{"id":2975,"date":"2014-04-04T10:19:54","date_gmt":"2014-04-04T10:19:54","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/?p=2975"},"modified":"2014-04-04T10:22:13","modified_gmt":"2014-04-04T10:22:13","slug":"teaching-for-deep-learning-facilitators-review-their-impact-so-far","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/2014\/04\/04\/teaching-for-deep-learning-facilitators-review-their-impact-so-far\/","title":{"rendered":"Teaching for Deep Learning Facilitators Review Their Impact So Far"},"content":{"rendered":"

\"\"<\/a>\u00a0On Thursday 3rd April 2014\u00a0Falkirk\u00a0Teaching for Deep Learning programme facilitators reviewed the impact of the programme with Yvonne McBlain, Curriculum Support Teacher. Falkirk’s team of facilitators noted\u00a0 that the sessions they have delivered in their schools so far have had the following impact:<\/p>\n

Learners are more aware of intended learning and children are now becoming more skilled in generating SC.<\/p>\n

We are more aware of the HOTS vocabulary and using them in our LI & SC.<\/p>\n

The children are more familiar with the terminology.<\/p>\n

Staff are more creative with embedding HOTS in the learning.<\/p>\n

More opportunities for sharing good practice.<\/p>\n

More opportunities for doing peer visits.<\/p>\n

Teachers have been made aware of the importance of professional dialogue.<\/p>\n

Staff are valuing the opportunities for professional dialogue.<\/p>\n

We now have solution-focused meetings.<\/p>\n

Teachers decide on an action from the session to focus on.<\/p>\n

Teachers are\u00a0learning from each other \u2013 practice\/dialogue<\/p>\n

Programme has developed devolved leadership in schools and has developed facilitators\u2019 presentation skills\/confidence\/professional knowledge of own craft.<\/p>\n

General practice of dedicated professional \u2013 skilled in delivery of sessions & building capacity.<\/p>\n

Distributive leadership opportunity through delivery of sessions.<\/p>\n

While making these assertions about the impact of the programme, the group identified the following sources of evidence:<\/strong><\/p>\n

Gateway feedback\/evaluations<\/p>\n

Teachers created their own action plan linked to the session.<\/p>\n

5 teachers will have observed other teachers by the end of the session. This has never<\/span> happened before!<\/p>\n

Start of session staff feedback on previous actions & impacts \u2013 share in pairs\/lollipop sticks\/graffiti board \u2013 \u201cpost its\u201d kept by facilitators as evidence.<\/p>\n

Limited \u2013 barriers of school culture\/workload<\/p>\n

Lack of understanding of the possible impact but hopefully will develop through ERD process.<\/p>\n

Traffic lighting \u2013 daily plans, QA feedback for LI & SC<\/p>\n

Feedback, monitoring visits, evaluations, child\u2019s learning, child\u2019s awareness of HOTS.<\/p>\n

In addition, facilitators are also beginning to compile specific evidence of impact on their colleagues and pupils within their establishments. Mary Jalland facilitated Session 6 – Using Higher Order Skills Taxonomies as part of Teaching for Deep Learning (Click\u00a0<\/a> to view), and Session 14 – Creating a Positive Learning Environment which Supports Teaching for Deep Learning (Click\u00a0<\/a> to view). Click\u00a0<\/a> here to read how Mary and her colleagues at Westquarter PS noted their impact.<\/p>\n

Iain Farrington facilitated Session 6 and Session 3 – Effective Questioning as part of Teaching for Deep Learning (3 Questioning<\/a>\u00a0click \u00a0to view). As a result of these, Iain and his colleagues are trialling the use of a higher orders skills planning sheet as part of their planning processes (Click<\/a>\u00a0to view). Together they have integrated a range of changes to their practice in order to deepen pupil understanding of the skills they are developing. In the longer term, this will support pupils in recognising and recording their own progression and achievement, and help them maintain a strong learning log and\/or profile.<\/p>\n

\"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

\u00a0On Thursday 3rd April 2014\u00a0Falkirk\u00a0Teaching for Deep Learning programme facilitators reviewed the impact of the programme with Yvonne McBlain, Curriculum Support Teacher. Falkirk’s team of facilitators noted\u00a0 that the sessions they have delivered in their schools so far have had the following impact: Learners are more aware of intended learning and children are now becoming …<\/p>\n","protected":false},"author":2150,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3478,2531,3476,3628,2642,3775,3613],"tags":[153,3697,3877,3945,3708,116,4024,4025],"class_list":["post-2975","post","type-post","status-publish","format-standard","hentry","category-antonine-primary-school","category-continuing-professional-development","category-falkirk-council-educational-establishments","category-leadership","category-self-evaluation","category-staff-development","category-westquarter-primary-school-falkirk-council-educational-establishments","tag-cpd","tag-employee-review-and-development","tag-higher-order-skills","tag-professional-learning","tag-pupil-engagement","tag-reading","tag-teaching-for-deep-learning","tag-understanding"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/posts\/2975","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/users\/2150"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/comments?post=2975"}],"version-history":[{"count":9,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/posts\/2975\/revisions"}],"predecessor-version":[{"id":2991,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/posts\/2975\/revisions\/2991"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/media?parent=2975"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/categories?post=2975"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/CurriculumSupport\/wp-json\/wp\/v2\/tags?post=2975"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}