Monthly Archives: September 2015

Pupil Premium: Creating Effective Dialogue

I have really only scratched the surface of research into the most effective ways of implementing strategies for improving PP attainment (really the attainment of all pupils that are struggling). This is what I have so far:

Dialogue about PP students:

  • Precise assessment of needs – STAR reader, other SEN tests, assessments by other external agencies – Vulnerable? Carer? Looked after?
  • Regular and timely discussions about PP students with rapid interventions (internally, need some kind of back channel or ‘chat’ ability, not email or face to face meeting)
  • Regular and timely discussions about PP students with rapid interventions (externally)

(Maslow)

  • Breakfast club
  • Homework club
  • counselling
  • taxi service
  • Mentor – older pupil? Teacher?

Dialogue between teacher and pupil:

  • Building relationships – talk with pupil about wider interests/hobbies (teacher #hack 360 data), buy simple resources
  • Effective questioning strategies
  • Marking feedback – marking PP books first, asking questions in their books, SMART
  • DIRT – make this a routine/expected occurrence
  • Quiet moment with a pupil to reinforce understanding
  • Working with a small group in order to reinforce understanding (in class)
  • Working with a pupil/small group out of class in order to improve understanding

Whole class strategies for effective dialogue:

  • Read out PP work to class for critique
  • Visualiser? Display PP work and critique
  • Differentiation – scaffolding, glossaries, challenges

Peer to peer dialogue:

  • Effective peer assessment – Success criteria, modelling peer assessment
  • Learning Spies – G&T pupils to go round with Lazy Teacher questions, perhaps quietly ask one of them to include a PP (don’t say it in those terms!)
  • Effective group work (group roles, focused tasks, silent discussions on sugar paper, time bonded tasks)
  • Peer mentors (in class or in form time)

Meta cognition (a dialogue with learning?):

  • AfL -clear criteria, all/most/some, return regularly to objectives, model answers
  • CREAM (Perfect Assessment for Learning)
  • Student Help Desk
  • Thinking Process display
  • Learning Spies
  • Plenary dice with following questions/tasks – Read out the best line/paragraph from your work – How can we recap the learning at the start of next lesson – What was the easiest and most difficult thing to understand? – One thing you have learned and one question you still have – Define a key word in your own words – Nominate someone you think has written a good piece of work 

Enrichment (a dialogue with the wider world):

  • Workshops with external groups (e.g. a Shakespeare company)
  • Writer’s visits
  • Guest speakers from industry
  • Trips

Something that I still need to read – IPPR report – Excellence and Equity

Sutton Trust

Sutton Trust PP report 

NewToThePost Pupil Premium

@TeacherToolkit Resouces

@LearningSpy DIRT

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What Worked Well Today

I had my first meeting with my NQT which went well due to a good attitude from both of us and the high quality training yesterday.

I had a good DIRT session with one of my year eight classes. Each pupil had a key paragraph to rewrite with targets. The pupils wrote the redrafted paragraph in purple pen.

My other year eight class was in the library. I ran a short ‘book buzz’ activity; pupils had to write down three books that they love and why on a post it note, then find two other recommendations from other people in the class.

My year eleven lesson did not go very well unfortunately, however I think I dealt with behaviour issues effectively. I need to make sure I always plan really tight lessons with my set two year eleven.

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NQT Mentor Training

I was really impressed with the training I was involved in today with a colleague, run by Keith Field:

http://www.kfieldcec.co.uk/

The training encompassed the legal framework, the role of a mentor, how to conduct meetings, the standards file and all the key paper work.

Although I don’t now consider myself to be an expert, I feel more confident in supporting my NQT and ensuring that they not only improve their practice but also have an excellent evidence file.

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What Went Well Today

I used a slow writing exercise developed by a colleague called ‘The Hand’ where pupils had to begin by describing a hand in detail and then slowly ‘zoom out’ to include the rest of the person and the room. The starter question ‘What can you tell about a person just from their hands’ helped to get the class thinking.

The peer assessment also went well as I asked pupils to put a box around the best paragraph and explain their choice and then give a target for the piece overall.

I also managed to use a teacher hack by helping allocate voluntary roles within the department through a couple of emails and discussions instead of through meeting time.

On the subject of teacher hacks, we have also allocated an office as a silent working area.

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What Went Well Today

I only taught one lesson today as pupils started late. I had a year eight class at the end of the day.

The beginning of the lesson went well as I had a clear seating plan and two tasks to complete (completing the front of exercise books and a post it question; is war necessary?) I also played ‘war, what is it good for?’ which added lightness to the discussion.

A discussion of key words (symbolism, connotation, representation) was also constructive.

I also made a point of displaying SIMS when recording positive behaviour.

A good lesson, however I should have involved more pupils in the plenary.

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