Form 2 during the summer term for all staff Development sessions where staff will be able to say how they have used material in their lessons and/or implemented different ideas obtained from the sessions. Whether CPD is external where colleagues feedback to their department or internal on a whole school basis through Staff Development sessions it is so important that we share all positive ideas and learn from each other to work together for the good of all our pupils. Should you have any articles for the next newsletter or opinions on how to improve the CPD Newsletter please email me at:firstname.lastname@example.org Thanks Patrick
What ……. Sir John Whitmore gives some idea as to what can be gained by working in a coaching partnership: “Coaching is unlocking a person’s potential to maximise their own performance. It is helping them to learn rather than teaching them.”
What not …….
NOT a judgemental process
NOT a collection of techniques or strategies
NOT telling somebody how to do it
Coaching works where more traditional methods of professional development have failed
Coachee’s agenda counts
Helps people to think through their issues themselves
How……. The coachee decides upon his/her goal Sessions have open and honest conversations between the coach and coachee The coach—listens and questions The coachee—freely explores a range of ways in which he/she may move forward towards his/her goal Talking about weaknesses and obstacles but also highlights the coachee’s strengths
Who is an ideal coaching partner?
Do I need this person’s specific knowledge or will I gain from their thoughtful insight and questioning?
Are we both in a position to offer support to one another or will this be a one-sided relationship?
Do we both have the time to commit? Surprisingly a good coaching relationship may only require 10-15 minutes a week to help focus on your aims and keep things moving forward
Would I benefit from working with somebody that I know well or would somebody from outside my department or year team may work with me more objectively?
Good Questioning and Listening
The most common problem that occurs in coaching is that coaches believe they have to do all the talking. This is not the case as the coachee should do most of the talking!
Also silence is valuable thinking time: You don’t always have to fill silence with the next question!
If you arm yourself with some of the proven techniques, find opportunities to practice and learn to trust your instincts, you can become a better coach, and so enhance your teams performance
Goal (where are they going?) First, with your coachee, you must define and agree the goal or outcome to be achieved. You should help your coachee define a goal that is specific, measurable and realistic.
In doing this, it is useful to ask questions like:
“How will you know that you have achieved that goal?
“How will you know the problem is solved?”
Reality—(Where are they now?) Next, ask your coachee to describe their Current Reality. This is a very important step: Too often, people try to solve a problem without fully considering their stating point.
As the coachee tells you about his or her Current Reality, the solution may start to emerge.
Useful coaching questions include:
“What is happening now?”
“What, who when, how often”
“What is the effect or result of that?”
Options—(ways of making the journey. Once you and your coachee have explored the current reality, it’s time to explore what is possible—meaning, all the many possible options you have for solving the problem. Help your coachee generate as many good options as possible, and discuss these.
By all means, offer your own suggestions, but let your coachee offer his or hers first, and let him or her do most of the talking .
Typical questions used to establish the options are:
“What else could you do?”
“What if this or that constraint were removed?”
“What are the benefits and downsides of each option?”
“What factors will you use to weight up the options?”
Will—by examining Current Reality and exploring the options, your coachee will now have a good idea of how he or she can achieve their Goal. That’s great—but in itself, this may not be enough! So your final step as coach is to get your coachee to commit to specific actions, In so doing, your coachee will establish his or her will and motivation.
“So what will you do now and more importantly when will you do it for?” “What could stop you moving forward.?” “How will you overcome it?” “Will this address your goal?” “How likely is this option to succeed?” “What else will you do?”
Coaching— Questioning and Listening
Session Objectives: 1.
To understand the importance of good questioning and listening when involved in coaching.
To introduce the ‘GROW’ model so you can structure coaching sessions effectively
Effective coaching requires the ability to ask good questions!
The other most important element of coaching is listening!
Coaches are not necessarily ‘experts’ in all areas, but most coaches will have experiences and abilities to offer suggestions and ways forward
Gifted and Talented Gifted and Talented Pupils Can have/be:
Good all rounder
High ability in 1 area only
High in ability, low in motivation
Good verbal ability, poor writing skills
Very able with a short attention span
Very able with limited interpersonal skills
Keen to disguise abilities
G & T Activities Activities, ideas and tasks to challenge G &T students across the curriculum
Random Words Give students a list of five random words, e.g. Box, Cow, Sunshine, Beyond, Fence and ask them to:
Show how any or all of the words connect to one another.
Explain how they may influence one another.
Suggest how they might link to the learning.
Create a story encompassing all the words.
Mind-map the connotations of each word and then analyse the links between them
Exam Questions Ask students to produce exam questions for the topic they are studying. These could be scaffolded by criteria or left open.
Students go on to create model answers to the questions they have set.
Students swap questions with one another and then answer these.
Questions are taken in by the teacher and redistributed at random. After writing answers students meet up with the question author to mark the work.
Perspectives This works well if students have been constructing an argument or gaged in debate.
When they have finished their work ask them to change perspective and develop a line of reasoning that counters what they have already written or spoken. Extend by telling them that the new perspective must aim to undermine all the key points of the first. Extension: Ask students to synthesise the two arguments and produce a final thesis, stronger for its more rounded view.
Articles Laminate newspaper, journal or magazine articles relevant to your subject area of topic. These can be kept to hand for when students finish their work. Supplement with questions or tasks that give the studentâ€™s reading purpose, e.g. - What is the main argument - Is there an element of bias in the text? - Do you agree with the article? Why? - How might your summarize the content of the article for a peer? - How might we follow up on the articleâ€™s content?
Observer Choose a student to sit and observe what is happening in the class (this might work particularly well with debate, discussion or group work). Their role is to asses what is happening and offer suggestions for change, ways to improve, examples of excellent work etc. Extensions: Ask the student to produce a set of criteria they will use for their assessments. Get the student to justify their decision, including the criteria chosen.
Six Thinking Hats Students have to asses the lesson an idea, theory of their learning using Edward de Bono’s six Thinking Hats Method In this process, thought is divided into six separate areas in order to develop greater clarity over each aspect and create a ‘roadmap’ through which to explore or judge something. The six hats are noted above and more can be found out at: http://www.debonogroup.com/six_thinking_hats.php
Fact or Opinion Separating fact and opinion is an important skill in everyday life— when in contact with the media, talking with others, at work etc. Ask students to pull apart articles, reports or other texts in order to discern which aspects are factual and which are opinion. Extend by:
Challenging students to think about the comparative validity of fact and opinion.
Asking what ‘facts’ can be definitely known.
Getting students to analyse what authorities the facts and opinions rely on.
Holistic thinking involves looking at things in their entiretyâ€”as a whole. Challenge students to scale up their thinking about a particular topic so as to see it as part of a wider whole. (e.g. From thinking about square roots to thinking about square roots as part of the logical relationships between all numbers). They can spend time making connections, considering the role of their particular part in the whole or analysing how the wider system regulates that smaller part. Extend by asking students to reflect on their day-to-day and the relevance of an holistic viewpoint there.
The term “collaboration comes from the Latin “to work together”.
Why work collaboratively?
Learning from each other. Learning from what works
Variation of teaching practice within a single school is likely to be as great as or greater than the variation between schools
Collaborative learning is a way in which two or more people attempt to learning something together.
Unlike individual learning, people engaged in collaborative l earning capitalise on one another’s resources and skills
Sharing information, evaluating one another’s ideas, monitoring one another’s work.
“Remember upon the conduct of each depends the fate of all”…………. Alexander the Great “ In union there is strength” …….. Aesop
Working in collaborative groups can make a difference for our pupils and make us stronger as a team.
Five ways toâ€Śâ€Ś develop wellbeing at work by Elizabeth Holmes Point 1 Wellbeing at work is vital. Without it, not only are we unable to achieve to the best of our abilities, but there are also genuine risks of negative impacts on physical and mental health. If a lack of wellbeing t work continues for a prolonged period, the effect on the individual and on his/her work can be devastating. None of this is surprising, yet wellbeing at work remains a key issue in education.
Get involved in CPDâ€”Much of the professional learning that goes on in schools is likely to be relatively individualised, which may or may not mean close collaboration with others. Yet there is much wellbeing to be derived from easily organised, informal collaborations that cost little and can boost morale. A reading group (focusing on relevant texts for professional learning or something totally unrelated) can develop into an affective source of support. Lunch bites, in which small chunks of professional learning are shared over lunch, can also work well when the aim is to ease workload and provide support. Any collaborative learning process that also has a nurturing element has the potential to boost wellbeing.
Point 2 will be in the next edition
WordShark Can I draw your attention to an ICT program, WordSharkâ€? which is accessible under â€œall programsâ€? then SEN folder.
It is a program designed to help with improving reading and spelling through playing games.
There are 9,000 pre-recorded words, ranging from high frequency to subject specific vocabulary.
We have a licence which enables 209 students to be on at any one time. In the fist instance, the girls can log on as temporary students.
If you do familiarise yourself with this program and wish to set specific words for certain girls in your classes as part of their personalised learning and wish to monitor what they do. Please come to Pupil Support for further guidance.
Who are the new arrivals? International migrants
Economic migrants from oversees
Pupils who change schools without moving home, including exclusions and voluntary transfers
Pupils who move without their family, for example looked after children and unaccompanied asylum seeking children
Silent Period—Length of time very variable. May last months. Children newly arrived from abroad unable to speak English, may observe others but say little or nothing themselves. They need this time to tune in to patterns of sound and meaning and gain confidence before having to speak. It should be treated as a normal part of settling into a new language environment
Why Mainstream? Mainstream teaching for L2 pupils is seen as offering widest scope for real communication and learning opportunities i.e. “content based language instruction and language based content learning”.
EAL PUPILS IN THE MAINSTREAM
Different kinds of Language Proficiency How long will it take them to “learn English” 1-2 years for conversational fluency 5 -7 years or longer for level of proficiency needed for academic success superficial oral fluency can be misleading
Curriculum Access Nowadays all pupils are expected to be given full N.C. access content and language learning are Interdependent.
Stages or Proficiency Awareness of these reminds us that learning any language is a lengthy and continuous process. There are many variables
Articles on the following are in this edition: Coaching Gifted and Talented WordShark EAL Collaboration Exams Develop wellbeing at work Holism
My grateful thanks to all the staff who have contributed to this newsletter