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