What is the most popular form of feedback (to students)?
I know myself that prefer self-assessment and teacher assessment over peer assessment, but I do know a lot of people that really like peer assessment because it doesn’t feel as critical and it is often verbal, so they understand it more as it is explained to them. Personally I believe that everyone has their favourite, but I feel that if I had to say the most popular feedback it would be verbal, both from teachers and other students. This is because it is often easier to explain what is meant and how to improve the work.
Do students like peer competition?
It depends on the person. Some people will and some won’t. Although it can make some people shy it can make other people come out of themselves, and for that reason I’d say that the majority do.
What apps or technology do you learn the most from?
TBC after discussion with the team
How will you monitor the success of the changes you make?
I think most of the monitoring will be done through observation, because only really by seeing something can you tell whether it is or isn’t working. This applies to all the changes across all the groups, because ultimately they all end up in the classroom.
Will you meet with individuals or will changes be made across the school?
In the beginning it will be more of working with individuals, but as we start to see improvements, we will try and make the changes across the school so that everyone benefits from them. So a bit of both.
Does fun equal grades? (by Tiegan Meadows)
Practically a lesson cannot be just fun, but we want is for fun to be incorporated in the classroom. This isn't just letting students loose but by looking at the curriculum and assessing how maybe a textbook based lesson can have more discussion. Fun learning can equal grades because bringing more fun or as we think of it more inclusive learning it gives students who before may have been lacking enthusiasm a new found interest. All subjects at the school already have fun elements it is more about listening to the students and finding new ways of making the lessons fun (inclusive); this means students look forward to there lessons more making them more alert and attentive equaling better grades. We don't think of what were trying to introduce as fun learning but as interactive and/or inclusive learning, this makes people think there opinion and questions are acknowledged in all aspects of the classroom.
How do teachers go about using an eHub?
From the beginning of the Summer term teachers will be able to book the eHub for lessons. They can email Miss Hill and submit a brief lesson plan detailing how the devices will be used. Ideas can be found at http://www.passmoresfalcon.com/ehub-learning-sessions . The booking form will be available from the beginning of the Summer term; this is accessible through Staff Resources - Ped Leaders - eHub booking & Resources - eHub Booking Form. If you have any more questions about this please ask the eHub Developers or Miss Hill.
We watched teamwork clips and TED Talks to prompt further discussion about what it means to flourish in a team and to contribute to the improvement of every student's learning.
From their discussions on our visioning day, a group of the StuPeds also developed their Top 5 ingredients for a great lesson.
StuPed Team Visions for 2014-2015
As Learning Detectives in the Student Pedagogy Team, we would like to improve our learning as possible within this year by going out and talking to students about what works for them and how they learn best. Our main goal is to see what students want by sending out surveys and questionnaires. This should tell us, and the other StuPed groups, what the students want so we are able to offer ideas to the teaching community at the school. Our second goal, yet still as important, is to make sure that teacher-student relationships are great. What we mean by this is that students are comfortable to tell the teacher most things yet still do work which gives them that extra subtle layer of comfort, which should improve their education. This will improve their education because it allows them to have fun in lessons without thinking that lessons are tedious and are long. This is our vision for the future of education in our area.
- Adam Olath
On Wednesday 4th February 2015, a group of our StuPed team presented a presentation to two groups of teachers in a CPD event expressing what we do as a team and the different elements of our roles. We also described what we think makes up a great lesson and what we understand the eight elements of a great lesson to be for us.
This experience was enjoyed by all that took part and were more than happy to re-present to two members of another school in England.
This experience helped build our confidence and helped the StuPed Team share our visions and what we would like to achieve along side the teaching staff. Hopefully this will make the aims of the StuPeds more well known and open new opportunities for us to help around the school and create new ideas and build upon them.
- Kirsty Shilling
On Wednesday 21st January eight students from the E-Hub developers and I-Learners attended the BETT conference in London, shortly after this we attended a digital leader’s workshop in the Ramada hotel conference room. We met with a lady called Iggy Rhodes – who lead the workshop – and a school from Brighton, as well as their teachers.
We spoke about different digital schemes that we could install into our routines and how we could share our knowledge of various technologies. Some of our ideas on how we could branch out from our respective locations were; supporting the elderly, having sessions with primary school students and staff, having skype sessions with other schools, and not only those in the UK. We think these are good ideas because not only are we supporting yesterday’s generation but tomorrow’s one too.
As a group we then discussed how we could train a selection of digital leaders and what skills they would they need to have or to learn/practice. We said that there should be different workshops and events were lots of people could go so you can get to know new people and learn from each other. We also thought that there should be smaller sessions per school or group so that there is a more focused process that allows for a determined and positive experience. In relation to the skills that they should or would need to have we all agreed that; management and leadership, confidence and determination, compatibility and adaption, creativity and motivation, optimism and patience, communication and teamwork and a positive attitude were all necessary for the success of this new scheme.
As a final discussion we looked at how we could share our knowledge of the digital world with others, some of our strategies were; mixed age groups, a variety of events involving forums, lectures and workshops, peer teaching, initial or advanced training for different audiences or social media sites, twitter, Instagram, Facebook, or Edmodo- the educational Facebook, these would allow us to reach people from outside the UK.
We also came to an agreement that digital leaders should always coach and not teach, this allows us to demonstrate an idea or thought and gives others the freedom to run with it and make it their own.
The power point we created at the event with even more of our ideas on is available here;
- Laura Jephcott
What is Whole Education?
“The greatest lessons in life, if we would but stoop and humble ourselves, we would learn not from grown-up learned men, but from the so-called ignorant children.” – Mahatma Gandhi
The Passmores Student Pedagogy Team was born out of a desire to gain more insight into examples of great teaching and learning that were occurring around the school. We also wanted to hear from our students; to hear about what they enjoyed in lessons, what helped them learn and what they thought could be even better.
Phrase 1: the Ped Team discussed the role that we wanted our student team to play in the improvement of teaching and learning practice within the school. The focus was on what was working rather than what was not. We settled on three roles that were discrete but supported one another.
Phase 2: we devised a list of students across year groups and ability levels and sent students an invitation letter to attend an expression of interest meeting, with the role that they had been nominated for indicated within the letter. We were pleased with the number of students who signed on to the team and the excitement that they felt about being part of an initiative where their voice took centre stage.
Phrase 3: students have attended the initial ‘ideas’ session and will be involved in a series of sessions in the coming months where they collect examples of great teaching and learning within their particular area. Each subgroup – iLearners, Learning Agents, Learning Detectives – elected a group manager, an editor and a secretary. Minutes are taken during each session where students plan how and when they will collect photos and evidence in lessons, discuss the topics and writers for each blog, and devise suggestions for fine-tuning practice and lesson activities.
Phase 4: after the initial evaluation cycle we will look at expanding the team by opening nominations to all students.
The students have now affectionately named themselves StuPeds. A title that is a brilliant indication, not only of their humility and sense of humour, but more importantly, of the ownership and empowerment that they feel in their role, and as a student team. The StuPed’s blogs will be updated throughout the year and can be found through the ‘StuPed Blog’ tab above.