Heather Bell 2017

Aaron  - SPS

THOUGHTS / IDEAS / WONDERINGS LESSON FEEDBACK: She reflected on what was happening and made her teaching points from this. Had an idea about what she thought was the barriers and had a go. BARRIERS: - Question - Knowing the headings in depth - Keeping control of the inquiry - Time management. Lack of, focussing on the wrong areas, focussing on more than what we needed to, new learning - Done to - lack of intrinsic motivation. Not knowing the process or the why? - Confusion over spirals and expectations with Maths PD - Leaders were also learning at the same time so often didn't know what advice we were supposed to give - Leaders focusing on the right things - Hunches always changing - spiraling out of control - Took action quickly, but not the learning. - How can we capture student voice better at the beginning of the Spiral process so that we know how much of a difference we are making? -

What will I do differently (explicit actions) TIME: - Believe it is important and timetable this into the week on a regular basis. KEEPING CONTROL OF IT: - Keep it in front on the teacher - have it on the wall (class and staff room) - Make it kid friendly - so that they know what is happening - Timetable it in - make it prescriptive - week 1-3 scanning. Week 4-5 Developing a hunch etc. KEY NOTES FROM TKI "By observing students (scanning) and then deciding on a focus area to change (focusing), teachers can check their intuition about what has led to the current situation (developing a hunch) and look to relevant research (learning) to help guide their actions of change (taking action). An important check (checking) is carried out during and after a course of action: “Have we made enough of a difference?”