Sandringham CPD Teach Meet 2018

Sandringham CPD Teach Meet 2018

Here are some of the thoughts and resources from the Sandringham summer Teach Meet on 26th June 2018

Karen Paul – Opening presentation and launch of the Sandringham Learning Journal

Presentation for Teach Meet

Rich Davis – Prioritising Pastoral

In the Prioritising Pastoral Toolkit, we have spent the year developing a resources of advices, strategies and policies that aim to give quick, simple advice and reminders when you become “the chosen one” in terms of supporting a vulnerable student.  This is most likely to be in the context of a classroom teacher, but also as a mentor, form tutor or for some other reason a student chooses to open up to you.

At the Teachmeet, a prototype, in the form of an interactive powerpoint, was shared and this is being further developed with a view to being available to staff next academic year.  The intention is that it exists as a dynamic document, that can be added to and changed in line with school policy, priorities and staff need.

Karen Hay – Outstanding Learning

Outstanding Learning handout

Theresa Strydom – Brilliant Basics

teacher toolkit pg1

teacher toolkit pg2

Ann Meager – Mindful Marking

I mainly talked through how I had been making more effective use of verbal feedback in response to the research shared in the Mindful Marking workshop and how pleased I was with the progress shown in their EOY assessments. An example year 7 assessment task is below:

2018 individual presentations 7B3

Joanne Russell – Research

AS part of my CPD this year I was interested in researching whether familiarising students with the meaning of key words would help them to understand exam questions.  The type of vocabulary I was interested in was words that occurred frequently in exam questions, but were not subject-specific, such as ‘incompatible’ or ‘controversial’.  My research study tested whether teaching the meanings of these words via Quizlet would help students to understand the exam style questions they were encountering.

Both control and intervention groups improved at speed and accuracy of their understanding of the statements.

The intervention group improved slightly, but not dramatically, more than the control group. Some individuals improved quite noticeably, and all students settled into the routine of completing the quiz as a starter.

 

About The Author

Fergal Moane

Deputy Headteacher

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