Optimus Education: Outstanding Secondary Learning and Teaching One-Day National Conference 2012

Going out of school for CPD is always a mixed blessing; it’s nice to escape from the intense pressure that is school and, as much as I love my students, sometimes I need to be away from the white noise of teenagers’ learning and emotional needs; but for those of us so close to the capital, it’s also a day of busy public transport, an early rise and a late return. Still, I am lucky to be in a school that allows teachers to go out for training, and even luckier that I was trusted to go in the place of the member of senior leadership who was supposed to be going originally. Thus, on 14th October, I found myself stepping off the HS1 into London’s St Pancras station and heading to Brompton for the OptimusEd Outstanding T&L Conference 2012. Here’s a review of what I saw and heard:

Keynote 1 – Ofsted Update, Gill Jones HMI

Gill Jones’ Ofsted update was a little late for me, since Ofsted came and went last term (and told us we were Outstanding!). Nonetheless, her comments seemed to corroborate my experience of Ofsted and will be useful for anyone dreading their impending visit:

  • The quality of teaching is the top factor relating to pupils’ success,
  • Inspectors observe pupils’ learning, not teacher’s teaching,
  • Teachers not expected to do everything required in one lesson,
  • No one teaching methodology is preferred,
  • SLT observations should record progress of particular students in groups,
  • Literacy should ensure students use relevant subject-specific vocabulary,
  • SMSC is observed in the corridors as well as in lessons.

Monsieur M’s suggestion for use in school:

  • Modification of lesson observation forms to account for pupil progress,
  • Literacy policy embedded in all lessons.

Keynote 2 – Embedding Outstanding Teaching & Learning, Claire Gadsby, T&L Consultant

Claire Gadsby’s talk was a mixture of useful suggestions and anecdotal evidence on strategies to encourage staff to work together to improve teaching and learning throughout the school:

  • Outstanding practice should be modelled for busy teachers to enable them to see it working,
  • Avoid ‘overload’ through ownership, by involving teachers in developing ideas for outstanding T&L,
  • CPD should be as engaging as the lessons we try to plan for pupils,
  • Feedback should be shared in a variety of ways:
    • Pecha Kucha,
    • Staff learning wall,
    • WAGOLL (what a good one looks like),
  • CPD should include variety (eg: incidental CPD – placing random objects in the staff room),
  • Coaches should co-plan and co-teach.

Monsieur M’s suggestion for use in school:

  • Varied feedback models embedded in CPD sessions,
  • Introduction of a staff learning wall,
  • Use of videos of activities during CPD sessions.

Keynote 3 – Independent Learning, Will Ord, Director of Thinking Education

Will Ord’s Keynote on independent learning was as energetic and inspirational as his workshop on questioning:

  • Encourage staff to teach a ‘Golden Lesson’ every week where they try out a new idea,
  • Embed independent learning skills into lesson objectives (eg: to learn how to solve quadratic equations; to learnt to use questioning to improve our learning),
  • Pupils time teachers to see how much of the lesson they spend speaking (sometimes up to 90%!),
  • Use of Learning Warriors – weekly celebration of resilience in the classroom.

Monsieur M’s suggestion for use in school:

  • Introduction of weekly departmental thinking skills objectives for each year group.

Session 1B – Questioning, Will Ord, Director of Thinking Education

Will Ord’s workshop focused on the use of questioning to encourage higher-order thinking, not only by teachers, but also by training and encouraging pupils to ask the right questions:

  • Remember that different questions exercise different thinking skills,
  • Use phrasing so that options aren’t limited (what might the answer be not what is the answer),
  • Encourage students to use higher order questions in their discussions (a selection was given on the handout),
  • Use stimulus-story-concepts-questions model to lead students to ask more searching questions,
  • Use lego bricks to encourage students to build discussion based on what their friends have said.

Monsieur M’s suggestion for use in school:

  • Introduction of higher order question posters in classrooms,
  • Training on the use of stimuli in lessons,
  • Investment in sets of lego bricks for departments.

Session 2C – Language for Learning, Sophie Holdforth, Hackney Learning Trust

Sophie Holdforth’s slightly quirky session was actually very inspiring and introduced me to some knew cooperative learning-style stragies that I hadn’t seen before. I really enjoyed this one, even if she did make me wear a (very!) smelly deerstalker hat:

  • Writing has acquired a higher status than speaking but this can be just as helpful for learning,
  • Ofsted are looking for oral literacy skills as well as reading & writing skills,
  • Reciprocal teaching encourages students to discuss by assigning them roles:
    • Questioner (asks questions about the text),
    • Clarifier (looks up unclear vocabulary),
    • Predictor (predicts what may happen next),
    • Summariser (uses own words to sum up),
  • Dialogic teaching uses prompts to scaffold dialogue,
  • Speak-alouds allow teachers to model thought processes about the text whilst reading.

Dialogic teaching uses prompts to scaffold dialogue, like these ones which I used during an A2 French lesson encouraging students to discuss their ideas on Voltaire’s Candide.

Monsieur M’s suggestion for use in school:

  • Introduction of think-alouds in reading groups,
  • Use of bookmarks to remind students of RT roles,
  • Posters of prompts for dialogic teaching in classrooms.

Session 3B – Differentiation, Paul Anstee, Author: The Differentiation Pocketbook

Differentiation is something I consider to be a personal weakness, so I was looking forward to getting some new, practical ideas to use in the classroom. Unfortunately, Paul Anstee’s workshop was neither engaging nor differentiated (despite him urging us to ensure that our in-school CPD was differentiated for teachers!). The hour-long session effectively defined what the different types of differentiation are and are not, and was a very disappointing end to an otherwise informative and thought-provoking conference.

If you’re interested to know more about any of the strategies mentioned above, feel free to comment or contact me either by email or on Twitter! I’ll be happy to share all of the resources I have!

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Six Steps to Outstanding

Last week we had a visitor at school. In fact we had four. But rather than that warm, fuzzy feeling you feel when your uncle, auntie and two cousins pop round for some mulled wine and a mince pie in the run-up to Christmas, the whole school drew a sharp intake of breath and waited for the pain: Ofsted were coming.

Don’t get me wrong; I’m not one of those teachers who spirals into a whirlwind of panic, staying at school until 9pm and winding everyone else up with me. I know that I’m doing the things that Ofsted wants to see all year round, but not necessarily in every lesson all the time. You will understand my relief when the HMI gave me my feedback on her thirty minute observation: “that was definitely a 1”.

Outstanding & MFL

Now I don’t claim to be an expert on what makes every lesson Outstanding (this is teaching’s Holy Grail and, frankly, I think Monty Python would have trouble finding it even if we set them loose in the corridors of the DfE!). But I do know why my lesson was Outstanding, and I do know how other languages teachers can get there too. Here are my six simple steps to outstanding (note the consonance – catchy, right?).

Step 1: Engagement

No, my role is not to entertain – it is to help students to learn; but we all know that they learn better when they are enjoying what they’re doing. I don’t necessarily mean have ‘fun’ – you can enjoy something without having fun. The key is using learning activities that the students like doing: mine like using mini whiteboards, so I use them; they like doing silly voices when we use choral repetition, so we do; they like watching me do silly (and sometimes random!) actions to go with the words we’re practising, so I do them.

This sounds like a no-brainer, but how many of us have been drawn into the attitude you can hear repeated in every staffroom of the country?: “kids these days need to learn to sit quietly and listen,” “I’m not a clown,” “I don’t have time to play games, they need to learn”. Most of this is rubbish; the workplace nowadays is a much more vibrant place than it was before, and communication is key. In the UK, many of our students will be going on to work in service industries or in communicative jobs, such as those found in call centres. How are we preparing them to communicate if we make them sit at a desk and listen or write for an hour?

In my Ofsted-observed lesson, I used a range of activities my students enjoy to introduce book genres in French: choral repetition with actions for phonics revision; mini whiteboards for introducing the vocabulary using multiple choice and a Quiz-Quiz-Trade game to practise the phrases.

For ideas on the kinds of activities you can use, check out my post on The Kagan Method as a startpoint, or just get creative! It’s amazing what you can do with a bag full of dice…

Step 2: Sequencing

I was horrified at a GTP Subject Mentors’ conference last term when I discovered that most of my fellow mentors, all experienced MFL teachers, had never heard of PPP: Presentation, Practice, Production.

Lots of us will do these in some form or another without realising. The problem is that most of us don’t spend time on the largest ‘P’ – Practice, and most of us don’t sequence the stages strictly enough. Let me explain…

Imagine you are teaching students to use the comparative. You explain to the how to use plus…quemoins…que and aussi…que. You maybe do some mini whiteboard work. Then you want them to write their own comparative sentences. NO!

The problem here is that you haven’t allowed them to practise the structure enough, and by practise I basically mean repeat. Now I’m not suggesting that you spend a whole lesson repeating the phrase Monsieur M est plus cool que Monsieur S (my favourite model!) but you need to leave the structure wholly visible while the students spend most of the lesson ‘practising’ it – trying it out – with the support of the words on the board. They could be building sentences with dice, doing a RallyCoach activity (see the Kagan post) or playing a card game where they have to repeat simple comparative phrases (such as Kagan’s Quiz-Quiz-Trade or rosaespanola‘s ‘Cheat‘ card game), but the point is that they are using the structure over and over again without having to remember how it works – it’s the repetition that internalises the language. Once this stage is fully complete (after an hour, a week or even a term, depending on the structure) then get to the final P – Production.

In my lesson, the activities were clearly sequenced from Presentation – where I presented the vocabulary and had the students repeat, to Practise – where I used a Quiz-Quiz-Trade activity to get students repeating and remembering the words.

Step 3: AfL

Since its introduction into teaching, AfL has been the obsession of CPD leaders, SLTs and Ofsted inspectors alike, and rightly so; being able to ask students to assess their own learning and checking their understanding to inform your teaching is such an invaluable tool, and it’s so simple to do!

At my current school, students have green, amber and orange pages in their planner. Once I had done the choral repetition stages of my lesson and the practice activities, I asked students how well they felt they knew the vocabulary:

Using Assessment for Learning to check pupils’ confidence with new vocabulary is an invaluable tool.

Obviously the wording needs to be changed according to the activity you’ve been doing and what you’re leading on to, but the above descriptors worked perfectly for the next activity, and the next of my six steps…

Step 4: Differentiation

This is likely to be the least popular of my steps;  the staffroom cynics claim that differentiation is “too time-consuming” and that it doesn’t help students, since “they all have to sit exactly the same exam”. There is some truth in these points, but only because people have lost sight of what differentiation is for, and how to use it.

Firstly, differentiation isn’t supposed to be permanent: it should be used to push students on to the next level that is appropriate for them, with the aim of slowly weaning them off it for different skills and activities so that they can all pass that exam. I differentiate my activities for each skill (listening, speaking, reading & writing) according to pupils’ attainment grade for that individual skill and gradate the activities throughout the term so that they can finally complete a given task in that skill with no support.

Secondly, yes it can be time consuming, but we’re not talking about hours of work, and it’s work that you can keep forever! I tend to start with the same reading or listening text, and then use (a lot!) of copy and paste to modify the activities, ranging from those where students note down the information required independently to multiple-choice activities with tick-boxes.

In the lesson seen by the HMI, I had prepared two different worksheets for the same listening text: one green and one orange. Those students who had shown a green card took the green sheet, those who had shown the orange  card took the orange one. Simples!

This differentiated listening activity linked on perfectly from the AfL traffic lighting I did just before… and all just as the inspector walked into my room!

Step 5: Simplicity

As an NQT, I had an awful problem: for some reason, I got it into my head that when I was being observed, every lesson had to be groundbreaking, earth-shattering, innovative and, above all, COMPLICATED. I was clearly suffering from a prolonged stroke.

Whenever I was observed I tried to get students to make inhuman leaps in their learning, I had umpteen worksheets for each differentiated group and I made the lessons unmanageable. I even once got a 3! Sad times.

So my advice is, keep it simple – be realistic and don’t panic just because Ofsted are in. The best lessons are the ones that work, and those lessons are usually the simplest of all.

My ‘Outstanding’ lesson was painfully simple. By the end the students were able to ask the question Qu’est-ce que tu lis en ce moment and answer it with an opinion. Not groundbreaking, not earth-shattering, but in the words of the inspector, the pupils made “excellent progress”. Job done.

Step 6: Consistency

I have one request of anyone that reads this post: please, please, PLEASE do not wait until Ofsted announce their imminent arrival before putting any of the above tips into practice – it won’t work.

My heart truly sinks when teachers tell me that they replan their lessons for Ofsted – you shouldn’t need to. It isn’t hard to introduce one piece of differentiation a week (at first) and a few engaging activities, right from the start of the year. Remember – Ofsted inspectors, as much as we may hate them, aren’t stupid – they’ll be able to tell if what they’re observing is a show for them, and if they suspect it is, they’ll ask the students, who will be more than happy to dob you in!

So, don’t wait until Auntie Ofsted is knocking at your door – make your lessons Ofsted proof NOW!

Update! Here is the PowerPoint presentation with the sequence of activities I used for this lesson: T1 Year 8 – 9. Qu’est-ce que tu lis