Subtitles
Associated Teachers TV programme
Primary Assessment: Collaborative Learning
0001 10:00:09:05 10:00:12:16
So let's first look
at the informal language.
0002 10:00:12:16 10:00:14:17
You've done the "dear",
0003 10:00:14:17 10:00:18:06
you've started the letter,
0004 10:00:18:06 10:00:21:04
and you've signed off with "from".
0005 10:00:21:04 10:00:26:05
And that's informal language
as well, so I'll write that down.
0006 10:00:30:00 10:00:32:11
(man) Assessment for Learning,
as we now know it,
0007 10:00:32:11 10:00:36:24
is a way of involving children
in monitoring their own learning,
0008 10:00:36:24 10:00:41:14
matching the way they learn to their
approach to different subjects,
0009 10:00:41:14 10:00:45:03
and trying to understand
where they have to go to next
0010 10:00:45:03 10:00:47:12
with any particular piece
of learning.
0011 10:00:47:12 10:00:51:02
So, against a background
that we have in the school anyway
0012 10:00:51:02 10:00:53:04
of listening to children,
0013 10:00:53:04 10:00:56:14
school is no longer
something that's done to them,
0014 10:00:56:14 10:00:59:02
it's something
that they're partners in.
0015 10:00:59:21 10:01:02:21
(narrator) Park Lane Primary
is a one-form entry school
0016 10:01:02:21 10:01:04:16
in the London Borough of Brent.
0017 10:01:04:16 10:01:08:10
Assessment for Learning in
the school is constantly evolving.
0018 10:01:08:10 10:01:11:04
And as part of
an action research project,
0019 10:01:11:04 10:01:14:05
teachers have been researching
different learning styles
0020 10:01:14:05 10:01:16:05
to accelerate children's progress
0021 10:01:16:05 10:01:19:10
and encourage more active
participation in their learning.
0022 10:01:19:10 10:01:24:08
One, two, three, four, five.
0023 10:01:24:08 10:01:27:03
(narrator) Students
in Pippa McGeoch's year 6 class
0024 10:01:27:03 10:01:29:12
are no longer grouped
according to ability,
0025 10:01:29:12 10:01:34:01
but seated in mixed-ability groups
which are changed every two weeks.
0026 10:01:34:01 10:01:37:19
Differentiation is achieved
with a choice of success criteria
0027 10:01:37:19 10:01:39:14
in this maths lesson.
0028 10:01:40:12 10:01:43:13
So now you've seen the different
things we're going to do,
0029 10:01:43:13 10:01:49:04
we need to think about what choice
of activity you're going to make.
0030 10:01:49:04 10:01:52:07
Now, the first one,
this is the easiest one,
0031 10:01:52:07 10:01:56:16
for those of you that need a bit
more practice to get you started.
0032 10:01:56:16 10:02:01:16
The second choice, for those of you
that really would like to try
0033 10:02:01:16 10:02:05:05
working in all four quadrants,
0034 10:02:05:05 10:02:09:01
is going to be an activity
that you're going to do with me.
0035 10:02:09:01 10:02:13:07
The final task, the real challenge,
is a game,
0036 10:02:13:07 10:02:17:01
a bit like the game Battleships,
which you might have seen before.
0037 10:02:17:01 10:02:20:12
(Pippa) If the children are to be
able to assess their own learning,
0038 10:02:20:12 10:02:23:09
they have to know
what that learning looks like
0039 10:02:23:09 10:02:26:15
and what the actual learning
intention was initially.
0040 10:02:26:15 10:02:30:18
Which is why we share our "WALT" -
"We are learning too".
0041 10:02:30:18 10:02:36:00
The success criteria is basically
a guideline for the children,
0042 10:02:36:00 10:02:39:11
so that they know
what they're aiming towards.
0043 10:02:39:11 10:02:44:11
- Positive three minus four.
- Positive three minus four.
0044 10:02:50:08 10:02:52:03
Yes!
0045 10:02:52:03 10:02:54:04
It's really important
that we remember
0046 10:02:54:04 10:02:57:23
either along the corridor
and up the stairs
0047 10:02:57:23 10:03:01:17
- or along the corridor and...
- (pupils) Down the stairs.
0048 10:03:07:07 10:03:11:00
I'm lost because
I don't know where it's going.
0049 10:03:11:00 10:03:13:00
It's confusing.
0050 10:03:14:08 10:03:16:07
- I'm lost.
- Don't worry.
0051 10:03:16:07 10:03:21:00
All you have to do... Point, point,
point, and join just those three.
0052 10:03:21:00 10:03:25:04
Let's do that first bit together.
And it has to be X, Y.
0053 10:03:25:04 10:03:27:20
(woman) Assessment for Learning
isn't an add-on.
0054 10:03:27:20 10:03:31:08
And I think it's extremely important
because what it does,
0055 10:03:31:08 10:03:34:21
as well as helping children
to understand
0056 10:03:34:21 10:03:36:08
what they expect to learn,
0057 10:03:36:08 10:03:38:17
it also helps them to learn
how to learn,
0058 10:03:38:17 10:03:42:10
and also it helps them
to understand how well they're doing
0059 10:03:42:10 10:03:43:23
and how they can improve.
0060 10:03:43:23 10:03:46:19
(Pippa) Have a look
against the success criteria.
0061 10:03:46:19 10:03:49:03
Use your highlighters.
How could we use these?
0062 10:03:49:03 10:03:51:12
What could we do with
the highlighters? Hafsa?
0063 10:03:51:12 10:03:57:02
We can use them to highlight
bits that they've done good.
0064 10:03:57:02 10:03:59:14
And probably with another colour,
0065 10:03:59:14 10:04:02:21
you can highlight things
that they need to improve on.
0066 10:04:02:21 10:04:04:18
(narrator) Working with partners,
0067 10:04:04:18 10:04:08:02
students peer-assess
each other's letter writing.
0068 10:04:08:02 10:04:10:06
OK.
0069 10:04:10:06 10:04:15:12
Blue for good work.
Can you write your success criteria?
0070 10:04:15:12 10:04:19:12
So let's first look
at the informal language.
0071 10:04:22:21 10:04:24:21
You need to make it more
to the point
0072 10:04:24:21 10:04:31:11
because you're talking like this is
her problem, not other people's.
0073 10:04:31:11 10:04:34:15
(Pippa) Often the children will
be assessing their own learning,
0074 10:04:34:15 10:04:37:14
which I think, in some ways,
is far more valuable
0075 10:04:37:14 10:04:42:05
than me sitting for an hour at
the end of the day distance-marking
0076 10:04:42:05 10:04:45:23
and the children not understanding
what I meant because I wasn't there.
0077 10:04:45:23 10:04:50:03
Also, I think, when children have
had that advice off somebody else
0078 10:04:50:03 10:04:53:05
who's been maybe struggling
to learn a similar thing,
0079 10:04:53:05 10:04:56:04
they're going to take it
much more on the chin
0080 10:04:56:04 10:04:59:03
because it's somebody
in their peer group that said:
0081 10:04:59:03 10:05:01:22
"Let's learn this together."
0082 10:05:01:22 10:05:04:16
Excellent. Ah.
0083 10:05:04:16 10:05:07:10
Right. I see.
0084 10:05:07:10 10:05:10:24
Why have you highlighted
these bits here?
0085 10:05:10:24 10:05:16:02
Because she needs to
try and keep it more to the point.
0086 10:05:16:02 10:05:19:00
- And try and sort it out.
- OK.
0087 10:05:19:00 10:05:22:03
Cos she repeated quite a bit.
Good point.
0088 10:05:22:03 10:05:24:06
So if you finish doing this bit,
0089 10:05:24:06 10:05:28:13
you could perhaps work together
on that first paragraph.
0090 10:05:28:13 10:05:33:13
I realised that if children were
going to be self-aware as learners,
0091 10:05:33:13 10:05:35:17
I wanted to make sure
that the children
0092 10:05:35:17 10:05:39:16
actually had a real part
in the whole process.
0093 10:05:39:16 10:05:42:24
So rather than just
choosing their activity
0094 10:05:42:24 10:05:46:01
and then assessing
against success criteria
0095 10:05:46:01 10:05:47:15
or assessing their learning,
0096 10:05:47:15 10:05:50:18
I wanted them also to be able
to get the opportunity
0097 10:05:50:18 10:05:54:21
to say what they wanted to learn and
how they wanted to learn it as well.
0098 10:05:54:21 10:05:58:02
And that's why I plan
with the children.
0099 10:05:58:02 10:06:01:20
Looking at the first WALT,
0100 10:06:01:20 10:06:05:10
we are learning how to comment
on the style and language
0101 10:06:05:10 10:06:07:10
of different news articles.
0102 10:06:07:10 10:06:11:00
Who had ideas
for that part of the learning?
0103 10:06:11:00 10:06:12:15
Charith?
0104 10:06:12:15 10:06:15:16
Maybe like a sort of game
to match the layout,
0105 10:06:15:16 10:06:18:08
and then match up
with the article it would go into.
0106 10:06:18:08 10:06:22:03
That's a really good idea, and that
will remind me of what you said.
0107 10:06:22:03 10:06:25:16
Any other ideas for this WALT?
Lisa?
0108 10:06:25:16 10:06:28:18
You might have a bullying page.
We could do a bullying page
0109 10:06:28:18 10:06:32:10
with a problem page on it,
so if people are being bullied,
0110 10:06:32:10 10:06:35:24
they could write their problems in
and we could give them solutions.
0111 10:06:35:24 10:06:41:01
So if we put this maybe... "adapting
texts for different readers",
0112 10:06:41:01 10:06:45:20
we could have a range of different
types of writing in our newspaper.
0113 10:06:45:20 10:06:48:08
What about using
a range of connectives?
0114 10:06:48:08 10:06:50:23
What could we do for that?
0115 10:06:50:23 10:06:53:13
We could have a game,
like you can roll the dice
0116 10:06:53:13 10:06:57:12
and if you land on a connective,
it will pop up and you can use it.
0117 10:06:57:12 10:06:59:15
That's a lovely idea.
0118 10:06:59:15 10:07:02:04
(Sally) Certainly,
for the last 10 to 15 years,
0119 10:07:02:04 10:07:04:11
teachers have been
given the message
0120 10:07:04:11 10:07:07:13
that they have to be in control
of the children all of the time.
0121 10:07:07:13 10:07:10:06
And so, consequently,
what has tended to happen
0122 10:07:10:06 10:07:15:08
is that children have become a great
deal more passive in their learning,
0123 10:07:15:08 10:07:19:23
and teachers are having or are
appearing to work a lot harder.
0124 10:07:19:23 10:07:24:24
What Assessment for Learning does
is twist it round the other way,
0125 10:07:24:24 10:07:29:18
where children have to work
a lot harder, or learn a lot harder.
0126 10:07:29:18 10:07:33:19
And consequently, that means
that teachers have to sometimes
0127 10:07:33:19 10:07:35:23
relinquish control to children.
0128 10:07:35:23 10:07:41:10
Right. You now
may open your envelopes.
0129 10:07:41:10 10:07:45:12
"Culture poems. Your mission is to
explore the world of culture poems."
0130 10:07:45:12 10:07:49:00
"You will need
to mount a global hunt."
0131 10:07:49:00 10:07:53:23
"Perhaps children in your group know
some poetry from their culture."
0132 10:07:53:23 10:07:56:01
(narrator) Students
use jigsaw learning
0133 10:07:56:01 10:07:58:16
to deepen their knowledge
of poetry genres.
0134 10:07:58:16 10:08:02:15
This collaborative approach places
the responsibility on the students
0135 10:08:02:15 10:08:05:04
to research any given subject.
0136 10:08:06:00 10:08:11:22
Maybe we can use that poem
that I just found. That ballad.
0137 10:08:11:22 10:08:16:10
(Pippa) Jigsaw learning has been
one of the most exciting things.
0138 10:08:16:10 10:08:20:19
It's an amazing way
of engaging all learners,
0139 10:08:20:19 10:08:24:05
but making them feel
of equal importance,
0140 10:08:24:05 10:08:26:18
which I think
is very important for children
0141 10:08:26:18 10:08:31:05
to feel safe to take those risks
and bring their learning on.
0142 10:08:31:05 10:08:37:04
That's the same one. "From fairest
creatures we desire increase."
0143 10:08:37:04 10:08:39:09
Every second line rhymes.
0144 10:08:41:00 10:08:44:04
Yeah, they have 14 lines.
Check it yourself.
0145 10:08:44:04 10:08:47:01
Every one of them have 14 lines.
0146 10:08:47:01 10:08:50:01
That's five syllables and seven...
0147 10:08:51:04 10:08:53:04
(Pippa) Children have got
the opportunity
0148 10:08:53:04 10:08:57:17
to take the driving seat, if you
like, with their own learning.
0149 10:08:57:17 10:09:02:06
I've had times where I didn't even
need to really be in the room
0150 10:09:02:06 10:09:05:06
because the children
were so into their own learning
0151 10:09:05:06 10:09:08:13
and managing it so well themselves.
0152 10:09:08:13 10:09:13:05
Threes to three. Fours to four.
Fives to five. Off you go.
0153 10:09:14:09 10:09:18:01
(narrator) Jigsaw learning has
students moving from group to group,
0154 10:09:18:01 10:09:21:19
envoying their specialist knowledge
around the class.
0155 10:09:21:19 10:09:27:16
Expert at each table has now got
their three minutes to envoy. Go.
0156 10:09:27:16 10:09:31:21
Me and my group,
we were learning about haiku poems.
0157 10:09:31:21 10:09:33:20
To make a haiku poem,
0158 10:09:33:20 10:09:37:11
the ingredients are seven syllables,
five syllables
0159 10:09:37:11 10:09:41:07
and another five syllables.
0160 10:09:41:07 10:09:44:10
Shakespeare, cos William Shakespeare
wrote a lot of sonnets
0161 10:09:44:10 10:09:47:00
and he was quite good at it.
0162 10:09:47:00 10:09:51:16
We found out about sonnets, that
they all had to have 14 lines...
0163 10:09:51:16 10:09:55:14
(Pippa) What you see
is an envoying of the learning,
0164 10:09:55:14 10:10:00:15
and we had five different types
of poetry covered over four hours.
0165 10:10:00:15 10:10:03:20
But every child,
by the end of that session,
0166 10:10:03:20 10:10:07:12
was able to tell me about
five different types of poetry,
0167 10:10:07:12 10:10:11:12
not just the one that
they had specifically researched.
0168 10:10:11:12 10:10:14:19
A poem has to have a iambic...
0169 10:10:14:19 10:10:18:05
iambic penta... pentameter.
0170 10:10:20:02 10:10:23:15
(chanting) We are ParkLaneSchool.
0171 10:10:23:15 10:10:27:21
You can call us PLS.
0172 10:10:27:21 10:10:30:16
We are cool for school.
0173 10:10:30:16 10:10:33:10
(Sally) One of the advantages
of Assessment for Learning
0174 10:10:33:10 10:10:36:14
is that it's an idea,
it's a philosophy,
0175 10:10:36:14 10:10:38:17
it's a way of thinking
about learning,
0176 10:10:38:17 10:10:40:17
but it's also very flexible.
0177 10:10:40:17 10:10:44:05
And depending on the age
of the children that you teach,
0178 10:10:44:05 10:10:46:00
the context of the children,
0179 10:10:46:00 10:10:49:10
you can actually adapt
the approaches, the philosophy,
0180 10:10:49:10 10:10:52:17
to your particular children
and your particular needs.
0181 10:10:52:17 10:10:55:23
(narrator) Head teacher Martin
Francis and his management team
0182 10:10:55:23 10:10:58:11
take an active role
in monitoring the effectiveness
0183 10:10:58:11 10:11:01:07
of these collaborative
learning strategies.
0184 10:11:01:07 10:11:03:07
(boy) We had three different tasks.
0185 10:11:03:07 10:11:06:02
So you had three sets
of success criteria.
0186 10:11:06:02 10:11:08:02
So which was the one you chose?
0187 10:11:08:02 10:11:10:11
I chose the hardest one,
the Battleships.
0188 10:11:10:11 10:11:14:24
So how did you know that you would
be able to succeed at that?
0189 10:11:14:24 10:11:16:14
Or didn't you know?
0190 10:11:16:14 10:11:18:14
I wasn't sure until I tried.
0191 10:11:18:14 10:11:20:23
OK, and you were willing
to go for a challenge.
0192 10:11:20:23 10:11:26:03
Faizah, you've got the same overall
learning objective with coordinates,
0193 10:11:26:03 10:11:30:10
but you've chosen a different
success criteria. What's yours?
0194 10:11:30:10 10:11:34:15
"Can you plot coordinates
using positive numbers?"
0195 10:11:34:15 10:11:37:04
Did you decide yourself
0196 10:11:37:04 10:11:40:13
where you were at in terms of
your learning about coordinates?
0197 10:11:40:13 10:11:43:00
And you thought
you were still at the beginning.
0198 10:11:43:00 10:11:46:15
So, both of you, is this
a new way of working for you?
0199 10:11:46:15 10:11:51:14
Yeah. I found that, instead
of everyone doing the same thing,
0200 10:11:51:14 10:11:54:16
some people might not
understand the work,
0201 10:11:54:16 10:11:59:03
and another person might understand
the work well, but need more help.
0202 10:11:59:03 10:12:01:09
How about working
with learning partners?
0203 10:12:01:09 10:12:05:08
I think that's a really good way,
cos we can both help each other.
0204 10:12:05:08 10:12:07:17
Usually there's one person
on a higher level.
0205 10:12:07:17 10:12:09:22
They can help the person
who's lower level.
0206 10:12:09:22 10:12:14:10
And how does it compare with the way
you worked in other schools?
0207 10:12:14:10 10:12:16:20
In other schools
there were ability groups,
0208 10:12:16:20 10:12:19:09
and there was always
the higher group.
0209 10:12:19:09 10:12:23:02
You always think, "I want to be on
that table, to know what it's like."
0210 10:12:23:02 10:12:26:07
The teachers just give you
the same work,
0211 10:12:26:07 10:12:30:18
and no matter how good you do, they
just keep you on the same table.
0212 10:12:30:18 10:12:35:21
How did it change your attitude
when there were no ability groups?
0213 10:12:35:21 10:12:38:03
I feel like I've gone higher now.
0214 10:12:38:03 10:12:40:12
OK. Well, thanks both very much.
0215 10:12:40:12 10:12:42:12
OK.
0216 10:12:45:11 10:12:50:06
A lot of them have said
that they feel now
0217 10:12:50:06 10:12:53:20
much more motivated,
0218 10:12:53:20 10:12:57:08
because we're saying to them,
"You can do this."
0219 10:12:57:08 10:13:02:10
And they feel that, really,
the sky's the limit for them.
0220 10:13:05:13 10:13:07:18
(Martin)
Within the new Ofsted framework,
0221 10:13:07:18 10:13:11:08
because they do make judgments
on teaching and learning,
0222 10:13:11:08 10:13:15:08
Assessment for Learning fits in
very well with that second category.
0223 10:13:15:08 10:13:16:18
When we had our Ofsted,
0224 10:13:16:18 10:13:20:08
I was really heartened by the extent
to which they talked to children
0225 10:13:20:08 10:13:21:23
about the work they were doing.
0226 10:13:21:23 10:13:25:02
I thought that was a big departure
0227 10:13:25:02 10:13:28:20
from just seeing how effectively
the teacher put over material
0228 10:13:28:20 10:13:31:01
without looking
at how it was received.
0229 10:13:36:01 10:13:39:18
Visiontext Subtitles:
Simon Campbell
0230 10:13:39:18 10:13:41:18