CPL at St Dunstan's College - Lent 2024 Bulletin

CPL at St Dunstan’s College

Lent 2024

This year our priority for Senior School teaching and learning is to develop teaching strategies that enables challenge, rigour, and academic excitement (particularly in the Lower School), and to introduce a wholeschool approach to academic literacy. In M1 and M2 we focused on teaching tier 2 and 3 vocabularies.

Our book group enjoyed sections from Didau: The Secret of Literacy: Making the implicit, explicit. Other recommended reading includes

• Longer read: Quigley: The Vocabulary Gap

• 15 min reads: Beck & McKeown - “Deepening Knowledge through Vocabulary Learning”. Available in the CPL folder in Staff Shared

• Super quick reads: 10 tips for teaching Tier 3 words | Bedrock Learning Closing the language gap: Building vocabulary – David Didau https://learningspy.co.uk/

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Best practice in teaching

Tier 2 and Tier 3 vocabulary

In November we enjoyed our “speed dating” CPL, in which staff shared their most impactful ways to support the learning of Tier 2 and Tier 3 vocabulary. Staff feedback showed particular appreciation for the following ideas – thanks to all who participated!

Engaging students to use particular words:

• Use of games that have a specific academic literacy focus

• Articulate and hangman were popular suggestions!

• Bingo - each student has a ‘bingo board’ with specific keywords, the teacher describes each term using correct terminology. Students cross off the word they think is being described.

Repetition and Scaffolding:

• Present a definition for students to read aloud, removing one word at a time until they have memorised the full definition

• Create a mind map of tier 2 vocabulary (e.g. synonyms for certain words e.g. this infers, this illustrates how)

• Break down a word in every context of its meaning during a lesson

• Spelling tests/ quizzes

• “And” and “But” statement exercise. Used by students to find more sophisticated synonyms and antonyms to develop complexity of language

Praise to encourage the use of specific vocabulary:

• Giving students points for using Tier 2/3 words correctly in lessons, either verbally or in writing, and awarding commendations for the most uses, or most improved

‘Education for today and tomorrow’

What does the research say on…

Teaching academic vocab

Top 10 Takeaways:

The Secret of Literacy by David

Didau

(Chapters 1-3)

Molly Pridmore

1 2 3 4 5

THE FRUSTRATION OF READING

The good readers in our classes will quickly move from learning to read to reading to learn. In contrast, our weaker readers will become increasingly frustrated with the act of reading and try and avoid it wherever possible. This could present itself in off task behaviour.

DO WE TEACH HOW TO READ EFFECTIVELY IN OUR SUBJECTS?

Do we explicitly remind students of core skills for example do we teach students how to skin read the text? Do we teach students how to highlight key parts of the text? Do we teach students how to pick out the key themes/ words? Without explicitly teaching these, how are the students to know?

USE ACADEMIC LANGUAGE LIKE AN EXPERT

Sometimes it is easy to fall into a trap of simplifying the key terminology, especially for KS3. This is something I have found myself doing using the word ‘soggy soil’, but this is only discouraging the students from using the precise academic vocabulary we want them to use.

MAKE LOGICAL LINKS BETWEEN CONCEPTS

Six Degrees of Separation is a good way to logically sequence their understanding form one concept to another… a possible good DIN task.

MODELLING NEEDS TO BE BROKEN DOWN INTO PROCESSES THAT CAN BE CONSIDERED AND COPIED

Ultimately for all year groups to use the structure and terminology we want they need to see stronger examples and some of that will involve them copying structure/key terms for them to include in their writing.

6 7 8 9 10

COMPLETE THE TASK TOO!

If you set your students a task, complete it too. This way you can see any misconceptions and have a store of exemplar writing. If we can’t write an essay including all the key terminology and a good structure in the time given, it’s likely that students will not be able to either.

USING EVERYDAY LANGUAGE IN WRITING

Students will default into writing in this way, so we need to model how to make changes to make their writing less like spoken language and more like academic language e.g “The causes of WW1 are more complicated than they look at first” becomes… “Although the Great War appeared to start with the assassination of Archduke Ferdinand, the causes are more complex.”

SUCCESS CRITERIA

No writing can be done without knowing what the students need to achieve. The success criteria will only be successful if accompanied by examples and explicit modelling.

SCAFFOLDING CORRECTLY

Too often scaffolding is used to make work easier, which is a mistake. Scaffolds should be used to make it possible for students to do something they would find too difficult without support. We need to pitch our expectations at the top and then scaffold upwards.

IF PUPILS CAN BE SUPPORTED TO ASK BETTER QUESTIONS, WE WILL MAKE THEM BETTER LEARNERS.

If we scaffold questions that structure a good quality group discussion, we will allow pupils to make a more active next step with their learning.

Mutual Observation Fortnight – feedback

Amelia Karmock-Golds

Thank you once again to everyone who participated in this term’s Mutual Observation Fortnight, whether through offering your lessons or taking the time to observe a colleague. I have captured a snapshot of the positive feedback that highlighted the truly excellent standards of teaching and learning going on in all areas of the College.

For more about the purpose and benefits of peer observation in schools:

• Quick Read: Classroom Observation Wisdom Makes You Teach Better! - TeacherToolkit

• Longer read: Richards J. C. & Farrell T. (2005). Professional Development for Language Teachers. Cambridge University Press. https://assets.cambridge.org/97805218/49111/sample/9780521849111ws.pdf (professorjackrichards.com)

• Listen (20 mins): Steve Barkley, Education Consultant, speaks about the difference between peer observation and peer coaching; both useful in building opportunities for teacher reflection, growth, and collective teacher efficacy. Podcast: Peer Observation and Peer Coaching - Defining a Difference https://barkleypd.com/

The Word Cloud (constructed from your feedback of observing colleagues) demonstrates just how successfully we have embedded consistency in our T&L practices for students across the College, with frequent reference to the quality and use of:

In addition to these key College principles, it is encouraging to see ‘high challenge’ as a feature of so many of your lessons which is clearly leading to engaging lessons with student progress as the focus. My thanks to all staff for ensuring that excellent teaching and planning remains a priority during an incredibly long and jam-packed term.

1. Hands Down Questioning

2. Do It Now Tasks

3. Literacy and Vocabulary

What does the research say on…

Interleaving

Ankita Sengupta

Interleaving is a technique used to mix different topics or forms of practice, in order to successfully propel student learning. This could look like students tackling various types of questions rather than just one topic or one specification point at a time. This is a useful method of revision as GCSE and A Level exams (and real life!) do not only focus on one type of question, but may require students to apply knowledge from across the two or three year course they have studied.

The more commonly interleaving is used in lessons and revision, and the more accurately it is done, the better.

Caution! Interleaving is only helpful if the content (the different examples and / or items) is related to each other in some way. The more similar they are (e.g., the different types of rocks), the more likely the learner is to be able to contrast them.

Below are some examples of how I have used interleaving in my own lessons:

What might interleaving look like in practice?

Teacher A wants to teach their class about rocks. They cover igneous first, then sedimentary, then metamorphic. The class looks at each type of rock for five minutes each, then writes up a summary of their learning.

This is blocked practice. There is no spaced practice or opportunity for retrieval using what the class may already know. It would be preferable to leave the three examples to within the same lesson, but space them further apart.

Now, Teacher A shows a mixture of different types of rock on a PowerPoint and asks the class what type they are.

This is an interleaved practice task. It also includes retrieval of what they have previously been taught. It is not, however, spaced practice, since they are being asked about the types of rocks all at once.

Teacher B does the same presentation, as described in example 1, but delays the practice task (example 2) by fifteen minutes, during which time the class writes a short essay.

The presentation is still blocked practice itself; however, the practice task can now benefit from both interleaving and retrieval.

Focus on restorative approaches at St Dunstan’s College

In November Jade McLellan and Lucy Clewley led a Learn at Lunch session on the Restorative Practice that is core to our school ethos and underpins teacher-student relationships. Restorative Practice has human connection at its centre here, acknowledging that the adults in schools are the most emotionally regulated, and need to work with teenagers with understanding and compassion.

For more on this:

• Longer read: Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities Mark Finnis

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• One hour listen: Paul Dix on Naylor’s Natter just Talking to Teachers podcast (available on Spotify) https://open.spotify.com/episode/1bSK8PciO3ZsnqKdsHcKbh?si=JeTGp_ s9Rp-RzfT-U9Rrbg&nd=1&dlsi=5d9678a0f9d54c25

• Home | When the Adults Change – https://whentheadultschange.com/ - for books, resources and courses

Where are we going?

Lent Term...

During Lent Term our CPL focus will continue to be on developing teaching strategies that enables challenge, rigour, and academic excitement (particularly in the Lower School), with a close focus on academic literacy.

In particular during Lent, we shift our focus from how to teach Tier 2 and 3 vocabulary, to teaching academic reading and writing - helping students communicate in the way they need to in your subject.

How do the most able students write up a science experiment, conclude an essay, evaluate an historical interpretation, or describe an artistic form? What challenging reading should academically able students complete in your subject, and how can we best scaffold this?

Go further with your own reading on academic reading and writing:

• 3 min read: “Five ways to weave reading into the curriculum”, Teacherhead bloghttps://teacherhead.com/2022/05/05/five-ways-to-weave-reading-into-the-curriculum/

• 10 min read: “In the classroom: Getting scaffolding right”, Sec-Ed In the classroom:https://www.sec-ed. co.uk/content/best-practice/in-the-classroom-getting-scaffolding-right/

• Longer read: Didau, D. - The Secret of Literacy: Making the implicit, explicit – this is our book group book this year. Speak to Amelia Karmock-Golds if you would like to join. New members are always welcome!

World’s Best Tutors!

Thank you to Jacob Bunzl, Rich Davies and Hilary Baptiste for their pragmatic and uplifting session on how to be a tutor that students will remember forever. Their summary takeaways are below:

Jacob: KS3

1. Creating a relaxed, non-judgemental environment in which students feel free to speak their minds.

2. Balancing this with establishing routines that instil structure and promote good behaviour.

3. Keeping up to date with the College calendar and any events relevant to your tutees.

Rich: KS4

1. Know your tutor group – It is important that you try and speak with all members of your tutor group every day, even if it is asking them ‘how is your day going’. Talking about non-academic related topics helps them to open-up to you about how they are ‘really’ doing and feeling.

2. Communicate with parents – Quite often emails can be misunderstood and taken out of context, sometimes just picking up the phone is the fastest way to resolve an issue.

3. Praise your tutor group – As a middle school tutor you are often the bearer of bad news, demerits, detentions, uniform issues & lateness. When you are given the opportunity, make sure you praise your form, either collectively or as individuals; it has a big positive impact.

Hilary: KS5

1. Cultivate a Resilient Culture:

• Build Personal Connections: Create strong connections with your tutees by taking the time to understand their individual needs and concerns. Serve as their advocate, ensuring that their voices are heard and needs addressed.

• Exemplify Best Practices: Lead by example; embody ‘best practices’ to set a positive and productive tone for your tutorial environment.

• Cultivate Forgiveness: Create a forgiving atmosphere by understanding that mistakes are part of the learning process. Encourage resilience by emphasizing the importance of learning from errors rather than dwelling on them.

2. Promote Academic Success:

• Collaborate with Subject Teachers: Work collaboratively to support the academic progress of your tutees; identifying and address challenges.

• Provide Learning Strategies: Offer guidance on effective learning strategies, empowering students to enhance their own academic performance.

3. Engage with Parents: Collaborate for Student Success: Work collaboratively with parents to create a supportive network for your tutees.

Crossword Corner

Start the new year with some pedagogical fun!

First correct entry wins a prize - send your entries to Amelia. Deadline: Friday 9 February. Winners to be announced in the first briefing of L2.

Down:

1. Kim Scott is radical in this

2. Our approach to encouraging good behaviour

3. A crucial part of pastoral care

8. To be taken at the start of every lesson!

12. Hands down questions and mini whiteboards are both good examples of this

Across:

4. Best done mutually...

5. The writer of The Secret of Literacy

6. The most specific type of academic vocabulary

7. Important in revision

9. An initial activity

10. Respond in this

11. Our preferred style of questioning