Visible NQTs – Session 3

It doesn’t seem that long since I blogged about session 2.  Session 3 last week saw us revisiting some of the key discussions from the induction day.

NQTs started by reflecting on the impact of their personal action plan from the last session and it was great to hear their ideas and what impact these were having on pupils.

We revisited 2 important questions:

  • what does good learning look like, sound like and feel like for teachers and pupils?
  • what makes a good learning environment?

These are significant elements of effective learning and need to be reviewed and reflected on to make sure we are getting it right. Here are some of our ideas.

IMG_2451Processed with Moldiv

In preparation for this session NQTs read chapter 4 of Hattie’s ‘Visible Learning for Teachers: Maximizing Impact on Learners’.  This chapter focuses on the key elements of planning learning: prior achievement, targeted learning, progression, teacher collaboration and critique in planning. We had some time during the session to explore these but we were probably too ambitious about what we could get through in 2 hours.  NQTs heard from practitioners about how they plan learning and take these factors into account when doing so.  The format of having practitioners share their experience worked well and NQTs welcomed this and we aim to incorporate this into each session. Here is our powerpoint for the session.

Visible Learning NQTs Session 3 Nov 2014

For next time…following feedback from some supporters we have asked NQTs to put the visible learning sessions on the agenda for discussion with supporters.  This will allow NQTs to share their learning and reflect on how they are applying it in their classrooms.  As the focus of session 3 was on planning learning and in particular thinking about learning intentions and success criteria and making sure that learners know what they are learning we have asked NQTs to have a peer or their supporter to ask pupils the following questions:

  • what are you learning?
  • how will you know when you’ve learned it?
  • what feedback have you had from your teacher about your learning?

NQTs will then discuss this with their peer or supporter to reflect on what it tells them.  We want NQTs to be prepared to share their learning at session 4 (in January) and what impact it had on them and their pupils.

We will update the blog in preparation for session 4 so don’t forget to check back.


Visible NQTs – refocusing


I saw this at a CPD session with Carol Dweck recently and it came to mind when I was reflecting on the first CAT session with NQTs. Before the first CAT session I had a feeling that the route map I had planned for these sessions wasn’t quite right but I didn’t actually have any evidence to confirm this and therefore no evidence that would help me improve it…yet. So, the first CAT session went ahead with just a few minor adjustments and my feelings were confirmed and I was able to get the information I needed to help me ‘re-route’ and to be much clearer about where I was trying to get to.

One of things we talk about within visible learning is the importance of errors and mistakes as learning opportunities and so I thought it might be worth sharing my learning through the blog so that you (NQTs and supporters) will know that we do seek feedback and take it on board, we want to know what impact we are having on you.

In his book ‘Visible Learning for Teachers – Maximising Impact on Learning’ Hattie (2012) says that the act of teaching requires the following:
· Being aware of learning intentions
· Know when a student is successful in achieving these
· Sufficient understanding of prior knowledge & experience
· Knowing enough about the content to provide meaningful and challenging experiences
This has been a helpful tool for me to reflect on in order to ensure that the sessions we have together have the greatest impact they can:
· My learning intentions were not clear enough or specific enough…but they will be now and my interactions with NQTs and supporters has helped me to clarify these
· During the first CAT session I was beginning to see some elements of what I was looking to develop but because the first bit wasn’t clear, this wasn’t clear enough
· I didn’t fully understand where you were coming from as NQTs and the experiences and challenges you have during this first year
· Do I know enough? I don’t know but I hope I know enough to provide meaningful experiences in collaboration with my colleagues

So, what are we trying to achieve?
· We want to help you to be able to develop visible(assessment capable) learners.
How will we do this?
· The remaining sessions are going to focus on learning intentions & success criteria (and we will link this to planning), feedback (and assessment) and metacognition. These emerged from the first CAT sessions as areas you all identified as areas for development. This has also been confirmed through conversations with a few supporters. The action learning sets you participated in confirmed this. We now have a better understanding of your needs as NQTs and how we can meet these through this new approach to the induction programme by linking this to the key messages about developing visible learners.
· We will work with primary and secondary practitioners so that you see examples of ‘what a good one looks like’ (WAGOLL).
· We will continue to apply the key principles of effective CLPL as described on the induction day, in particular ensuring that you are deeply engaged, have the opportunity to talk to each other about learning and have opportunities to put your learning into practice.
How will we know how we are doing?
· We have a small group of NQTs to who have been willing to provide feedback between sessions and we will continue to seek this.
· Your learning tells us how we are doing; after each session we reflect on what we need to do differently next times.
· We will continue to seek feedback from you during and after the sessions…help us out by giving us some feedback!