Planning the
PDA
by Fiona Cregan
EPD Teacher 2005 - 2007
Tuesday 16th October 2007
Moving from Induction to EPD
• The Induction programme is designed to
introduce the beginning teacher to the breadth
of school life.
• The Action Plan is used to highlight a broad
area for development.
Example: SEN, providing appropriate support
• The teacher-tutor gives the beginning teacher a
lot of direction.
The aim of EPD
EPD should:
• Support the teacher and remain manageable.
• Focus on the specific professional development
needs of the individual teacher within the context of
her/his school.
• Allow the beginning teacher to demonstrate greater
self-direction and to select a focus that is of personal
interest.
Guidelines for the PDA
• The PDA should be meaningful, useful and
beneficial to teaching and learning.
• It should have a narrower focus than the Induction
Action Plan.
• It should bear reflection on previous practice, inc.
issues raised in the summative report on induction.
• You should plan a focus that will enhance pupil
learning.
• You should highlight a purpose that is of personal
interest and professional use.
PDA
Outline
Phase
Topic
Focus of PDA
Purpose of PDA
Background Information
Focus of PDA
What you expect your pupil(s) to achieve as a result of your
teaching:
Purpose of PDA
How do you expect to develop as a teacher, as a result of
reflecting on your own practice?
Establishing the Focus
• Establish the focus:
Focus of PDA
What you expect your pupil(s) to
achieve as a result of your teaching:
This is an important process.
Take time to establish a focus that you are
comfortable with and that you think is worthwhile.
Start by asking questions...
• Which class could benefit from focused
work?
• What issues could you seek to address?
• What skills, competences and attitudes
might students need to develop?
• How can I promote students’ involvement
in their own learning?
Class, Pupil(s) or Group(s) of Pupils
For the PDA, you will be asked to:
Make a factual note of the pupil(s) or group(s) of
pupils within the class(es) with whom you intend to
carry out this PDA.
For the purpose of Data Protection, do not
identify individuals by name.
Selecting a target group
Which class could benefit from focused work?
Example: An exam class – A-level? GCSE? KS3?
SEN students?
Your form class?
• Be realistic!
• Choose a class that you have a good relationship
•
with, or students who are challenging but who you
have been able to work well with.
Remember: You will be observed teaching them.
What issues could you seek to address?
• Poor student motivation, for example, following KS3
•
•
•
•
•
examinations towards the end of Year 10.
Lack of awareness about KS3, GCSE, AS/A2
examination requirements, mark scheme etc.
Students’ poor understanding of or lack of interest
in a specific module.
Poor social skills, lack of experience of working in a
small group.
Poor oral language skills, few opportunities for oral
presentation.
Low self-esteem, self-confidence.
My Chosen Focus and Target Group
Following this reflective process...I decided to
tailor my PDA:
• to the needs of my Year 10 students’ in the last term of
Year 10, at the end of the KS3 curriculum in order to
facilitate the development of:
• Their Thinking Skills and Personal Capabilities:
- Managing information, Decision-making, Problemsolving and Being Creative
- Self-Management skills: abilities to “evaluate
strengths and weaknesses, set goals and targets,
manage and regulate self”
- Working with Others
Defining the Focus of my PDA
My objectives were to:
• Promote my students’ motivation for learning and positive
behaviour following the KS3 examinations
• Develop oral language skills, facilitating transition from
KS3 to KS4 GCSE Speaking and Listening requirements
• Develop extended writing skills
• Promote my students’ involvement in their own learning –
self-assessment and peer-assessment; evaluation of
active Learning strategies, suggesting improvements
• Foster my students’ social competence, emotional
intelligence, self-esteem and self-confidence
The reasons for my choice
Using a log of significant incidents, I had noted:
• My students' lack of motivation in English, following the
•
completion of the KS3 examinations and noting their
awareness that there was no other assessed component.
That the focus on the Reading and Writing requirements of
the KS3 examination had skewed the curriculum at KS3.
Students needed opportunities to develop their oral
language skills, working in groups and in a formal manner
delivering individual presentations.
The reasons for my choice
Using a log of significant incidents, I had noted:
• The effectiveness of the Active Learning Strategies to
•
•
promote students’ Thinking Skills and Personal
Capabilities at a PMB whole-school classroom teaching
training course at Ulidia RC
That students in my Year 10 class needed opportunities
to develop social and emotional competences
Useful research on the development of students’
emotional intelligence e.g.: Daniel Goleman’s writing on
emotional intelligence.
What skills, competences and
attitudes do your students need to develop?
Consider:
• Your own observations of students.
• Subject requirements.
• The Departmental Development Plan - highlight
•
departmental targets that the PDA will relate to.
Your Head of Department and teacher-tutor’s advice.
• The Revised Curriculum requirements.
• The School Development Plan - highlight wholeschool targets that the PDA will relate to.
In my case, I wanted my students to develop:
Thinking, Problem-Solving
and Decision-Making Skills
Managing
Information
Working with Others
Being Creative
&
Self-Management
Thinking, Problem-Solving
and Decision-Making Skills
•
•
•
•
Managing Information
distinguishing fact from opinion
making links between cause and effect
generating possible solutions
justifying methods and conclusions
• asking questions
• breaking down a task
• evaluating information
Working with Others
•
•
•
•
listening
sharing opinions
respecting others’ views
collaboration, negotiation
Being Creative
&
• seeking out questions to
explore
• experimenting with
ideas, e.g. green hat
Self-Management
• evaluating strengths and
weaknesses
• setting targets
• managing self, e.g. time
Managing Information
Learning intentions
I wanted my students to develop their skills in:
• asking focused questions.
5
• planning and setting goals, break tasks into sub-tasks.
• Using their own and other’s ideas to locate sources of
5
information.
• selecting, classifying, comparing and evaluating information.
• selecting most appropriate method(s) for a task.
• using a range of methods for collating, recording and
representing information.
• communicating with a sense of audience and purpose.
5
5
5
5
5
Thinking, Problem Solving,
Decision Making
Learning intentions
I wanted my students to be able to:
•
•
•
•
•
•
•
•
sequence, order, classify, make comparisons.
make predictions, examine evidence, distinguish fact from
opinion.
make links between cause and effect.
justify methods, opinions and conclusions.
generate possible solutions, try out alternative approaches,
evaluate outcomes.
examine options, weigh up pros and cons.
use different types of questions.
make connections between learning in different contexts.
5
5
5
5
5
5
5
5
Self Management
Learning intentions
I wanted my students to be able to:
•
•
•
•
•
•
•
•
•
be aware of personal strengths, limitations and interests
set personal targets and review them
manage behaviour in a range of situations
organise and plan how to go about a task
focus, sustain attention and persist with tasks.
review learning and some aspect that might be improved
learn ways to manage own time.
seek advice when necessary.
compare own approach with others and in different contexts
5
5
5
5
5
5
5
5
5
Being Creative
Learning intentions
I wanted my students to be able to:
•
•
•
•
•
seek out questions to explore and problems to solve
•
•
•
•
challenge the routine method.
experiment with ideas and questions
make new connections between ideas/information.
5
5
5
5
learn from and value other people’s ideas
make ideas real by experimenting with different designs, actions,
outcomes.
5
value the unexpected or surprising
see opportunities in mistakes and failures
take risks for learning
5
5
5
5
Working with Others
Learning intentions
I wanted my students to be able to:
•
•
•
•
•
•
•
•
•
•
listen actively and share opinions
5
develop routines of turn-taking, sharing and cooperating.
5
give and respond to feedback
5
understand how actions and words effect others
5
adapt behaviour and language to suit different people and situations 5
take personal responsibility for work with others and evaluate own
contribution to the group.
5
be fair.
5
respect the views and opinions of others, reaching agreements
using negotiation and compromise.
5
suggest ways of improving their approach to
5
working collaboratively
5
How could I promote my students’
involvement in their own learning?
• Adhere to principles informing Assessment for
•
•
•
•
•
•
Learning:
Share learning intentions with students
Share success criteria for tasks
Provide opportunities for self-assessment
Provide opportunities for peer-assessment
Provide opportunities for students to evaluate
teaching strategies.
Record oral presentations (e.g. camcorder) and
invite students to evaluate their presentation skills.
How could I promote Assessment for
Learning
• I gave each student a handout of the TS &PC
framework – naming the five strands and the
specific skills and capabilities.
• I provided students with the learning intentions
for each task so that students could self-monitor
their progress.
• I highlighted that students would self-assess
their performance and that a member of the group
would peer-assess their performance at the end
of each task.
Task:
In a group, explore Buddy’s problem and investigate possible solutions
This task will develop the following thinking skills and personal capabilities:
Managing Information
I will be able to...
Self-assessment



ask focused questions
5
plan and set goals and break tasks into sub-tasks
5
use own and others ideas to locate sources of information 5
Score:
Peer-assessment
5
5
5
5
5 /3
5
5
5
5
5
5
5
5
5
5/4
Thinking, Problem Solving, Decision Making
I will be able to...
 examine
evidence, distinguish fact from opinion
 make links between cause and effect
 generate possible solutions, try out alternative approaches,
evaluate outcomes
 justify methods, opinions and conclusions
Score:
Working with Others
I will be able to...
• listen actively and share opinions
 develop routines of taking turns, sharing and co-operating
 give and respond to feedback
 respect the views and opinions of others, reaching
agreements using negotiation and compromise
Score:
Total:
5
5
5
5
5
5
5
5
5
5
5/4
5/11
Self-assessment: (Focus on one learning intention)
Strength:
________________________________________________________________________
Weak area:
________________________________________________________________________
Peer-assessment: (Focus on one learning intention)
Strength:
________________________________________________________________________
Weak area:
________________________________________________________________________
Students can achieve a Merit (3-9/11) or Distinction (10-11/11) for the task.
Purpose of the PDA
Purpose of the PDA
How do you expect to develop as a teacher, as a result of
reflecting on your own practice and which competences do you
expect to develop?
• This section should outline the beginning teacher’s own
•
opinion of his/her professional needs and objectives
that are of personal interest.
Take time to consider worthwhile goals.
Start by asking questions...
• What areas for continuing professional
•
•
•
•
•
development were raised in the summative report
on induction?
What do you feel are your professional needs and
interests?
How could revised curriculum initiatives be
incorporated into your practice?
What teaching strategies would like to develop
competence in?
What would you be enthusiastic about?
Have staff development courses raised anything
of interest to you?
Teachers' Competences
RELATED COMPETENCES
This relates to the following competences referred to
in section 2:1 'Teachers' Competences and Core
Criteria' in The Teacher Education Partnership
Handbook, DENI.
Source: http://www.deni.gov.uk/teacher_education_partnership_handbook-3.pdf
Choose 6 competences, from
the following headings
• Focus on no more than six competences in total.
• Enter the competences under the appropriate heading
1.
2.
3.
4.
5.
Understanding
of
the
Curriculum,
and
Professional Knowledge
Subject Knowledge and Subject Application
Teaching Strategies and Techniques, and Classroom
Management
Assessment and Recording of Pupils’ Progress
Foundation for Further Professional Development
Purpose of the PDA
Examples:
I hope to:
• develop competence in using ICT to teach my subject
• implement the requirements of the Revised
Curriculum in and through subject teaching, e.g. TS &
PC
• develop greater skills in teaching SEN students
• pilot innovative teaching strategies, for example,
Active Learning Strategies.
You must then outline a narrower focus - specific
objectives within the identified area.
Purpose of PDA v Curriculum
initiatives
• Which new curriculum initiatives could be
incorporated into your practice?
September 2007 marks the official change-over to the
Revised Curriculum. Connected Learning,
Assessment for Learning, Thinking Skills and
Personal Capabilities, Personal Development, and
Learning for Life and Work are fundamental
components of the revised curriculum.
Purpose of PDA v School
Priorities
For the PDA, you will be asked to refer to:
School Priorities Reference priorities in the School
Development Plan which relate directly to teaching and
learning in your classroom.
Example: A planned objective of this PDA is to contribute
to the Implementation of Thinking Skills and Personal
Capabilities, as one of the areas of curriculum change
identified in the revised curriculum
Purpose of PDA v Departmental
Priorities
For the PDA, you will be asked to refer to:
Departmental or Key Stage Priorities Reference priorities
set out in your departmental or key stage development plans
which relate directly to teaching and learning in your
classroom.
Implementation of Thinking Skills and Personal Capabilities
TS & PC will be developed in and through the Areas of Learning.
Therefore, subject teachers, as facilitators, need to establish
appropriate subject content. In English, this might relate to
identification of a character’s experience of a problem in a novel.
My chosen purpose in the context of
Departmental Priorities
• To develop a structured teaching programme to support
teachers in the English Department to deliver Thinking
Skills and Personal Capabilities in and through English
subject teaching.
Implementation of Active Learning strategies
• To pilot Active Learning strategies - the Six Thinking
Hats and Jigsawing approaches to problem-solving.
Refining the purpose of the PDA
As a result of this PDA, I wanted to:
• develop my awareness of the Thinking Skills and
Personal Capabilities framework
• act on CCEA curriculum guidance on infusion, to
establish problem-solving contexts drawn from the
novel, and to develop a series of lessons and resources
that will facilitate the parallel development of knowledge,
understanding and skills in English and TS & PC.
• pilot Active Learning Strategies, focusing on thought
showers, the Six Thinking Hats problem-solving approach
and Jigsawing, and to investigate students’ responses to
these learning strategies.
• use Active Learning Strategies to address the decline in
student motivation for learning, and to promote positive
learning behaviours.
• use student evaluations of the teaching programme and
the specific Active Learning Strategies to reflect on my
own practice and to plan for future implementation.
• build confidence in delivering curriculum initiatives, in
sharing my experience of a developing and
implementing an innovative teaching programme with
members of the English department and in delivering
presentations to members of staff, to disseminate good
practice.
Which teaching strategies would be useful?
Example: Active Learning Strategies
“Learners need to be thoroughly engaged with their own learning
and given opportunities to practice their skills, reflect on their
achievements and to recognise their strengths and weaknesses,” and
to have “opportunities for collaboration and dialogue about
learning.”
Focus on selected teaching strategies, for example,
thought showers, the Six Thinking Hats problemsolving approach and Jigsawing.
http://www.nicurriculum.org.uk/docs/key_stage_3/ks3_stat_suppl
ementary_3004.pdf
Thought Showers
‘Thought showers’ refers to the traditional
‘brainstorming’ technique and is used at the
beginning of a lesson to generate students’ ideas.
The objective is to generate as wide a range of
students’ ideas as possible, inviting all students to
participate, before filtering ideas. The facilitator will
record students’ ideas on the blackboard.
Six Thinking Hats problem-solving
• Edward de Bono invented
the Six Thinking Hats as a
approach
framework for thinking. It is a problem-solving approach
that encourages students to reflect on their thinking and to
recognise that different modes of thinking are required in
different situations.
• White hat thinking identifies the facts and details of a topic
• Red hat thinking looks at a topic from the point of view of
•
•
•
•
emotions and feelings
Black hat thinking examines the problems associated with
a topic
Yellow hat thinking focuses on the positive aspects of a
topic
Green hat thinking requires creativeness, imagination and
unfettered thinking about a topic
Blue hat thinking focuses on reflection, metacognition
(thinking about the thinking that is required), and the need to
understand the big picture.
Jigsawing
The facilitator creates a large jigsaw – each of the 4
pieces will be A3 size and the pieces should fit together
when fixed to the blackboard, to emphasise that the
learning is connected to a central question. The facilitator
writes a question or challenge on each of the pieces.
The resources have a strong visual effect – connecting
the jigsaw pieces at the end of the lesson emphasises that
the leaning is connected.
This approach provides opportunities for students to
evaluate the previous group's responses.
Engaging students
Plan how best to engage students in the lessons:
• Explain the focus of the work to students.
• Explain clearly to students what is required of them. Take
•
•
•
•
•
time to establish a secure foundation in lessons prior to the
observed lesson.
CCEA advocate the Launch-Activity-Debrief lesson model.
Highlight the significance of the work – its relevance, high
standards, clear instructions.
Establish levels/grades and rewards.
Example:
Certificates - Merit and Distinction
Nurture a sense of achievement
Inform parents, e.g. parental letter
Roles within the group
The learning experiences are intended to promote student
participation and one student in each group will fulfil the role of
scribe, chairperson, and spokesperson. These individuals must
fulfil certain responsibilities in order to fulfil the requirements of the
task:
• the scribe will record the group’s ideas,
• the chairperson will manage the group, for example,
•
time management, fair opportunities for participation;
the spokesperson will be responsible for writing and
presenting the spokesperson’s report, evaluating the
group’s responses to the whole class.
These roles will be rotated during the programme to ensure that
each student gains experience of fulfilling each role at least once.
The spokesperson’s
role
The spokesperson must fulfil additional responsibilities
following the group task.
She is responsible for reading and collating each group
member’s responses to the evaluation of the task and
writing the spokesperson’s report.
The spokesperson also presents the report to the whole
class. This role provides opportunities for students to
develop oral presentation skills and self-confidence.
Students will have opportunities to develop independent
writing skills in writing the spokesperson’s report.
Reflection
5 To what extent do you feel you have developed in
relation to the stated related competences?
Background Reading
For Section 5 of the PDA, Reflection on My
Practice, you will be asked:
How did the background information challenge
and extend your thinking about teaching and
learning?
Background Reading
Possible sources:
• ‘Thinking Skills and Personal Capabilities for Key Stage 3’
http://www.nicurriculum.org.uk/docs/skills_and_capabilities/tr
aining/TSPC-Guidance-KS3.pdf
• Planning Presentation
http://www.nicurriculum.org.uk/key_stage_3/index.asp
• The Statutory Curriculum at Key Stage 3: Supplementary
Guidance
http://www.nicurriculum.org.uk/docs/key_stage_3/ks3_stat_su
pplementary_3004.pdf
Background Reading
The Revised Curriculum minimum content objectives:
• http://www.nicurriculum.org.uk/docs/key_stage_3/ks3_stat_supplem
entary_3004.pdf
The ACTS (Activating Children’s Thinking Skills) project:
http://www.rewardinglearning.com/development/docs/termtalk/termtal
k_article.pdf
Personal Development, one of the strands of Learning for Life
and Work (LLW) identified in the revised curriculum at KS3:
http://www.nicurriculum.org.uk/docs/key_stage_4/areas_of_learning/
guidance/ks4_personal_development_guidance_16407.pdf
Background Reading
Emotional Intelligence: Why it can Matter More
than IQ (Daniel Goleman, 1998)
“The capacity for recognizing our own feelings and
those of others, for motivating ourselves, for
managing emotions well in ourselves and in our
relationships."
What does Active Learning
mean?
“… team work, working
together as friends and
sharing all our
ideas…thinking and
listening.”
“…working in a group
and discussing things.”
- J J, Pupil 2
- C R, Pupil 1
“…fun group
work!”
- C M, Pupil 3
“People in a group who listen
to each others’ opinions. It is
fun and interesting.”
- R C, Pupil 4
Evaluating thought
showers
How useful was the thought shower approach for gaining the whole class
ideas at the beginning of the task?
• "It helped to show all the different groups' ideas and what the whole class
came up with." (OMY)
• "It was very useful because it was easier splitting it up and it helped us to
answer our questions." (CR)
•
•
•
•
•
"It helped to see everyone's ideas." (CM)
“I think it was useful and fun.” (SD)
“It was really useful and our class get on together really well.” (JJ)
"I thought it was very useful as we gave more ideas and opinions." (LMCK)
"I think it was useful because I learned from it." (ALT)
• "I thought it was very useful because it helped me understand
•
what to do." (AM)
"I think it's very good because it gives you more help." (BK)
How useful was the Six Thinking
Hats approach in helping to solve
the
problem?
• “It helped me to think out the problem.” (SCl)
• “Very interesting as a way to gather information.” (SJD)
• “It was very useful. I learned a lot of things and I learned new
•
•
•
•
words and their meanings – like devil’s advocate!” (ALT)
“The Six Thinking Hats were a bit hard but the group helped
me out.” (YMCG)
“It was really useful and it made the work easier to
understand.” (JJ)
“The Six Thinking Hats made it easier to understand the
question and to get more out of the question asked.” (RC)
“The Six Thinking Hats approach was very useful because it
made you think more and made your answers more detailed.”
(OMY)
Which hat was most
useful?
The green hat because…
•
•
•
•
•
•
•
•
•
"You were using your creative imagination." (COH)
"It let you think about creative activities." (SCl)
"You could use your own ideas and your imagination." (SD*)
"It was positive and you could think of an easy escape!" (CR)
"I love using my mind." (YMCG)
"You were using your imagination and could make everything
up and the green hat [generated] the most points." (JJ)
"I understood it and found it interesting." (SJD)
"It helped us more." (OMU)
"It's creative." (BB)
Which hat was least
useful?
The black hat because...
• "It was pointing out what was wrong." (SJD)
• "It wasn't really helpful." (OMU)
• "It made me doubt some situations and was confusing."
•
•
•
(COH)
"I found it hard to think of ideas for it." (SD*)
"It made us all think and began to confuse what we were
thinking about." (RC)
"It was confusing the group." (OMY)
The blue hat because...
• "It did not really help with anything." (BB)
• "It was least useful." (YMCG*)
• "It was like all the hats pulled into one and we already had
them all." (JJ)
Which hat was least
useful?
The yellow hat because...
The red hat because...
“It was only
positive thinking.”
–S
"I didn't
really learn
from this
one.“
- A-L
"It was hard for me
to think of positive
things.”
-L
"We already
knew the
character's
feelings.“
-O
•
•
•
•
•
•
•
•
•
Did the group work well
together to solve the
“Yes, everyone had
their chance to say what they thought
problem?
and all worked really well together.” (JJ)
“Not at the start but we got around it.” (YMCG)
“Yes we worked very well and took turns at answering.” (BB)
“Yes we shared ideas and our group worked well.” (LMCK)
“I think our group worked well together and came up with
good ideas.” (SD)
“Yes we all worked together strongly. Everyone had their
opinions and discussed the problem.” (COH)
“Yes, the group worked well and really did their best to
answer all questions. We all had a good time.” (OMU)
“Yes, because we all put our ideas together and listened to
each other.” (SJD)
“Yes, we all worked well and all took part and participated.”
(OMY)
Suggest how the
task could be
improved
• “If we all spread [the task] out a bit more and had
•
•
•
•
•
someone to time it.” (O M)
“More time on each question.” (O M)
“More team work and letting each person share
their opinions and solutions.” (C O’H)
“I think we should have got a better watch!” (S D)
“If everyone was in the class.” (Y McG)
“Getting a group member to become more involved
by asking her questions.” (R C)
Evaluation of the
Jigsawing approach
Describe the approach in a few words:
“I think the approach was
very different from the Six
Thinking Hats approach.
It was very interesting and
fun.”
-CM
“It was really good.
I enjoyed it.”
-OM
“I think it was a change –
it interested me more
because I had never done
it before.”
- Y McG
What was the most useful
aspect of the approach?
“Looking at the four
different groups answers
and replying to give your
answers.”
-GB
“Getting to look at it
from different
viewpoints.”
- A-L T
“Each group writing in a
different coloured marker
– we had green.”
-SD
“It was split into
four different
sections.”
-SC
Compare the Jigsawing approach to
the Six Thinking Hats approach
“The Jigsawing approach
was very different but both
activities let us discuss
and talk about the
differences.”
-RC
“It was a different
experience but I really
enjoyed it.”
-GB
“It was different because
you had to look over other
people’s ideas and
evaluate them.”
- L McK
“The Jigsawing approach
was easier because in the
Six Thinking Hats you could
get mixed up with the hats,
so we got more ideas using
the Jigsaw.”
-SD
Long-term planning
How often should Active Learning strategies be used?
• A high degree of teacher planning is required to implement these
strategies, in the initial stages.
• Student evaluations indicated that 80% of students felt that
Active Learning strategies should be used at least once a month,
40% stated “once each week.”
• I would plan to introduce Active learning Strategies once or twice
each month, during a double period.
•The group problem-solving task will lead to independent writing
tasks and independent oral assessment.
• The last term of KS3 could then be used to explore Active
Learning strategies at length.
How often should Active
Learning Strategies be
used?
“Twice a week, as
people work better
together than alone.”
“Every so often, not
one straight after
another.”
-JJ
-CR
“Often, because they
make solving
problems easier.”
-BB
“Once every week.”
-OM
Suggest how the Active
Learning programme could
be improved
“Everybody would need
to come into school!”
-SC
“It doesn’t need to be
improved!”
-OM
“If every team mate
co-operated and
shared more ideas.”
-CR