Woodroffe Pyramid Feedback

Following another very successful series of cross-phase Trios, each group was asked for some simple feedback. These appear below. They provide a useful template for cross-alliance Trio evaluations, though these need to be more detailed as they will be key to the gathering of useful research evidence.

 

Lyme Regis Pyramid Schools Trio project Summer 2012

 

Names of teachers in trio.

Tracey Scott

Mike Holding

Natalie Townley

Schools involved.

Marshwood

Woodroffe

St Michaels

Focus of trio work.

Progress

 

 

Feedback – give a brief description here but also please collect photos, plans, children’s work, evaluations to share with pyramid.

Your findings on the focus (progress)

In all three classes, pupils could talk about their learning and were used to do this.

Evaluating their own performance was a regular feature of the lessons.

They also knew their next steps.

Teachers need to model and teach evaluation skills and link praise with specific success criteria.

 

 

 

 

The process itself

Found working with colleagues from different phases very useful.

Reassuring to see similar assessment for learning skills being taught throughout all key stages.

 

 

 

 

The impact on own practice

 One teacher wanted to move on to involving the children in writing the success criteria. Would also like to introduce this throughout the school as well.

 

 

 

 

 

 

 

 

Lyme Regis Pyramid Schools Trio project Summer 2012

 

Names of teachers in trio.

Claire Rinaldi (Mrs Ethelestons)

Seoras Strain (Woodroffe)

Mark (Thorncombe)

Schools involved.

 

Focus of trio work.

Progress

 

 

Feedback – give a brief description here but also please collect photos, plans, children’s work, evaluations to share with pyramid.

Your findings on the focus (progress)

Used ‘Bloom’s taxonomy’ to consider the progress of learning through the different phases.

Chose the same subject and topic for all three lessons (Moses).

Interesting observation – guided groups developed questioning but independent groups found their own way which was just as rich.

The process itself

The group worked well together.

They felt they came away with more questions than answers.

Appreciated the opportunity to review own practice and evaluate lesson itself.

It was useful to be challenged as to why you teach/plan the way you do.

Good to have time to think, reason and justify your approach.

The impact on own practice

Key message: encouraging students to invest in their own learning – making sure pupils know why they are learning …

Working independently has to have a structure and pupils need to be taught the skills.

Teacher must model and teach the higher order thinking skills of application, synthesising and evaluating.

The students’ emotional involvement is important for success.

The whole project has been helpful for transition (relationships built, an understanding of the expectations for each phase, skills and approaches used).

 

It would be useful to pass on what worked well in the process and what didn’t.

 

 RPS

1.12.12