Teaching and Learning at Stanborough School
This Teaching and Learning Framework gives clear expectations for effective teaching, identifying exemplary practices that enables us to meet our goal of all students making progress. The Framework highlights the researched-based strategies that have been proven to be effective in meeting the needs of our diverse learners including English Learners, Students with Special Needs and Students with Disabilities. In addition to this, the Teaching and Learning Framework describes teaching practices that will help to prepare all students to be successful and productive 21st Century learners. These include having high expectations and effective teaching strategies.
The Argument: Visible Teaching & Visible Learning The big idea is ‘know thy impact.’ We believe that expert teachers are not wedded to specific ideas but instead focus regularly on evaluating the effects they have on their students and adjust teaching methods accordingly. Visible learning involves teachers seeing learning through the eyes of students; and students seeing teaching as the key to their ongoing learning. When learning is visible the student knows what to do and how to do it and the teacher knows if learning is occurring or not. Teaching and learning is visible when the learning goal is not only challenging but is explicit.
Teacher midframes: It is critical that teachers see themselves as evaluators of their effects on students and develop a mind frame in which they see it as their primary role to evaluate their effect on learning. Teacher’s beliefs and commitments are the greatest influence on student achievement.
|Evaluators of the effect of their teaching on pupil’s learning||See assessment as feedback about their impact.||Develop positive relationships with pupils that foster effective learning|
|‘Change Agents’ who take responsibility for enhancing all pupils learning||Engage in dialogue not monologue with pupils.||Have a common and shared language of learning which is understood by all.|
|Talk about how pupils learn and not about how teachers teach||Enjoy the challenge and engage pupils in the challenge||Teach students the value of: Concentration, perseverance and deliberate practice.|
|What expert teachers do||So that pupils|
|• Clear learning intentions|
• Challenging success criteria,
• Range of learning strategies
• Know when students are not progressing
• Providing feedback
• Visibly learns themselves
|• Understand learning intentions|
• Challenged by success criteria
• Develop a range of learning strategies
• Know when they are not progressing
• Seek feedback
• Visibly teach themselves
Feedback: One of the most powerful single influences enhancing achievement is feedback. For feedback to be effective it needs to be:
• clear, purposeful, meaningful and compatible with pupils’ prior knowledge, and to provide logical connections.”
• directed at the right level, so it can assist students to comprehend, engage, or develop effective strategies to process the information intended to be learnt.”
• combined with effective instruction in classrooms, and focus on what is being learnt (learning intention) and how students should go about it (success criteria)
• occur as the students are doing the learning
• provide information on how and why the student has or has not met the criteria
• provide strategies to help the student to improve
The cornerstone: The cornerstone of visual learning, how we teach and how our students excel is what we call assessment proficiency. This helps students develop the ability to understand what they have done well and what they now know, how the current learning links to previous learning, and what their next steps are. We see this as the smartest way to create highly engaged and increasingly independent learners.
- The commitment to ensure that all students know why they’re learning, how they’re doing and where they are heading.
- There is a consistent, pedagogical model – meaning that elements of learning are delivered in the same way in every class. Instead of reinventing the wheel for each lesson, teachers can spend their precious time personalising the learning content for every student.
- Every lesson has consistent features and activities that are all about supporting children to engage with their learning and make rapid gains as a result.
- Language is always important. To be confident, independent and assessment proficient learners, our students need to be able to reflect on what they do and share their views with peers and teachers.
- Because our students are assessment proficient, we can have regular and meaningful discussions with them about their progress. Evaluation of the children’s ability to know more and do more is in our DNA.
- Presentation: High expectations of presentation across the school. Presentation is in line with the school’s presentation policy and students are taking pride in their work. Pride indicates that students are a part of the learning process, not merely observers. Pride comes from having a sense of ownership and control over their learning.
- Pitch: Teachers are monitored to ensure that learning is pitched to a range of outcomes (A.M.S), skilfully adapted and children have clear mechanisms and routines to demonstrate their learning.
- Productivity: High expectation of productivity across all students. We are creating a culture where there is no significant difference between the volume of work in low and high attainers. In addition, no difference between the volume of work in different groups of students (male/female – SEND/non-SEND).