In our daily lessons, teachers and teaching assistants use formative assessment as a tool to improve student learning and achievement.
Practitioners at HBJS use five key strategies that are sourced directly from the research findings of Professor Dylan William:
1. Clarifying, sharing, and understanding learning intentions and criteria for success – getting the students to really understand what their classroom experience will be and how their success will be measured.
2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning – developing effective classroom instructional strategies that allow for the measurement of success.
3. Providing feedback that moves learning forward – working with students to provide them the information they need to better understand problems and solutions.
4. Activating learners as instructional resources for one another – getting students involved with each other in discussions and working groups can help improve student learning.
5. Activating learners as owners of their own learning.
Teaching and Learning Communities
Hunter's Bar Junior School prides itself on using validated research evidence to inform our approaches to Teaching and Learning.
Through Teacher Learning Communities (TLCs), groups of teachers and teaching assistants meet together regularly to support each other in making habit forming changes in their teaching practice. We are currently conducting a book study into Daniel Willingham's 'Why Don't kids like school?'. The underlying principle that guides us through the book is:
'People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.'
Through the TLCs, we are discussing and adopting techniques to help children become productive and successful thinkers.
Youth Sport Trust Innovation School network research project (2017)
The YST Innovation School network is about developing a culture of collaboration and professional dialogue. Working together to use the power of PE and sport to improve wellbeing, achievement and leadership through school based research and collaboration.The schools involved in the network will work across seven areas of specialism, using the power of PE and sport to improve young people's aspiration, attainment, achievement and employability.
HBJS was identified as a successful practitioner within the field of physical education and sport. As such, we have been invited as one of only four Primary/Junior schools nationally to join the network during its first year.
Schools joining the Youth Sport Trust Innovation School network, are invited to identify one strand as a specialism. This could be either an area where success has already been proven, or it may be a new area that has been identified as a priority for the school. HBJS have chosen to use the enthusiasm and engagement of learners to identify weaknesses and make improvements in physical education and see if this can be transferred to other areas of the curriculum.
Innovation Schools need to have the commitment to make the work a key focus of the school's development over the next three years and the capacity to share learning throughout the network.
Having completed our first year of involvement in the network, we would like to share with you our findings from this research project.
Y3 and Y4 1:1 Fluency in Reading Project 2017-20
What impact will CPD dedicated to developing evidence based reading strategies have on the decoding ability of vulnerable readers?
Collaborative Lesson Research - maximising the impact
of Lesson Study (2016-19)
The Embodying Mathematics Project: Report
Mark Boylan and Sarah Reaney
Sheffield Hallam University
Hunter's Bar Junior School
Draft 4, 1st Feb 2018
Michael Watson, Kelly Hersy, Alex Beauchamp and Tom Fieldsend have all presented at Sheffield Hallam University conferences covering areas such as SEND, Science pedagogy, questioning, Lesson Study and Teaching & Learning Communities.