New Year’s Resolutions: three honest reflections on my own practice

This time next week I will be welcoming back students into my classroom and I feel okay. I don’t have the knot in my stomach I did last year before I began NQT, I know a lot of my students already, I know what my classroom looks like, I know what our schemes of work are. All of that gives me the chance to reflect on my practice over the last year and come up with some New Year’s Resolutions for the 2019/20 school year. I’ve decided to be brutally honest about my own critical reflections last year in the hope it will help some people do the same. So here they are:

 

1: I will devote more time to recapping last lesson’s knowledge.

I move on too quickly. I guess it’s good to be able to identify such a big flaw in your own teaching because it means you can fix it and become a tangibly better teacher. This last year I have had my scheme-of-work set out before me with a big deadline of an assessment or the end of term and I felt stressed about fitting in all the content so I tried and move through as quickly and serenely as possible. About two-thirds of the time I was getting to the week before half-term and thinking of a video to play or some other way of filling time. That’s me being brutally honest and saying I’ve not been the best teacher but then that’s why this is top of the list of ways to improve.

This year I will spend more time on recall and re-cap at the start of lessons. Mark Enser writes here, in the first chapter of his new book, about the value of recap and recall over the previously lauded ‘starter activity’. I already use my RE version of Retrieval Roulette and I have been using recall quiz slides in KS3 for a good few months but I want to add in time after these activities to respond to the results of the quiz. It seems blindingly obvious that we should be recapping last lesson’s knowledge and explicitly showing students where today’s knowledge fits in with that but when I’ve done the register and scored the quiz and settled the class that idea seems to leak out of my brain and I just leap into the work for today.

How am I going to practically ensure I bring more recap into my lessons? Where I’ve got my lesson notes written out on A5 paper I am going to add a post-it with the key points from last lesson and stick it over the top. I’m also going to try and stick more to a semi-formal lesson plan of recall > recap > explanation > questioning > modelling > writing. I will write that somewhere and stick it on my desk to help me keep on-track.

 

2: I will stop seeing feedback as an irritation and start seeing it as an integral part of learning

Okay so continuing with the theme of me being honest about my own failings: I have failed to use feedback effectively last year. I know how important feedback is and I have spent time on feedback from assessments and other pieces of work but I have too often viewed it as an irritation standing in the way of getting on with the “proper” work of delivering new knowledge. This year I’m going to see feedback, in all its forms, as an integral part of the learning process and something to be relished, not dreaded.

In Making Every Lesson Count the purpose of feedback is “fairly straightforward. Following the identification of a ‘learning gap’, the resulting feedback should be aimed at closing this gap”. I think it’s actually quite easy to identify the learning gaps in my classes, it’s hard not to when you’re marking 30 12-mark questions or looking at the results from 28 recall quizzes but I’ve often been too hasty in getting a bit of green pen into exercise books and calling that gap closed.

This year I am going to make a note of what I think those gaps are alongside my feedback to classes so that I can explicitly see that they are closed before moving on to another form of assessment. I’m fortunate that we have a pretty sensible marking and feedback policy in my school so I’m going to utilise it and see what works best. Whole-class feedback will definitely be playing a major role as I move from marking for its own sake towards quality feedback.

 

3. I will be warm/strict

I started my NQT on the wrong note and it very nearly led to the end of my teaching career before it even started. Reverberating around my head were the words of PGCE mentors about “too much teacher talk” and “behaviour is always communication”. I made an expectations slide covered in emojis and I thought I’d be a different kind of NQT, I didn’t need to be strict because I was young and passionate about my subject and I would make my lessons so interesting that they wouldn’t have the chance to misbehave. I then spent six weeks trying to teach Year 10 set 3 Buddhist Beliefs and I crumbled.

This year I have an overarching idea behind my approach to behaviour, relationships and expectations and it’s Doug Lemov’s warm/strict approach from Teach Like a Champion 2.0: “we’re socialised to believe that warmth and strictness are opposites: if you’re more o one, it means being less of the other. I don’t know where this false conception comes from, but if you choose to believe in it, it will undercut your teaching”. He argues that we shouldn’t seek to be strict then warm or warm then strict but both, exactly at the same time. I will be photocopying these two pages and putting them in clear sight of my desk so I can more consciously and explicitly think about how I deal with poor behaviour and difficult students in the moments where that behaviour is occuring.

Some smaller resolutions

4. I will use my (significantly reduced) PPAs to actually do planning and marking and not just sit and read EduTwitter and the Guardian website

5. I will find some way in which that thirty minute afternoon form time does not just become a colossal waste of time again

6. I will try and use social media with more grace and good faith and stop seeking out people to disagree with

Writing knowledge organisers – a step-by-step guide

There are plenty of blog posts and articles and book chapters extolling the virtues of knowledge organisers, that’s not what this post is. Instead this is a step-by-step guide to how I write my RE knowledge organisers.

1. Decide what knowledge you want to organise

This might feel obvious, you probably have a scheme-of-work for the half term and that feels like what needs to go onto the KO but it might be worth stopping for a second and considering what is the best chunk to try and represent here. A half-term of GCSE classes for us is about 15 lessons whereas a half-term of KS3 classes is only 6 and A Level is 9 (per strand) so if you divide by half-term you are putting wildly different amounts of information onto each KO. In my opinion the topic absolutely must fit comfortably onto one A4 sheet. If that’s not the case either you need to better condense the information or divide up your KOs differently.

2. Find a revision guide

I love using revision guides to plan my lessons and KOs. They condense down all the knowledge that’s required, usually onto a couple of pages and they focus on key words and ideas that you need to focus on in your planning. Of course textbooks, course books and other resources are absolutely required for lessons but a revision guide and the exam spec should keep you focused on the bare bones for planning a KO.

LVCOpelz

3. Sketch out the key words and ideas

I use a planning sheet I’ve created and I fill it in as I read through my own notes and the revision guide. I try to stick to five or six key ideas (sometimes divided into two sections) and between 16 and 20 key words (fewer for KS3). This stage really helps you clearly see what the central themes are for your SoW.

4. Find a ‘flow’

The key words will need to be alphabetised but the key ideas section should flow for revision purposes. It can follow the lesson structure in your SoW but I prefer it to almost make a logical story. For example with Utilitarianism my KO starts with Act and the Hedonic Calculus then Rule and the Harm Principle then the applications to animal experimentation and nuclear weapons. Chronology can be useful here for history, foundational to applied knowledge in other subjects.

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5. Use a template to create your KO

All of my KOs look very, very similar. I use a slightly larger font for KS3 ones but I think it creates a sense of continuity to be giving students a summary formatted in the same way for every topic they cover in RE at our school. As such I stick very much to my template using tables in Word to simply divide up knowledge. I might split the table in two or four to help with chunking but the format is quite rigid and in this way it sticks to Oliver Caviglioli’s design principles of using a properly aligned grid when designing work.

6. Dual code with a consistent symbol

I use Noun Project to find the symbols for my KOs. I try, as far as possible, to be consistent in the symbols I use. When describing abstract concepts it can be hard to find a picture which is adequate. For example, I use opera glasses to show Mill’s Rule Utilitarianism which is linked to the idea of ‘higher’ pleasures – if I use that consistently in all my handouts and presentations then it is embedded with students, if I were to just use it once it is unlikely to stick and provide the benefits that dual coding does.

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7. Enjoy the process!

Let me tell you a secret: I love making knowledge organisers. There’s nothing as satisfying as sitting back and looking at the whole of a module or SoW summarised on one sheet of A4 in such a neat and attractive way. Furthermore I have found the process of making them for all of our GCSE to be really helpful for my subject knowledge, not only do I feel more aware of the key concepts and words demanded by the exam board but also less overwhelmed when I know I can condense everything into such a short amount of text.

8. Use them

I am terrible for making resources and then either forgetting or neglecting to actually use them with my students. There is no shortage of articles on how to effectively use KOs in the classroom so make sure you read them and alter your teaching to incorporate them if you’re going to take the time and effort to make them!

Links & Resources