Age 7-9: Y3/4 (2/3 Grade US) 2019 Feedback from Day 3

Taunton

Co-constructed success criteria made children take more ownership of their learning.

Marvellous mistakes led to children begin keen to share and learning from each other.  Teachers have changed the environment so that children are not afraid to make mistakes.  The difference was noticeable between teachers’ last classes and the new ones.

All teachers continued with random learning partners as it has great impact and is followed throughout the school in most cases.

Two schools were replanning the curriculum to take account of cognitive science so that overlearning can take place.

Modelling in silence was very effective.

Middlesbrough

Four teachers had bundled classroom routines into one (chunking) which had reduced wasted time and classroom management is more effective.

The organisation of learning partners was more streamlined.  Children look at the board on a Monday to find their seat and sit with their new partner.

One school has a whole school focus on learning powers, with assemblies and consistency through the classes.  It is clearer to children how to be more successful with their learning.

Wandsworth

I used whole class rewards to motivate the class to work better as a community.  Every time the class received a compliment as a whole class (everyone working together well or the whole class sitting well in assembly) the whole class gets a rosebud in a jar.  If the class achieves 10,20,30 rosebuds together they get a whole class treat.  I found more children working towards peacefully resolving arguments in the playground to get a whole class compliment about their behaviour.

Stephanie Mills – Christchurch Primary

In our school we give ‘Good news cards’.  I give a GNC for one child a day.  We link it to the growth mindset.  On the back I write a few comments and the peers get to say positive things. E.g. Sam is a true friend.

In the end, once everyone has one, we send them home.

Liezel Jacobs – Broadwater Primary

Prior knowledge questions were being used in all subjects.  These immersed children in in-depth thinking and helped them to revise and remember as repeated items got stored in long term memory more effectively.

Learning powers were developed through the whole school in two schools.

Rewards had been removed although one teacher chose one child a day for a reward to celebrate their learning, making sure all children got one over the year and another gave whole class rewards.

All teachers still do random talk partners.

All teachers co-construct success criteria and found it really useful to ask children for these and to ask them what they think we will be learning.

For older children, notebooks to jot notes to ease the cognitive load was useful.