Rebecca Haasbroek Assignment 2 Analysis & Scoping

I am a primary school teacher (ages 4-11) and member of the Senior Leadership Team (SLT) at an independent primary school in England. Part of my role is to plan and lead staff training according to the priorities identified in the School Development Plan. This course for Promoting Independent Learning in the Primary Classroom will be delivered to all teaching staff in school.

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Introduction:Professional Development Course for Promoting Independent Learning in the Primary Classroom

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Rebecca Haasbroek Assignment 2 Analysis & Scoping

563 words in commentary excluding references

Eva

Laura

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WHO of Learning

WHY of Learning

Observations by the senior leadership team identified a trend of teaching staff prioritising children’s task completion over learning. For example, they would intervene before children had sufficient time to think about and attempt to demonstrate learning. As a result, some children (mainly SEND) were experiencing ‘learned helplessness.’

The Learning Gap

Staff were involved in the creation of the School Development Plan. As part of this process, the majority of employees identified a lack of independence in children’s learning behaviour. It has therefore been identified as an area for development for the school in the next academic year.

The Business Problem

WHY of Learning

Participants will be able to...

• Confidently Identify and describe the behaviour of an independent learner using case study examples and compare this to current practice at SJPH
• Identify Growth Mindset behaviours and select teaching methods that support a Growth Mindset learning environment
• Choose effective questions that appropriately scaffold and deepen children’s learning using Bloom’s Taxonomy
• Recognise an independent classroom environment using case studies and compare this to existing settings
• Collaborate to plan a lesson with colleagues and exisiting resources that encourages independent learning behaviours

Learning Objectives

TOPICS

1. Planning a Lesson2. Presentation- mini lesson delivery3. Feedback & Assessment

Module 5- Applying Theory to Practice- Planning a Lesson

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TOPICS

1. The pyhsical environment- classroom organisation2. Resources and displays3. Staff- understanding when to intervene

Module 4- Creating a Classroom Environment to Foster Independence

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TOPICS

1. Types of questions2. How to select questions3. Challenging students- questions that prompt deep thinking

Module 3- The Role of Questioning to Facilitate Independent Thinking

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TOPICS

1. The importance of indepenent learning for primary age learners2. The behaviours of independent learners3. Summary of current learning behaviours at SJPH

Module 1- Introduction to Independent Learning in the Primary Classroom

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TOPICS

1. A brief history of Growth Mindset Theory2. Growth Mindset: Feedback & Assessment3. Strategies to encourage a Growth Mindset

Module 2- Growth Mindset Theory and Application to Teaching

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WHAT of Learning

Blended Learning Approach

The first four modules will be largely asynchronous with weekly deadlines to complete each module.

TOPICS

1. The pyhsical environment- classroom organisation2. Resources and displays3. Staff- understanding when to intervene

Module 4- Creating a Classroom Environment to Foster Independence

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TOPICS

1. Types of questions2. How to select questions3. Challenging students- questions that prompt deep thinking

Module 3- The Role of Questioning to Facilitate Independent Thinking

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01

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TOPICS

1. The importance of indepenent learning for primary age learners2. The behaviours of independent learners3. Summary of current learning behaviours at SJPH

Module 1- Introduction to Independent Learning in the Primary Classroom

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01

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TOPICS

1. A brief history of Growth Mindset Theory2. Growth Mindset: Feedback & Assessment3. Strategies to encourage a Growth Mindset

Module 2- Growth Mindset Theory and Application to Teaching

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TOPICS

1. Planning a Lesson2. Presentation- mini lesson delivery3. Feedback & Assessment

Module 5- Applying Theory to Practice- Planning a Lesson

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The final module will include face-to-face workshops to collaborate and provide a summative assessment opportunity at the end of the course.

HOW of Learning

Content

Content

Activities

Assessment & Feedback

Facilitation Technique

HOW of Learning

• Quizzes and case studies

• Face-to-face workshops in module 5

• Games & simulations
• Face-to-face presentation

• Multimedia eLearning
• Infographics
• Interactive videos

30-45 Minutes

2 hours over two weeks

Summative assessment

Quizzes and case studies

Multi-media e-learning, inforgraphics, interactive videos

30-45 Minutes

Collaborative learning- face-to-face presentation

Quizzes and case studies

Multi-media e-learning, inforgraphics, interactive videos

Face-to-face workshops- planning a lesson

Formative assessment & feedback

Formative assessment & feedback

30-45 Minutes

30-45 Minutes

Quizzes and case studies

Quizzes and case studies

Multi-media e-learning, inforgraphics, interactive videos

Multi-media e-learning, inforgraphics, interactive videos

Formative assessment & feedback

Formative assessment & feedback

Linear learning flow

HOW of Learning

Return to WHO of Learning

Return to WHO of Learning