C Magazine Issue 3

magazine

... for the teachers, governors, support staff, LSAs & learning mentors of Campsmount Technology College.

Issue 3: December 2010

More food for thought...

Engagement It’s all just about peas and sweetcorn

Emma Neil writes about strategies to address those moments when studentsʼ enthusiasm fails to match your own.

It’s lunch+me, all you want is 40 minutes of uninterrupted +me out, when a colleague approaches with stories about half term ac+vi+es.

You smile and fain a li?le interest, nodding in the right places....but then a teaspoon catches your a?en+on and you find your mind driAing...... “Why do I buy Muller corners, when I know I’m just going to mix it together anyways?”.....”If I run hard

style enthusiasm seems wasted, and despite your best efforts to share your passion, leading ques+ons are met by “Huh?” and “erm....what’s the ques+on again?” We’ve all been there, and one

“Your Steve Irwin style enthusiasm seems wasted, and despite your best efforts to share your passion, leading questions are met by “Huh?” and “erm....what’s the question again?” of the most challenging aspects of any lesson is capturing a?en+on and keeping it. It’s all about engagement.

Not all teachers find swinging from light fiSngs and dressing up as Henry VIII, to install some enthusiasm, feasible. Just as, not all students have the ability to sit at a desk and learn, using more tradi+onal methods. So as professionals, how do we ensure our subject is loved as much by our students as it is by us?

enough at that wall is it possible to leave a cartoon-­‐style cut out?”.......Then it happens... The dreaded moment -­‐ “So.....what do you think?”

Panic sets in, you realise had you not been contempla+ng dairy based snacks and listening instead you would know the answer, and a reply of “What about?” just won’t be accepted as a reasonable response. Welcome to the world of the Friday aAernoon student.

Your subject is fascina+ng, so why isn’t it not always recognised by students? Your Steve Irwin

I discovered early on that energy and volume does not always equal focus. Most of the +me it just resulted in a +red teacher, and a class sloping away, knowing a li?le more than they came in with. So what methods can I use to ensure learning takes place? How can I keep students on track without the drama or dress-­‐up?

AAer trial and error I developed a few ideas that seem to work. One of them is ‘Colour Corners’.

When working with a KS3 class or even lower

ability KS4, ‘Colour Corners’ – used as either a mini plenary mid lesson, or summa+ve assessment at the end of a lesson, not only gets students up and moving about, but also ensures the Fantastic whole class is involved. practice spotted With each corner of the in Learning room dedicated to a Enquiry Walk 1 colour, students are given a series of ques+ons – related to the learning objec+ve for the lesson, and four possible coloured answers, students choose and stand in the corner they believe corresponds to the correct answer. Students choosing the wrong answer

“I discovered early on that energy and volume does not always equal focus. Most of the time it just resulted in a tired teacher, and a class sloping away, knowing a little more than they came in with.” are out and sit down, but must keep focused as they have a chance of rejoining the ac+vity if they know the next answer.

This can be adapted to suit the lesson or objec+ve.

Ques+ons can be levelled to act as an assessment ac+vity, and is a good self assessment tool. It can even be used as a starter for the next lesson to show progression or act as a reminder for prior learning.

Some students are fearful of ques+ons, avoid

speaking out in lessons, or struggle to maintain concentra+on and ‘Colour Corners’ acts as a good disguise for learning as it’s perceived as a game and oAen becomes compe++ve! It’s a li?le like peas and sweetcorn hidden in turkey dinosaurs. Sneaky? ...Yes. Effec+ve? ...Definitely!

Another technique I recently used with KS4 students, incorporated ICT into the explana+on of a difficult concept. I had tried the trusted PowerPoint to no avail, reading just wasn’t working and students began to ‘switch off’. So, realising the interest and competency of our students in ICT, I booked an ICT suite and set the students a challenge of producing a presenta+on explaining the concept, using only pictures and anima+ons.

Most students are unaware that they are learning subject material as they become engrossed in the task. The remainder of the lesson was spent with students narra+ng their presenta+on. Each student had completed the task in their unique way but each explained the concept clearly as they had to learn it to be able

“It’s a little like peas and sweetcorn hidden in turkey dinosaurs.

Sneaky? ...Yes. Effective? ...

Definitely!” to produce the anima+on. One student commented how words and verbal explana+on had not helped but how she now fully understood. This is also transferrable across key stages, and works par+cularly well with disaffected boys.

In order to maintain an improving and expanding bank of engagement techniques I would appreciate your ideas and contribu+ons that could be distributed amongst staff. So that, next Friday aAernoon, when it feels like you should be selling snow to Eskimos, we can all remember – It’s all just about peas and sweetcorn.

Using Kar2ouche to aid teaching and learning

By Dean MacFarlane The soAware contains characters, props and a comprehensive backgrounds, props, presenta+on Teacher Support Pack. and prin+ng capabili+es as well as text and audio that comes with Students can: the packages.

Campsmount has 20 different +tles that support PHSE, History, MFL and English. The soAware enables staff and students to create scenarios, presenta+ons and revision material. They can be created in a PowerPoint style or as a movie.

Kar2ouche is an exci+ng and easy to use soAware programme that can help deliver your syllabus. It provides a unique and fun way of developing students' knowledge across the curriculum through explora+on, discussion and visualisa+on.



Compose pictures, storyboards, anima+ons, publica+ons or movies by adding characters, backgrounds and props



Record voices and add sound effects



Create and import images

 Share work as QuickTime Kar2ouche has built in text and movies or editable audio but the facility to record Kar2ouche files sounds, voice or import soundtracks is also available.

Learning outcomes and benefits: From my experience, students find Kar2ouche to be an enjoyable alterna+ve to normal  Encourages crea+ve self-­‐ methods of presen+ng their expression work. The soAware comes with  Engages learners to its own training guides which are develop narra+on and simple to follow and explain the storytelling different sec+ons in depth.  Fuels collabora+on, peer Kar2ouche also comes with ready discussion and debate made presenta+ons.  Offers teachers a canvas Students compose role-­‐plays, for almost any lesson storyboards, movies and topic across the anima+ons onscreen in minutes curriculum Dean using drag and drop commands. will give a Each +tle comes with a themed short presenta;on library of resources including at the next characters, sounds, backgrounds,

Teachmeet

THE HARE & THE TORTOISE C-Magazine

The Hare and the Tortoise

By Petrina Drury

When we were young and impressionable we were told many stories that had a moral so we could learn life lessons that would inform our day to day behaviour and conduct towards our fellow human beings. These lessons were simple, such as the difference between right and wrong or telling the truth, equality or pa+ence. One of these stories was that of ‘ The Hare & The Tortoise’.

If you're looking for a new way of thinking about thinking, you'll find it revisi+ng those childhood stories.

Today’s society is fast: technology is developing by the minute and students of today’s society have a plethora of gadgets and devices at their finger+ps and disposal.

Today’s society is noisy: “Noise pollu+on is an ever-­‐ increasing problem in modern technological society.”

Even though we all learned that ‘slow and steady wins the race’ back in primary school, most of us don’t use it in our day to day living, never mind teaching! We tackle problems with speed and pressure due to an array of contribu+ng factors, but mostly because we have become accustomed to doing so in a high speed society and we expect our students to mirror this approach.

It is well documented that repeated exposure to even moderate levels of noise can be injurious to health, but oAen unappreciated are the more pervasive physiological and psychological effects … “ the ques+ons of noise pollu+on and its effects on mental health, and its rela+on to chronic sleep disorders …” (Oxford University Press)

Cogni+ve scien+st Guy Claxton wrote Hare Brain, Tortoise Mind; why intelligence increases when you think less to demonstrate an alterna+ve approach. As he says, "voices of philosophy, poetry and imagery are rela+vely weak in a world that largely assumes that only science and reason speak with true authority." That very ‘authority’ is sugges+ng that there are many areas of our learning that require the slower, more intui+ve thinking, rather than the linear, logical process society demands.

We, the facilitators of educa+on buy into this con+nual development in society by crea+ng lessons with increased pace: sharp and snappy with up to date technology and yet we can oAen neglect or simply overlook the simple things our students need: +me, peace and quiet.

Scien+fic studies suggest that subliminal percep+on, problem solving, and crea+vity point to a plethora of intelligences just below our conscious levels of awareness, con+nually influencing our behaviour in subtle ways. These are overlooked, as we do not tune into them.

Claxton argues persuasively that this unconscious intelligence is just what we need to handle complex situa+ons, and that our culture's misplaced emphasis on logic and reason to the extreme exclusion of all else is very foolish. Most scien+sts will readily admit to bursts of inspired thinking not logical thinking.

How many +mes have you been asked something and the answer is right there on the +p of your tongue, you know you know it but it just won’t come to you? And yet, on the steady drive home with the stereo off and your eyes on the road the day washes back over you and in a real Bruce Almighty moment when the filing cabinet stops and your brain finds the answer aided by that +me to reflect, the calm, the personal space.

We need to trust our own thinking but we need to have space and +me to do that. When planning lessons do we build in enough +me that enables our students to reflect? Do they really have ‘think +me’? If you do have ‘think +me’ how long is it? Are we comfortable or uncomfortable with its silence? If we are guilty of not consciously building this into our lessons then we must ques+on the ra+o of teaching and learning.

Bloom’s Taxonomy Mel Winters writes about her use of display & Bloomʼs Taxonomy to extend studentsʼ thinking Throughout my training, I saw some fantastic and interesting uses of wall displays in classrooms and was excited at the prospect of having my own classroom to plaster with all sorts of motivating and attractive items. However, after finding out that in my temporary accommodation I would only be allowed to use two panels I was left in a dilemma.

What about all my ideas? Which ones would I use?

Should I display the work of students to give them a sense of pride and ownership in the room? How would I decide which pieces of work to display?

I considered for a while what would be the best use of the space and one afternoon when talking to Year 7 about what EPS was actually about I made my decision. I chose a display that would be interesting and bright. A useful tool for myself when teaching and planning and a great instrument for encouraging the development of higher level thinking amongst our students: Bloom’s Taxonomy questioning pyramid. After all EPS is concerned with a ‘love of wisdom’ and an insatiable desire to extend that wisdom by asking questions.

Although I’m sure we’re all familiar with Bloom’s work and some may find it old hat nowadays I believe it still has something valuable to add to today’s classroom. It still helps us to differentiate between students of widely varying abilities. It still helps us to scaffold and monitor progression. It still allows us to make lessons interactive even if technology lets us down!

“... a great instrument for encouraging the development of higher level thinking amongst our students: Bloom’s Taxonomy questioning pyramid.”

In order to utilise the space it takes up, I have to use it in within lessons; without incorporating it’s content it becomes a very time consuming yet purposeless wall covering! So how do I actually use it? Well each level of learning is in a different colour and includes a range of easy to use verbs, all relevant to that level. This makes it easier for me to formulate questions and for me to ask students to do that too. The level of question asked is affected by; 1. The point we are at in the current topic 2. The ability of the student or students involved I can use it at any point in the lesson to monitor learning by asking individuals or the whole class questions, using one of the verbs from the pyramid.

It is also useful for plenary exercises as students can be asked to devise their own question from a particular level (set by the teacher) to give to their neighbour to check and consolidate learning.

I believe that the better I get to know our students, their current attainment and possible progress, the more valuable a tool my questioning pyramid will become and I look forward to extending its use within my classroom. Please feel free to pop in and take a look if you are interested.

“It is also useful for plenary exercises as students can be asked to devise their own question from a particular level (set by the teacher) to give to their neighbour to check and consolidate learning.”

Learning Enquiry Walk 1: 28.09.10 Focus: Lesson structure – Learning Objectives, Starter & Plenary exercises Findings: Whilst LEWs can provide us with a ‘broad brushstroke’ overview of teaching and learning at Campsmount – they should not be interpreted as providing full judgements of existing practice. Nevertheless, the information below acts as a summary of the findings for 29th September 2010. Would HoDs please discuss the findings of this article in their departmental meetings.

Learning Objectives: All LOs were shared using a range of techniques and were generally communicated extremely well to students. The team felt that all LOs were understandable and were often explored for meaning – this is clearly good practice. In some lessons it was evident that LOs were designed for periods longer than a single 50 minute period and this demonstrates the wide variety of on-­‐going projects throughout the college. Some LOs were written down and made visible throughout the lesson. Many LOs however were announced orally or discussed at the beginning of PowerPoint presentations.

It seemed that the more effective methods of communicating LOs involved underlining or writing the key words in bold, exploring the LO for meaning and differentiating them via the method of ‘All -­‐ Most -­‐ Some’. The latter

was a particularly effective way of meeting the varying abilities of students within a group and could be explored further.

Starter Exercises: Starters were consistently applied across all lessons. It was evident that teachers clearly understand their students really well as exercises were pitched according to ability and the time of day. For instance, it was evident that teachers implemented activities in period 1 and 3 that allowed students to not only recap prior learning, but also manage their gradual arrival to the classroom. The challenge of starter exercises also varied according to ability and this is clearly evidence of very good practice.

“...the more effective starter exercises ‘activated’ students thinking immediately upon entry.”

Special thanks to Mark Mckay and Karen Wheeler for taking part in LEW 1.

It seemed that the more effective starter exercises ‘activated’ students thinking immediately upon entry. Teachers often enabled students to make connections to what had been learned previously or to what would be explored within the lesson. Some teachers awarded effective participation with credits, stickers and praise. It seemed that when a starter exercise did not make sufficient connections with prior learning, or did not activate students’ thinking, their engagement and concentration was not as high as what it could have been. This confirms the importance of effective starter exercises.

It also seemed that the most effective starter exercises not only recapped prior learning or made links to the content of the lesson – they also made provision for the most able students in the class by providing an additional task that stretched their thinking.

In addition, good practice also involved taking the register when students were actively involved within a starter exercise instead of sitting passively whilst names were called out.

Plenary Exercises: Plenaries were implemented in most of the lessons observed.

Where a ‘traditional plenary’ was not implemented it seemed to be because that specific lesson was part of a wider scheme where, for instance, students were using that period to make progress towards completing a project. Where this was the case, smaller – mini plenaries were used.

The time management of plenaries seemed to be an issue in some lessons. Some exercises were started late and this had the knock-­‐on effect of the lesson over running and affecting the fluidity of the next lesson. A recommendation is that colleagues try and ensure, wherever possible, that sufficient time is given for an effective plenary.

It seemed that the most effective plenaries enabled students to demonstrate the progress that had been made, consolidate their understanding of key points, address (if necessary) any misconceptions and preview the learning that lay ahead. JPO

Are you leaving enough time in your lessons for an effective plenary?

Why Learning Enquiry Walks?

The purpose of learning enquiry walks are two fold: i) To identify areas of good practice and refer them to our vehicles for showcasing/ developing teaching and learning (C-­‐ Magazine, Teachmeets, Teaching Collaborative) ii) To identify whole school areas for development Every enquiry walk will focus on different aspects of teaching and learning – and this will always be announced. Each member of the team will be attached to 2 students and they will follow them throughout the 3 periods.

The team will be different for each enquiry walk and will generally include a member of SLT, a Head of department/Year and a teacher on the main pay scale. The team will review the enquiry walk period 4.

Personalising

Fantastic practice spotted in Learning Enquiry Walk 1

Learning in PE Written by Clair

AAer taking a break from teaching for two years to solely concentrate on developing the role of a School Sports Co-­‐ordinator for the Campsmount Pyramid, I decided it was +me to return to the classroom in September of this year. Whilst I had been missing from the classroom, there had been quite a few significant changes to the Secondary Na+onal Curriculum Framework, par+cularly within the subject of PE. The main changes to the Na+onal Curriculum for PE were the removal of programmes of study that followed the tradi+onal routes of ac+vity and the introduc+on of new programmes of study, whereby students are taught a range of ac+vi+es that run concurrent to a theme. Examples of this are where students follow a block of work on outwiSng opponents across a range of games ac+vi+es, the main aim being to develop an all rounded games player who can transfer a range of skills across different ac+vi+es.

“By no means have I come out of every lesson, where things have always worked really well, it has been a learning curve so far for me...”

The Campsmount PE Department has decided to be forward thinking in the new approach to learning and has therefore developed its curriculum to meet the demands of new ideas that account for the needs of all learners. In 2008, a new key skills block of work was introduced in Year 7, aimed at giving students the opportunity to experience a range of different ac+vi+es, integra+ng personal learning and thinking skills across all of these ac+vi+es. This proved to be hugely successful and has now been adopted in the new academic year.

AAer returning to teaching it was apparent that the

Knowland

use of 3 learning objec+ves for all students was a thing of the past and the idea of personalised learning, showing an awareness of differen+a+on within the set objec+ves, needs to be apparent in all lessons now delivered. I therefore decided that I would trial this new approach to begin with, star+ng with my Year 7 class from the onset in September.

An example of how I have achieved this in my Year 7 lessons are as follows. First of all I used the first few lessons as a baseline to assess my students physical ability, then for each of the different key skill ac+vi+es I set the students into 4 groups, consis+ng of 3 different levels. These groups consisted of a top set, two middle sets and a lower ability set. Then for each lesson I set three different learning objec+ves, which are differen+ated into levels, so each student would know what level they are at. Each objec+ve is explained so all students are aware of what I want them to achieve in the lesson, as well as what they need to do to progress to the next level. These are demonstrated to the students as ALL, MOST and SOME.

Within the lesson all students work in groups of students with similar abili+es working on core tasks appropriate for them to progress at a level according to their ability. Throughout the lesson, the students are constantly observed to ensure they are grouped accordingly for the ac+vity they are working on during that lesson. If this isn’t the case they are adjusted up or down. Running in line with this, I always give an opportunity for the students to comment on their own and others progress and discuss what they need to do to progress to the next level.

“...for each lesson I set three different learning objectives, which are differentiated into levels, so each student would know what level they are at.”

I feel that what helps the students’ progress using this approach is effec+ve structuring of the lessons, which always demonstrates clear learning objec+ves.

Delivering an appropriate starter ac+vity which relates to the main ac+vity in the lesson (which can also be used to assess the groupings are correct), a good main ac+vity sec+on, which in the main consists of skills and techniques and applica+on to a game or performance,

integra+ng evalua+on and discussion into this. To complete the lesson, a thorough plenary to assess students’ knowledge and understanding in rela+on to the objec+ves set, ensuring all students contribute accordingly and demonstrate, where effec+ve, PLTS (Personal Learning & Thinking Skills) that have been used in the lesson.

I am now ac+vely following this approach in all of my lessons and I feel that the difference in learning and progression is immense. All students progress at their own level. They know what is required from them and what they need to do to progress to the next level.

Assessment for Learning is a clear focus this year within the Campsmount PE Department and this method of approach is a great tool for assis+ng in the Assessment Process at the end of every module of work. By no means have I come out of every lesson, where things have always worked really well. It has been a learning curve so far for me, however I have taken on board Clair what hasn’t worked and then will give a considered how I would short presenta;on change that next +me – The at the next world of teaching!

Teachmeet

A glimpse into the future Waites Construction has been chosen by Campsmount to build our new college and building should begin in February 2011, lasting for approximately 1 year. The planned opening date is Easter 2012. The designs for the new build are currently being finalised but some of the images below provide us with an idea of what some of the inspirational learning spaces will look like. It is a design that will enable 21st Century learning to flourish, allowing us to achieve our ambitious learning vision.

Ariel shot of the new Campsmount

Plaza and entrance

Alternative view

SEN Garden

Technology extended workshop

Curriculum cluster area with external breakout space

Second floor of a Curriculum cluster

External Dining area

‘I can see clearly now...’

Mark McKie explains how Visualisers can enhance learning across subject areas at Campsmount.

Using visualisers in your lessons Before the loss of our college, the maths department had a visualiser that they used in lessons. Since moving to our new site we now have 2 visualisers but are hopefully going to purchase a visualiser for each maths teaching room.

What is a visualiser?

A visualiser is basically a digital video camera in a dedicated stand that connects between your computer and projector in your classroom. The type that is used in maths has a flexible neck that allows the camera to be moved about and pointed in different directions. It costs less than £270 each unit.

Great, more clutter on my desk. What does it do?

In my opinion the visualiser is one of the most powerful pieces of kit that I’ve put into my classroom. It acts as an OHP, scanner, video camera

and microscope all at the same time. The way that it’s connected allows you to switch between visualiser and computer screen instantly and record both still images and video clips that can be imported into software on your computer.

Sounds impressive, but what will I do with it?

This is how I have used visualisers: * As an OHP to project worksheets or exam papers onto the whiteboard so that they can be read by the whole class * As a vehicle to show a student’s work to the whole class – sharing exemplar work or peer reviewing * To record video clips of worked answers to exam papers (audio and visual) * Using the split screen facility I have been able to show before and after images of student work (to demonstrate improvement)

Mark will showcase the use of a Visualiser at

Visualisers now exist within the following Depts:

Other ideas that may be more suited to

the next Teachmeet

Maths, Science & Technology

your subject area:

(Wed. 08/12/10)

(see next page)

Other ideas that may be more suited to your subject area: 1. Use it to peer review lesson work Place a piece of work under the visualiser as part of a plenary activity, and allow the class to discuss the positive features of the work produced. Why not go a step further and allow the children to create the "3 stars and a wish" for the work (3 good points, and something to aim for in the next piece of work).

2. Use it to model nets of shapes You can place a net of a shape on the visualiser, and invite pupils to come out and construct the 3D shape. The rest of the class can view the process of constructing the shape. If you use the video function within some visualisers, you can also record the pupils as they work through the problem, and save it as evidence of their understanding.

Children predict what patterns will be like with other magnets of different shape or strength e.g. horseshoe, ring etc.

Individuals and groups can test out their predictions and then show their results to the rest of the class 5. Use it as a magnifying glass Some visualisers have an impressive zooming ability within their camera. Use this facility to take a closer look at objects during lessons. Zoom in on a flower to look inside the petals, on a tissue to see the fibres that it contains or on a circuit board to inspect soldering.

9. Rotate the camera on your visualiser, you can point the lens towards the class and use it to video conference.

You will still need to install video conferencing software on the computer, and tell the software to use the visualiser as a webcam, and you might need an external mic.

3. Make an animation Use the camera to make an animation.

Design some split pin models (to create limb movement), use fuzzy felt shapes, or just draw a character, and place them over a background. Take a photograph of the scene, before moving the character slightly. Put them all together in moviemaker or 2animate to make a movie. If your visualiser allows you to rotate the camera angle, you can create 3D animation too using plastic brick characters.

4. Use it to investigate Magnetic Fields Use bar magnets and iron filings to show magnetic field patterns of a single magnet, then pairs of attracting and repelling magnets.

this once a day. Watch the images back using the "slideshow" option in windows photo album folders to view the changes to the plant.

6. Rather than photocopy 30 versions of a page of text to use in a lesson – put the book you are using on the visualiser. That way everyone in the class can see it easily.

Use the visualiser with a Smartboard and you can grab the page of text and annotate it with pupil comments, thoughts and ideas 7. If you can connect your visualiser to a Smartboard, you can grab an image of a piece of work and manipulate it.

Take a child's piece of writing and -­‐ using the Ink Layer on a Smartboard -­‐ write over the top of the work without ruining the original.

10. Show the class how to perform a skill easily by demonstrating it on the visualiser without the need for the class to crowd around the front desk; * Model handwriting styles * Demonstrate needlecraft * Show how to use a protractor * Model a science investigation * Show how to read a thermometer 11. Use it to learn about symmetry

If you've got a visualiser with lots of extra features, you might have one that allows you to freeze the image, and then split the screen. If so, you can use the Take a piece of text and grab the image on visualiser for all sorts of symmetry work. the Smartboard. Blank out some of the Mark Place some words -­‐ can the children correctly work is willing to out the missing content? Flick back to the coloured cubes provide CPD on visualiser image to compare their choices. on the visualiser base and freeze developing the use of 8. View changes over time the image. Once visualisers in your you've split the dept.

Watch a plant grow over a period of time. screen you can let Place the plant on the visualiser and take a children show how the photo of it. Over a week / month repeat cubes will appear if reflected.