HULL Active Learning Project

1. Questioning

FS/KS1/Special

Teachers are now focussing more on their own questioning techniques and attempting to use all the 5 templates in their day to day teaching.

One teacher found that by turning a question into a statement (‘There are boys’ toys and girls’ toys. Do you agree or disagree?’) led to much discussion and debate. The children used talk partners first, giving them greater confidence in expressing their own opinions.

Another teacher used the right and wrong concept, showing children pictures of battery hens which led, firstly to animal welfare issues and then to slavery and William Wilberforce. She found this was a good introduction to a difficult topic and one which stimulated curiosity and interest in very young children.

Y2/3/Special

Teachers agreed that more effective questioning focuses everybody and the children are more challenged.

Children really enjoyed the ‘statement’ type of questioning, especially when used at the beginning and again in the plenary, where they could substantiate their opinions and a more informed discussion took place. One example, which had led to unexpected deep thinking, was when children were shown a weed and the teacher said: ‘This is a flower. Agree or disagree?’

Some teachers got the children to generate the ‘range of answers’. At first children tended to think that all the answers were correct, but now this type of questioning has led to open discussion and improved reasoning skills.

Y3/4

As a result of the ‘range of answers’ the children are now thinking more and giving reasons. This type of questioning has been used very effectively in science where investigative skills have been needed to determine the ‘true’ answer.

‘Starting from the answer/end’ has been used well in maths and led to children solving much harder problems than those set by the teacher.

The ‘statement’ type of questioning has been used in history, where children have been shown a picture of a historical figure or artefact and they have to give reasons why they agree or disagree. In literacy, children have been given a piece of dialogue with deliberate mistakes and they have to discuss and justify any corrections they want to make.

Y5/6

Teachers plan the 5 template questions, often to launch a topic, finding that children now have a better starting point for thinking and discussion. The template questions have also been used in plenary sessions to reinforce previous learning. One teacher staged a burglary in their classroom. This aroused much curiosity and interest from the children and the teacher found that the children’s own questioning skills had greatly improved as a result of the questions they were being asked.

Y6

Teachers found that ‘starting from the answer/end’ led to greater reasoning skills and all children could come up with their own ideas and solutions whatever the level.

They felt that the ‘statement’ type of questioning needed to be planned well and stimulate sufficient interest in order to promote discussion, particularly with lower ability children.

The ‘right and wrong’ strategy was used for developing explanation skills and reasoning, and concept cartoons were used effectively for science, giving children a ‘range of answers’.

2. Defining Quality

FS/KS1/Special

Teachers said this technique had had a big impact and really clarified what was expected. Showing children 2 pieces of work for this age group had to be of great extremes. Children were asked questions such as ‘What do we like about this ….? What’s good about it? What’s not so good?’

It was felt that the children needed visual prompts. They enjoyed the impact of the visualiser. Showing examples of excellence gave children ideas. They are beginning to understand that quality is more important than quantity.

Using children’s previous work alongside their current work was useful in not only demonstrating progress but also encouraging other children.

Y2/3/Special

It was felt that this has been an appropriate strategy for use in special schools and has led to children, who do not necessarily understand verbal or written instructions, to complete work of a higher quality. The teachers use a model of ‘what I want it to look like’ and ‘what I don’t want it to look like’.

At first some teachers felt that, as the excellent piece of writing really ‘stood out’, it would knock the confidence of the lower ability children. However, they found the opposite, the lower ability pupils reacted positively and the resulting work was of a much higher quality than that produced previously. Children have plenty of ideas on how to proceed as they can easily see the next steps.

The teachers are building up a bank of products with previous year’s work being used, especially for the more practical areas.

Y3/4

Using products at the beginning of a lesson made teaching easier, generated success criteria, and children could easily see what and how to improve.

Teachers felt that comparing products needed to be focused around one criterion at a time. Visualisers have been used to compare presentation in both literacy and numeracy – in handwriting and in the organisation of calculations.

One teacher described how a Y3/4 class had worked collaboratively with a Y6 class for a poetry session, producing a kenning. The Y3/4 children were inspired by the Y6 children’s work. They quickly learnt how to write a poem and the outcomes were varied and of a much higher standard than expected. This had happened with very little teacher input.

Y5/6

The teachers felt that these techniques work by giving every child the highest expectation so that they can reach the higher levels than they would have previously been able to achieve.

Products have been compared in literacy, art, D&T and in PE with the use of video or older children showing the younger children what to do.

Y6

The teachers said that children love to see other children’s work but their first responses are always about the secretarial aspects of writing, rather than the key features of a particular text. It was felt that this is less likely to happen when there is a clear link with a success criterion and it was found that the children are improving with more practice. Some teachers felt that children are more able to see errors in others’ work rather than their own.

Identifying why something is good and how it can be improved was found to work very well in art. Children’s painting skills are much improved and they take more time over their work producing a better quality picture.

Lower ability children were found to copy some parts of a good example but they then developed their own ideas.

3. Constant Review and Improvement

FS/KS1/Special

Teachers are adopting and adapting approaches to develop a growth mindset in their classrooms. When asked about learning a Y1 child replied ‘Learning helps you onto higher things’. Another child said ‘Learning is when you can talk about something that you couldn’t before’. Some teachers have stopped giving rewards to ensure that the whole child is being valued. Others feel that it is hard when the rest of the school is not doing this.

One teacher gives a ‘great green’ sticker and ‘re-think red’ for immediate and visual feedback. Another gives feedback in the form of 2 stars and a wish, with the wish written on a bookmark. Improvements can be made and transferred to the next piece of writing, marking the work against that wish.

It was found that children are now able to make improvements and reread their work more readily. All children were feeling valued through this process.

Y2/3/Special

Mini-plenaries have been found to be very useful for sharing ideas and identifying the ways forward, encouraging children to make additions to their work. Children have an increased sense of ownership of their writing. They have become more focused on their own work and their own improvements.

The use of lollysticks to randomly select any child’s work for analysis has meant that the children are more motivated. They work harder and are eager for their work to be chosen. Lower achievers have their self esteem boosted because the other children find positive things to say about their work.

Y3/4

Teachers agreed that peer marking mid lesson led to good improvements within the session. Some teachers found ‘tickled pink’ and ‘green for growth’ helped children to be more critical of others. VCOP pyramids are also used to give children a reference point for self/peer assessment.

Mini-plenaries have been found to be very effective. The children are more motivated and the short sections help concentration. The visualiser has often been used to help whole group assessment of one piece of work.

Y5/6

Various improvement strategies have been used such as three stars and a wish, highlighting success criteria from VCOP pyramids or marking ladders, analysing a child’s piece of work using the visualiser.

Mini-plenaries and ‘pause and check’ have meant that children have been able to refocus and get back on track. The random selection of children’s work has meant they are more focused as they might have to show their work next.

Y6

Teachers found that children were motivated and secure having work shown and analysed under the visualiser. They support one another and check their work more carefully knowing others might see it.

Time needs to be given for feedback and reflection. By stopping and reviewing, children have produced work of a higher quality than they would have previously.

4. Further Developments

FS/KS1/Special

Growth mindset
Teachers are adopting and adapting approaches to develop a growth mindset in their classrooms. When asked about learning a Y1 child replied ‘Learning helps you onto higher things’. Another child said ‘Learning is when you can talk about something that you couldn’t before’. Some teachers have stopped giving rewards to ensure that the whole child is being valued. Others feel that it is hard when the rest of the school is not doing this.

Pre-planning
Pre-planning discussions are working really well with children now asking some interesting questions which have surprised the teachers. In one Y1 classroom the teacher asked the children what they wanted to find out about in relation to Florence Nightingale. One child asked ‘How did they know about the war when they didn’t have a telly?’

Talk partners
Teachers have found that the children really like random talk partners now that they have got used to the system. They realise that it’s only for a week and this helps if they are a bit unsure of the new partner. Teachers ask the children to find out about their talk partner as an ice breaker activity. When asked about talk partners the children feel that they learn from their partner.

Y3/4

Growth mindset
Teachers feel that, as talk partners, children give positive support which helps to develop the growth mindset. They did feel that children with fixed mindsets often rely on their talk partner to do their work.

Pre-planning
Children have thoroughly enjoyed the pre-planning discussions and teachers have been surprised by the amount of knowledge shown. Children are excited and often bring things in before the start. The teachers use the children’s questions to guide the lessons.

Success criteria
Children are now generating success criteria and often marking ladders. Extras are added as needed e.g. in poetry looking for similes/onomatopoeia/metaphors.

Talk partners
It was felt that there needs to be a set time when talk partners are changed…or else! Most change every week, although others change every fortnight or for certain tasks. Most felt that the children are more tolerant when it is for a shorter time. The teachers feel that the children now have improved listening and social skills. They have more time for each other and they know to take it in turns to speak. They are excited about having a new talk partner. Some typical comments from the children: ‘I enjoy talk partners because we can ask each other for ideas’, ‘Hannah is a good talk partner because she helps me to behave’, ‘Talk partners help us to get to know new members of our class’.

Y5/6

Growth mindset
With developing the strategies to encourage the growth mindset, teachers feel that they are letting go of control and handing learning over to the children. Children choose their own level of work and as a result there is a greater emphasis on work being suitably challenging. Children have an increased confidence and they are more engaged.

Pre-planning
Children are now more involved and enthusiastic. They are motivated to learn as they are finding out what they are interested in. Teachers and children plan the display together using their questions.

Success criteria
Pupil generated success criteria has become part of everyday practice.

Talk partners
Random talk partners have now become embedded in the classrooms. Photos tend to be used, rather than lollysticks, to chose the partners as this is more helpful for supply teachers. Talk partners make the children more focused and more engaged on the task in hand.

Y6

Growth mindset
It was agreed that very high and very low achievers have the most fixed mindsets. It was felt that the high achievers already feel they know everything whereas the low achievers feel they are labelled as ‘failures’ and have very low self esteem. Teachers are working on ways to build their confidence but feel it takes more time to develop a growth mindset with these children.

Pre-planning
Teachers use mindmaps to find out what the children know at the beginning of a topic and then again at the end to show them their learning gains.

Success criteria
Most teachers felt that pupil generated success criteria were already in place particularly in literacy but now they are used across the curriculum. Children can now see the progression; they know what they need to work towards.

Talk partners
Sometimes different talk partners are used for different subjects. Some teachers felt that ability partners worked better at certain times. It was felt that children’s questioning skills have improved as a result of using talk partners.