Woodhey High School
Progress with internationalising
learning and peer coaching so far…
Sarah Hugo
Jude Hides
Our Plan was…
• To trial peer coaching
• To audit current Schemes of Work for aspects
of internationalised learning (global
dimensions)
• To adapt current Schemes of Work to make
use of new resources and new approaches
• To trial and develop further, new teaching and
learning styles e.g. Philosophy for Children
Potential barriers to progression…
• Time
>mutual free lesson/ time after school
>prioritising with reports writing, mock
exam marking, coursework moderation etc
• Budget
>photocopying/ creating other new
resources
• Cover
• Staff ‘buy-in’
Geography – Development Year 9
Aim:
• To trial using Philosophy for Children with a
variety of year 9 groups (set 1, 3 and 4).
• To use the ‘Miniature Earth’ stimulus as an
opening to the development topic
Starter: The Miniature Earth
If the world was shrunk down to a village of just 100
people...
Miniature Earth
Now reflect on this video INDEPENDENTLY.
Think of one question which you think would be
interesting to ask based on this video.
Write it onto the post-it note paper.
Tip: It doesn’t have to be one which has a simple
answer! It can be something it makes you think
about as a ‘global citizen’.
Share your question as a group
You will need to decide on the best question.
Open ended questions which provoke thought are
usually the best ones!
We will share the favourite questions in 3 minutes.
One of you will copy it onto the whiteboard, then
hand the paper copy to me.
The best
question
related to the
‘miniature
earth’ movie
is...
Gapminder
http://www.gapminder.org/world/
What is the ‘development gap’?
Why do you think we are increasingly concerned
about the ‘development gap’?
RE – Drug Abuse Year 10
Aim:
•To trial using Philosophy for Children with a
variety of year 10 groups (mixed ability and
various sized classes).
•To use the ‘Leah Betts’ video clip stimulus as an
opening to this topic.
•To develop further high order thinking skills
P4C
http://videos.leasowes.dudley.sch.uk/play/Leah_Betts_Ecstasy
Listen and watch the following clip carefully.
It gives details about the story of Leah Betts.
Drugs.
Death.
Effect on family.
Assistance given.
Facts and figures.
Help needed.
.
Think carefully about what you have seen and heard. What
comments do you want to make? Are there any questions you
want to discuss? Are there any issues you think need to be
addressed?
Pair up and talk about these comments, questions and
issues. Decide on one area that you would like to discuss as a
whole class. It needs to be an open question or statement
that will provoke a varied discussion.
Share your question/ statement with the class.
We will vote on one to use as a whole
class. We must all agree to follow
classroom expectations on discussion.
Discussion guidelines set by from Y10 Tue 31.1.12
>Listen to everyone
>Be polite
>Don’t interrupt others
>Don’t laugh
>Don’t be childish
>Give clear reasons to support what you say
>Try to give examples or evidence if you know it
>Use full sentences
Sentence starter suggestions set by Y10 Tue 31.1.12
I think_ _ _ because_ _ _
I agree/ disagree with ____ point because_ _ _
I think that idea is interesting because_ _ _
I think it is difficult to decide because_ _ _
I am worried about_ _ _ because_ _ _
Another reason to support that point/ idea is_ _ _
Some people might say_ _ _ because_ _ _
Questions set by Y10 Tue 31.1.12
1) Why is ecstasy ‘bigged up’ by people
when it kills?
2) How would you feel being Leah’s friend
or the person who gave it to her?
3) Does it matter how much you know
about a drug before you take it?
Should you just avoid ALL illegal drugs?
4) The dealers are at fault, not the
people who take it.
Geography – Environmental Issues
Year 8
Aim:
• To trial using peer coaching (observation by Jude
Hides (RE)) for 1 hour.
• To use the ‘types of future’ resource to get them
to consider what they really think about the
future after they have learned a whole topic
about environmental issues and being ecofriendly
– reflective learning (PLT) through group work.
• To use the ‘reverse poem’ as a thought provoking
plenary to the topic.
Peer Coaching
Pre observation agreement
When?
Monday 27.2.12 lesson 4 Y8
What obstacles might there be?
Ineffective groupings
Groundrules
Student apathy/ lack of involvement
What does teacher to be observed want
to know?
how effective is the teaching style in
providing students with the opportunity
to reflect on the learning during this
topic?
are the grouping appropriate for the
task? And class?
plenary – is it an appropriate stimulus?
What information can observer provide?
Feedback on student participation and thinking
Comparison with students in other subject areas
What does teacher being observed want
to happen during observation?
Students work positively on reflection of
topic
Purposeful group activities and clear roles
JHi to circulate - observe & listen
What will it look like if teacher successful
in aims?
Positive and purposeful learning
environment
Student reflection
What teaching and learning issues are
relevant?
Group work
PLTS reflective learners
What information about attitudes, activities,
students etc does observer need prior to
observation?
New activity for teacher being observed ‘outside
comfort zone’
Reflection on learning for students
Lesson Overview :
Our Earth, Our Future
• Pupils were seated randomly on entry into 4’s and asked
to think of reasons why one particular view of the future
WILL come true using their prior learning.
• Ground rules highlighted.
• Prompts provided and circulated the class on task.
• Then pupils presented arguments to the class.
• Then pupils decided independently:
a) What they would prefer to happen.
b) What they really thought would be likely to happen.
• Pupils were polled and a real range of opinions revealed.
• Pupils then watched the reverse poem and explained how
it related to the lesson title ‘Our Earth, Our Future’ and
reflected on if it changed their views.
Ground Rules for the group discussion
You are thinking of reasons why
your ‘future’ will come true.
You need to listen to each other’s
points.
If you want to comment on what
they said, try these...
“That’s a good idea but...”
“What about...”
“That’s related to...”
“Can you explain why you think
that?”
“Can you think of an example of
that?”
“How would you convince
someone of that?”
• Everyone in the
group has the right to
speak and be listened
to
• Take it in turns to
speak, NOT SHOUT!
• Everyone should do
something
– Take notes of ideas
– Create ideas
– Be a spokesperson
Things to consider in your argument
FOR your group’s ‘future’ coming true
4 alternative views of the future
Source – based on James Robertson, ‘The Sane alternative: A Choice of Futures’, 1983
Same as today I think that life in the future will be much the
same as today. Not a lot will change in
school, at home or work, for example. The
problems we will have in the world will also
be similar to today’s: pollution, conflicts
between people, wars. We will solve them
like we do now. Nothing much needs to
change.
Technological growth –
I think that important discoveries in
technology will solve many problems in the
future. More money spent on science and
technology will lead to major developments
in things like medicine, farming, computers,
pollution control and space exploration. This
technological growth will bring all sorts of
benefits to us in the future.
Edge of disaster –
I think we are on the edge of a serious
disaster and signs of this are already around
us. We may soon see a big increase in famine
and poverty in Africa, worse pollution of our
coasts and beaches, or maybe increased
flooding of seaside areas as a result of global
warming. Life will change greatly and nothing
will ever be the same again.
Sustainable growth –
I think important changes are beginning to
happen in how people think about the planet
and those living on it. Taking care of the
environment, of animals and of other people
is now becoming the most important thing.
In the future people will conserve things so
that future generations will have enough for
their needs too.
Feedback from the lesson
Examples of ideas resulting from feedback:
-To overcome the issue of some students really NOT
agreeing with the view they were given, rotating
the 4 views was suggested.
-To apply this to a low ability group, you could use
the ‘expert’ style of lesson where a pupil finds
information and ideas on one view (provided in
more detail by teacher) and presents this to their
group.
Implications : The lesson was modified and
taught to the other year 8 set 2 group
• Pupils rotated the ‘future’ views the second time
– made it easier for them to think of ideas as they
could see what the last group wrote on the paper
and add to it.
• Pupils contributed on a ‘graffiti’ wall at the end of
the lesson the gauge how they responded to this
style of learning and topic. This replaced having
the ‘peer coach’ in the room who had been able
to talk to students about their views whilst on
task.
Reflection on the value of peer
coaching
• Observation of students in a different subject
setting.
• Observing learning and teaching style as
delivered by a different teacher.
• Opportunity to share ideas, joint planning
• Opportunity to talk to students as informal pupil
voice in lesson
• Informed future planning
• Provides motivation for creativity and innovation
Geography – Industry Year 8
Aim:
• To develop an existing lesson about where the profits
from the sales of Nike trainers using inspiration from
the ‘banana profits’ activity on the previous course.
• To increase the pupils awareness of global citizenship,
with a focus on ethical issues and inequality in the
global fashion and sports industry using Nike as an
example.
• To LET PUPILS DECIDE what the different groups
involved SHOULD get before telling them what they
DO get – using the ‘team workers’ PLT.
Where does the money go?
Sit in 5
groups
Learning Objectives:
• To identify who should profit and who
really profits from Nike sales.
Fair’s Fair?
Where should the money go?
Look at your ‘role’ card as a
group.
A pair of Nike trainers costs
£50.
How much of the £50 do
you think you should
receive? Decide on a value.
Prepare an argument which
outlines clearly why you
should receive this amount.
Ground Rules for the group
discussion
• Everyone in the group
has the right to speak
and be listened to
• Take it in turns to speak,
NOT SHOUT!
• Everyone should do
something
– Take notes of ideas
– Create ideas
– Be a spokesperson
Role Card Example 1: (Provided along with sugar
paper and markers for notes)
Role Card Example 2:
Differentiation
Sets 1 and 2 were given fewer prompts on their
role cards (than sets 3 and 4) to encourage them
to think more independently about why they
deserve that share of the £50.
This has been very successfully trialled with a
set 4 group with 3ASD sand 2 ADHD pupils –
they loved being ‘roles’ and making an
argument.
How much should you get out of the £50 cost of the trainers?
Group
Amount ?
Re-negotiated
amount?
=£96! With set 4
=£64! With set 4
Manufacturer
(factory owner)
Shop (owner)
Factory worker
Nike brand
Transport company
Total =
Mystery: Where does the money from a
£50 pair of Nike trainers go?
Discuss what share you
think each will actually
receive:
•
•
•
•
•
Actual values:
£25
£17.50
Nike
Shop
brand
£5.50
Transport
Manufacturer (factory)
Shop
Factory worker
Nike brand
Transport companies
£6.50
50p
Manufacturer Factory
worker
RE – global citizenship
• Audit of SoW revealed great variety of opportunities where
internationalising learning can enhance the curriculum;
also many units where global citizenship is already a focus
• Y8 ‘Journey of Life’ – birth ceremonies in different religions
> research and design a leaflet to inform about marriage
ceremony in a different religion (Hinduism, Judaism or
Islam) and explain how it is practiced in a different country.
• Y9 World Poverty – religious organisation that works
towards world development
• Compare and contrast beliefs and practices in the UK with
those in other countries/ religious beliefs practices in the
UK with how the same beliefs are practiced in other
countries. Y9 3 lesson unit led by MfL secondment
• Thinking skills a priority – internationalising learning course
has broadened ideas for resources and activities
Islamic Relief
http://www.islamic-relief.org.uk/
Motto:
“Making a world of difference”
What does this mean?
(Use keyterms e.g. long term relief)
Introduction to World Poverty
L.O. to be able to show knowledge and understanding of the causes and effects of world poverty
Is there an odd one out? Explain your answer.
What are your thoughts on this info?
Food – Water – Education –
Healthcare – Shelter - Employment
1) Write one of the basic needs in the middle of the
paper
2) Write down 3 different reasons why people need it/
need access to it
3) Write down 3 ways help could be given to solve the
problems caused by the lack of it
4) Think about how important the 6 basic needs are in
terms of our survival? Write a list of the 6 basic needs in
order of importance (1 = most important, 6 = least).
5) If you had unlimited money, which of the 6 basic needs
would you focus on and why? What would you do?
Each group should feedback to the class.
Extension:
*What causes poverty in LEDCs?
*Why are some people rich in
LEDCs?
*What can we do to help?
*What can a religious person do
to help?
Explain your answers clearly and
in detail!! Remember: WHY????????!
RE - Associate Learner
Head of PSCHE – requested observation of JHi lesson with a focus on
how JHi delivers lessons based on moral issues
Post observation > discussion of learning and teaching styles;
internationalising learning course; aims of new PSCHE curriculum
Joint development of SoW based on Social Responsibility
Devised ‘Island’ activity to span 6 lessons
•6 groups
•Each group a different form of government
•Info pack to include details of what that form of government is, its
aims, historical/ modern setting of that form of government
•Groups to design the living, write rules, plan for leadership etc
•Submit pros and cons of that form of government
•Feedback to class
•Vote about which each student would prefer to live under
Benefits of this course
• Increased informal sharing of good practice between
departments
• Increased informal sharing within each department
• Creation of new styles of lessons
• Following internal audit, we recognised that we already
cover a significant amount of global citizenship; the
course helped by encouraging us to consider and trial
new learning and teaching styles to enhance the way
we teach these topics e.g. RE - Identity and Belonging;
Geography - Development
• Increased amount of groupwork activity fits in with
both departmental improvement plans
• Increase in student confidence and participation in
group discussion
Our plans to develop things further
• Complete the reciprocal peer coaching
• Roll out peer coaching to associate learners
• Develop further existing resources and create
new resources that enhance the students’
understanding of and awareness of global
citizenship
• Maintain the renewed enthusiasm and
excitement about the global dimension
• Reinforce students’ understanding of the global
dimension through use of vocabulary in lessons
e.g. interdependence, inequality
• INSET