The Learning Pit

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Change Model 3

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Kotter’s Model: Kotter, a well renowned Professor of Leadership, has developed an eight step method to follow in order to successfully implement change:  increase urgency, build the guiding coalition, get the vision right, communicate for buy-in, empower action, create short-term wins, keep at it  and make change stick.  (Kotter and Whitehead, 2010.)The University of Queensland Australia (2016), have further developed Kotter’s model to provide an extremely useful e-Resource to help facilitate growth and change within the organisation, and I have referred to this in the following description of the steps.  Step 1: Increase urgency  Kotter explains that you need to take advantage of an opportunity and use it to get people excited about change, or address an issue that is preventing the organisation from moving forward. Without this urgency, it is likely people will remain complacent. A leader needs to convince people that is worth investing their t...
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Assessment for Learning - Workshop 1

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Introduction This year (2019/2020) our school's teaching and learning priorities were to further develop  student agency  and to ensure we promote  challenge  for all children. We decided that both of these aims could be enabled through the lens of Assessment for Learning and we chose Shirley Clarke's book ' Outstanding Formative Assessment ' as our professional read for the year to help guide us through the process.  This took a hefty chunk out of our CPD budget as we ordered a copy of the book for each teacher but we felt the benefits of the investment in the long term would far out weigh the cost. In fact, I knew from researching into effective CPD that this model of learning, where collaboration and sharing exists and there is both informal and formal talk about pedagogy, would be far superior to sending a staff member or two on a course to later feedback their learnings in a staff meeting. Click  here  to read my blog on effective CPD....
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Assessment For Learning - Workshop 2

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Workshop Two We began the second workshop by revisiting the aims of the workshops and by recapping on what we had covered so far. Aims: ·     Revisit significant findings which underpin formative assessment ·     Review and modify our existing practices  ·     Further develop our confidence and expertise Covered so far: ·      Growth Mindset ·      Metacognition ·      Grouping ·      Getting the children talking more ·      Involving children in the planning stage Since there was an expectation that the staff would try something new or different from the first workshop, I provided an opportunity to discuss and share any developments to date with the content we had covered. Following this I introduced the focus for wo...
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