Learning Walk 6 - Starters and Plenaries (5.12.11-16.12.11)

In addition to the lively and engaging starters, it was brilliant to see so many excellent examples of plenaries and mini plenaries. It was clear that the idea of reflection and consolidation throughout the lesson is firmly embedded in our lesson planning.

Group and paired work in many lessons helped to consolidate learning with teachers pairing students in creative ways - such as mixing gifted and talented students with lower ability or by similar target levels - so that the students took control of the learning. In one excellent example, students were asked to review one another’s work in relation to KS3 criteria, explain what needed to be done to move on to the next level and then set individual targets for the next piece of work. It was clear in this example that such routines had been in place for some time and students responded well to this reflection activity.

Many thanks again to all those who participated in the Learning Walks. Have a very happy (and restful!) Christmas and New Year. The Learning walk for the 2 weeks beginning in January will be focussed on challenge and pace.

Jayne

Learning Walk 5 - Behaviour for learning (21.11.11 - 2.12.11)

Areas of strength

Unsurprisingly, a ‘calm purposeful learning environment’ featured in the majority of the lessons visited. As is becoming a regular feature of Cooper School Learning walks, feedback celebrated the high levels of engagement demonstrated by pupils as a direct result of the stimulating teaching and commented particularly on the high levels of independence as students focussed on research, planning, designing and creating, whether individually or in self selected or designated groups.

The great relationship between students and teachers is always strength of learning walks and the excellent use of praise to positively manage behaviour was a regular feature of the lessons seen.

Learning Walk 4 - Use of New Technologies - 7th – 18th November

Many thanks as always to everyone involved in the Learning Walk.

Areas of Strength:
To some extent, the use of ICT (although not specifically ‘new’ technology) was evident in most lessons observed, with teachers often using ppt to focus on lesson objectives, guide the direction of the lesson and remind students of success criteria. Some lessons had a more student centered use of technology where students researched information and presented their ideas or where students were encouraged to participate by coming up to the SMARTboard to add comments or draw attention to key points. In these lessons students, especially boys, were instantly engaged through the use of ICT.

The use of ‘new’ technologies was less evident in this learning walk although the use of MATHLETICS in which year 9 students were ‘gripped’ by their enthusiasm to compete with students across the world testing their mental maths ability against the clock in order to collect points to decorate their avatar. This worked brilliantly for the ‘gaming’ generation as well as developing key skills. The lessons generated a ‘genuine buzz’ and parents at ‘Parentvoice’ were talking about it as well!

Learning Walk 3 October - November 2011 - AFL

 

As always, a key attribute of many of the lessons visited was the engagement and enthusiasm of the students as a result of the challenging and stimulating teaching they enjoyed.

In lessons where the learning objectives were specific and focused, this enabled students to competently build on their skills and demonstrate progress.

In one lesson, students were given a variety of images at the beginning of the lesson and asked to predict the main focus of the lesson. They then went on to create their own success criteria based on their target grades and previous learning, thus ensuring that learning was personalised and focused for each student.

In another lesson, a longer piece of extended writing had the first section of the work assessed in detail and students were then asked to review what they had written in the rest of the piece. This meant that –as this formed part of part of a lesson – it was an instant indicator of assessment aiding progress and ensured that students were an integral part of the assessment process.

 Many thanks to all those who participated in the learning walks.

Jayne

Areas of Strength:

Learning Walks Feedback Walk 2 – Differentiation October 2011

Many thanks to all those who were part of the Learning Walks this week.

Areas of Strength

The levels of enthusiasm demonstrated by pupils as well as the calm, purposeful atmosphere in lessons continues to be a great strength. Teaching is consistently focused and stimulating.

In many lessons the teachers had ensured that resources were discretely differentiated to allow less able students access to the task whereas in others tasks were targeted towards different level / grade boundaries to ensure that learning was appropriately pitched.
In some GCSE lessons exam criteria was reinforced to ensure that all students were suitably prepared and fully understood the requirements for their respective target grades. In one lesson technology (MAC) was used very effectively to support less able in composing music and there was much supportive collaboration between more and less able. The students worked both independently & diligently.

The focus this week and the week beginning 1^st November is AFL

Learning Walks 1 September-October 2011

Learning Walk 1 - Active and Independent Learning

In September of this year, in order to share and develop good practice,  we set up 'Learning Walks' at Cooper. Learning Walks are about 'taking the temperature' of what is happening in school; being aware of strengths in L+T and also aware of our own targets as a school.  I have outlined below some of the strengths that we have seen in lessons around the school.

There some brilliant examples of dynamic and ‘pacey’ lessons with activities leading students through different learning situations and experiences. In some lessons observed one of the greatest strengths was the way in which students were encouraged to take the initiative in many of the activities set. This meant that teachers had to be more flexible with planning but that the learning became the focus of the lesson as opposed to the teaching.

Furthermore, these lessons were characterised by much enthusiasm and engagement from the students who clearly enjoyed what they were doing. It was also great to see teachers extending the learning of the most able with additional challenges during independent time. Classes  worked enthusiastically in a wide variety of contexts and this enthusiasm was clearly supporting them in their learning. Teachers were creating positive and supportive environments through their interventions and used time prompts to enhance pace and rigour.

In all lessons learning objectives were clear and in many these were supported by very clear and appropriately accessible differentiated success criteria.

On a personal note, I really enjoyed getting out and about, seeing the fantastic learning at Cooper School! Thanks everybody!

Jayne