See Online CPD for geographers here
See ‘Guide to Lesson Evaluation’ by clicking here
See Guy Claxton presentation from September 2009 by clicking here.
The next meeting of the full group is December 1st 2009.
The Camp Hill Boys Learning and Teaching group was set up in January 2009. It seeks to improve standards by sharing best practice and informing teachers of modern pedagogy.
THE NATIONAL PERSPECTIVE
The state of the national provision of CPD is analysed in this document.
The national priorities for CPD have been published by the TDA and can be seen here.
National priorities for CPD
The TDA has identified national priorities for teachers’ continuing professional development (CPD) for the academic years 2007 to 2010. These national priorities will help CPD providers to plan for delivering an appropriate range of high-quality programmes to support teachers’ professional development.
The national priorities for teachers’ CPD are grouped into three categories:
Supporting curriculum change.
equality and diversity
special educational needs (SEN) and disability.
working with other professionals
CONTEXT OF THE NATIONAL PERSPECTIVE
The Teaching Development Agency have isolated a few current issues for teachers that may form the basis for a focus to the new ‘Learning and Teaching group’. They are:-
Assessment for Learning
14-19 Reforms and
THE CAMP HILL PERSPECTIVE
This can form the basis for a discussion of what may be our perceived topics for discussion/training. Can I start a list and throw it open to the group to modify as they see fit?
Assessment for Learning
Gifted and Talented
Thinking Skills/ Accelerated Learning
ICT skills for the teacher
Learning and Teaching Styles
Effective use of a Teaching Assistant/Other Responsible adult
KEC GTP Programme outline
WHAT CPD DO WE ALREADY HAVE TO DRAW ON?
The Teep programme adresses some of the issues listed above. The TEEP model is constructed to incorporate the behaviours that effective teachers have been shown to display. These can be grouped under four categories; classroom climate, classroom management, interactive teaching and utilising a variety of teaching and learning styles.
At the heart of the TEEP model is the TEEP cycle.
NATIONAL RESEARCH AND THE NATIONAL STRATEGIES
There are some common elements to the design of learning which underpin this development. Research indicates that the following are basic elements critical to the design of good lesson planning.
1.) The teaching is focused and structured so that pupils know what is to be learned and how, and how it fits with what they know and can do already.
2.) Teaching concentrates on the misconceptions, gaps or weaknesses that
learners have had with earlier work, and builds in some extra consolidation.
3.) Lessons are designed around a structure that emphasises the
stages of learning from which children and young people will most benefit.
4.) Pupils are motivated with pace, dialogue and stimulating activities.
5.) Pupils’ progress is assessed regularly, using practitioner-led, self- and peer assessment
approaches that enable subsequent sessions to be tailored to their needs.
6.) Teachers have high expectations of the effort learners will need to make.
7.) Teachers create a settled and purposeful atmosphere for learning.
The key aspects of pedagogy embedded in the work of the National Strategies is summarised in the following booklet. Download here.
Since the beginning of 2009, a new phrase is being put forward by Becta. They favour ‘Next Generation Learning’ as a phrase to mark the appropriate use of technology in the education of children. To visit the ‘Next Generation Learning’ web site click on this link.
A personal summary of the context of next generation learning can be seen in this PowerPoint.
American Junior Children express their view
An article from the Telegraph outlining the impact of variety of teaching methods on learning.
Pupil Voice and their views of lessons.
Here is a more detailed version of the PowerPoint presentation given by Frances Child to the HODS at their training in June 2009
Is this the future?