Responsive Teaching

Responsive Teaching Launch

Prior to the pupils’ return to school, the staff spent two days preparing for a brilliant year of learning. The most significant part of our training was our ‘Responsive Teaching’ launch. This is our commitment to respond immediately to pupils’ learning and inform them of their next steps. At the end of the last academic year, we trialled alternative ways for giving feedback to pupils other than what we recorded in books. The findings demonstrated the positive impact that immediate feedback had on pupil progress and we now plan to develop this.

The launch of our training started with a focus on using strategies to ensure that pupils knew what they were learning and how to achieve the desired outcome. The research that underpinned the practical work included:

Dylan Wiliam’s key elements for empowering learners to become independent;

Claire Gadsby’s ‘Perfect Assessment for Learning’ techniques.

You need to really care and get curious about what is happening in your classroom and relentlessly go on a quest to find out – by getting feedback from the pupils and noticing what they are doing. If you can tune in to using her (Claire Gadsby’s) techniques, you will be helping every child make the most of their ability and using assessment as learning. And that is what I call a happy ending.” Jackie Beere, Tiffield 2012

Our Inset training powerpoint slides are attached for you to look at and we will be sharing feedback from both pupils and teachers as to the success of our new teaching and learning strategies. So far, the staff are feeling very positive and there is a definite buzz of excitement around the school.

Teacher response:

“We’ve trialled a few activities so far:

Activating the WALT: missing word puzzle (found it fun at first, but struggled to come up with the words and then it fizzled a bit – would only use in future once we’ve been on the topic for a while and they know more vocab; actions for key words (enjoyed this, really helped them understand tricky vocab like ‘retrieve’). 

One book, one pen: we did this today in maths to improve their explanations of their mathematical reasoning. Started off with WASOLL/WAGOLL comparison and lots of modelling required, but very successful and they were engaged in this well for about 20 mins. Very good improvements as a result.

 Understanding the why behind their learning: analogy of river and boulders for navigating challenges in maths didn’t work so well (I should have let them do more of the talking), sharing the bigger picture for something that at first glance sounds dry (retrieving and recording info from non-fiction) really helped motivate them – see attached PPT slide.

 We’ve got quite a few more planned for this week, will let you know how they went too”. 

“I’ve been trialling out some of the ideas in Claire’s book to great success.

 I’ve asked the children to act out the WALT and this worked really well, especially when I asked them at the start of the next lesson what it was that we learnt.  They all remembered the actions and what it was that we were looking at in class.

 Pen of power I think works great for SPaG and the children really enjoyed it.

I think there is real potential with steps to success and driving the children to create these in lessons. I have found that there is a bit of work to do with the children with regards to getting them to understand the point of them.  The first time we created them together similar to how Kyle showed us on inset. We talked a lot about why we created them and what they are there for however when looking back over their books many of the children had ticked that they had done that step when they hadn’t.  I’ve spoken with them about it since and I think they were wanting to impress by ticking to say they had done those steps.  I’m going to work with them all on this and hopefully soon they will be using the S2S effectively.

 Tomorrow I’m trialling ‘delete petite’ with the WALT in my maths lesson and have plans to continue to trial lots more!

 All in all there are some cracking ideas in Claire’s purple book and I’m enjoying putting them into my teaching!

 Thanks for the training guys!”

 “I used an introductory video clip with year 5 and the class discussed what the WALT could be. Both year 5 and 100 Acre Wood used “tap the talent”, with year 2 just one member of a group –  nominated by me ( because they were less engaged) went off to seek ideas from other groups. Year 5 also had the opportunity to use an Exit Card to suggest what we may be looking at in the unit of work – their responses added to IWB for next lesson and one topic picked up this week and others in the future.”