Book Study 2018-19
The teaching staff at HBJS will be conducting their second year of book study using Harry Fletcher Wood's text, ' Responsive Teaching'. This guide will help our teachers refine their approach to fundamental challenges in the classroom in the areas of cognitive science and formative assessment.
We will be studying topics such as memory, Cognitive Load Theory, modelling, articulating success in the classroom and giving meaningful feedback to move learning on in lessons.
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 with 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.
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.
What impact will CPD dedicated to developing evidence based reading strategies have on the decoding ability of vulnerable readers?
The Embodying Mathematics Project: Report
Mark Boylan and Sarah Reaney
Sheffield Hallam University
Hunter's Bar Junior School
Draft 4, 1st Feb 2018