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TEEP NEWS issue 25 | Summer 2013 1
Welcome to the summer term TEEP newsletter
This last year has seen a significant change in the
educational landscape, SSAT (The Schools Network) Ltd
and TEEP.
The reach has been extended through the Education
Endowment Foundation TEEP project, the first TA course
has been designed, the video toolkit is now available to
Level 2 trained teachers to use in their school for on-going
professional development and we are now in the
second re write of the TEEP booklets to ensure the
research is as current as possible. The next phase of
development and focus is TEEP in subjects. Please
let us know if your school has extended this in an
innovative way or if you would be interested in part of
a research and development group for this.
I have been privileged to work with all involved, the
students, staff and leaders of schools & academies and
the TEEP trainers, TEEP Champion schools Head
Teachers and Senior Leaders who have not only released
their best staff to support schools they have also
committed to buddy up and share their vision for school
improvement based on TEEP methodology and teaching
and learning.
In this issue: Welcome to summer term TEEP newsletter………..1-2 What TEEP has done for your school - sound bites...2
TEEP Impacts: TEEP & EEF – celebrating the success so far…………………………3-6 Baverstock - The first TEEP Training School…………6-7
TEEP Inquires: TEEP Level 2 or Lead Practitioner? ...................8-9 2 TEEP or not 2 TEEP – that is the question….10-11
TEEP Inspires: PedEx – shared pedagogy as a whole school..….12-13 Big ideas for T&L….....13-14
TEEP Innovates: Effective Use of ICT……..14 Ten Reasons to Twitter in TEEP……………………...15
We know TEEP can and will
make a difference to all
schools. We know once you
have been TEEPed it is
infectious. It works because
the training is crafted to
jigsaw the complex aspects
of pedagogy, built on
evidence based research
and makes it accessible to
teachers. Focusing on what
students learn rather than
what you are going to teach.
Accepting the rigor and
complexity behind teaching,
and a passionate belief that
teaching is not easy or
linear, TEEP provides the
framework and support
mechanism. To use a
gardening analogy; the
design is shaped with us,
we provide the tools and the
fertiliser but the schools
nurture, water and grow it in
the way that suits their local
climate and with the ground
soil they have. TEEP is just
one aspect of making such
change; leadership and
commitment are the major
contributing factors.
In some ways it seems like
only yesterday since we
started the EEF TEEP
project and in many ways an
eternity when we look back
and share the inspirational
stories over the last year.
The momentous journey
some schools have been on
is clearly evidenced by all
three pilot EEF schools that
have moved up an Ofsted
TEEP NEWS issue 25 | Summer 2013 2
category in one year.
2012 saw the first TEEP training school in
Baverstock School, we now have two more
schools that will be very close to achieving
such status and we are looking for more
around the country. If your school has
embedded TEEP and you are good or
outstanding in teaching and learning and you
are interested in developing TEEP training
team please let us know. Others can learn
from you and I would like one TEEP training
school in each region over the next two years.
Listed in an article in the Guardian as first of
the top three professional development
opportunities teachers and schools should be
involved in we know with TEEP we are all part
of something special. I feel very proud to be
involved in such a transformational programme
and humbled by the absolute dedication of all
the staff in schools who absolutely want to
make a difference.
Anne-Marie Duguid, SSAT Head of
Subjects and Pedagogy
What TEEP has done for your
school – sound bites from
some of those who have
completed courses this year…
Helen Anton - All Saints Academy
“TEEP reaffirmed the good teaching that was already going on and gave us a clear focus for development.”
Esther Collett - Alumwell Business and Enterprise College
“Staff felt energised by TEEP and are working really well to embed it in their practice.”
Tom Hyndley - Churchfields Primary School
“TEEP training was challenging as it takes people to the edge of their comfort zone, but was really well received by staff.”
Lynne Athey - Freebrough Academy
“The training was truly inspiring. All staff are keen to buy into TEEP and want to get going following the training.”
Catherine Chapman- Gateacre School
“We are really delighted with the training. All the staff seemed to have really embraced what TEEP is about.”
Andy Gibson - Melksham Oak Community School
“TEEP has been wholly embraced by the vast majority of staff and is now a common teaching and learning tool.”
Martyn Reah - Ryde Academy
“Brilliant CPD. No other teaching and learning programme like it – must be a real pleasure to deliver TEEP training.”
Amanda McHugh - South Newcastle
“The TEEP training team were phenomenal and TEEP went down a storm.”
TEEP NEWS issue 25 | Summer 2013 3
TEEP & EEF - celebrating the
success so far
EEF Project background
The SSAT was awarded a grant by the
Education Endowment Foundation (EEF) for a
programme to support over 50 schools across
the country to receive whole school TEEP
training between April 2012 and March 2016.
The project is phased over four years, with a
new cohort of schools undertaking their
training each year. All schools have been
identified in the early stages of the programme
to ensure they can be fully included in the
University of York’s external evaluation. As
part of the programme, schools will access the
full TEEP training, engage in formative
research with CUREE and potentially develop
some staff as TEEP trainers through Level 3
training. Schools were selected in relation to
their results being near
to government floor
targets and their
eligibility to meet the
training and evaluation
pre-requisites. A
rigorous selection
process was adhered to, to ensure all
schools/academies were fully committed to
both the training programme and the on-going
development of their staff and students so that
a clear vision for embedding TEEP could be
sustained. Being part of this project means
that the selected schools and academies
receive the training at a significantly reduced
cost, therefore, reaching those
schools/academies that might not previously
have had the opportunity to access this
training. The project aims to provide additional
support and training for teachers working in
schools with the most vulnerable students,
providing an increasingly positive and
proactive learning experience for these
students with the utmost impact. Feedback
from the training has already been used to
develop TEEP, including the programme
outline and its resources.
Pilot training phase
As part of the pilot study, two secondary and
one primary school completed their whole
school training. SSAT has been gathering data
on the Ofsted judgement of all schools
involved in the EEF project so that their
progress can be tracked throughout the
programme. Foleshill Church of England
Primary who were put into special measures in
September 2011, were
positively rated as Good in
their latest Ofsted in January
2013. Mitch Moore,
Headteacher at Foleshill
Church of England Primary
stated “This is a fantastic
achievement and every member of the school
community, children, parents, governors and
staff, should be proud of the part that they
have played in bringing about the
improvements in such a short space of time.
We are not complacent and now aspire to be
an outstanding school by the time of the next
inspection.”
Excelsior Academy have also received a
positive result as the academy was judged
Satisfactory in January 2011 and have now
been judged as Good in January 2013. Tracey
Kelly, Subject Development Leader and TEEP
Co-ordinator at Excelsior Academy reported
“TEEP is having a very positive impact on the
staff and pupils at Excelsior Academy. Staff at
all levels embraced the pedagogy behind
TEEP and many enjoyed the level 1 training so
much that they were keen to complete the
TEEP NEWS issue 25 | Summer 2013 4
level two training. In November 2012, 16 staff
completed the level two training and as a
result we now have coaches in each area of
school working with staff to thoroughly embed
TEEP. Staff training and CPD is TEEP
focused and during Ofsted in January 2013
this year we were graded ‘good’, previously
satisfactory, for teaching and learning. Our
long term aim now is to ensure that TEEP
continues to develop and thrive in the
Academy with all new staff receiving their level
1 training and for some staff to move on to
level 3.”
Feedback from all schools involved in the
programme to date has been immense and
SSAT were keen to celebrate some of these
success stories and share their inspiring
journeys. In December 2012, both the Isle of
Sheppey Academy and Foleshill Church of
England Primary were showcased at the
SSAT’s National Conference; Innovating
schools: Creating the learning environment
and transforming school cultures. Their
session focused on Taking risks and
transforming cultures in challenging
circumstances. These are schools that
historically have faced considerable
challenges so they were delighted to share
how TEEP has started to transform their
teaching and learning and how with a rigorous
implementation plan, has helped support their
staff resulting in unprecedented enthusiasm
and levels of engagement. Both the Isle of
Sheppey Academy and Foleshill Church of
England Primary School have been
overwhelmed by the positive response of staff
and students and are already seeing
significant signs of change in their classrooms.
The Isle of Sheppey Academy also hosted an
inspirational school visit in which members of
the TEEP team and a representative from the
EEF had the opportunity to see TEEP in action
in the classroom. Various lessons were
observed and conversations had with both
students and staff where is was clear the
teaching and learning behaviours had
advanced, putting the student at the forefront
of the lesson and back in the driving seat of
their learning. Having completed their whole
school training, the Isle of Sheppey Academy
has a clear vision for their future and how staff
will be supported in using TEEP to achieve
these goals. The academy now has a teacher
trained to level 3, working hard to embed
TEEP within the academy and support other
staff in their growth.
Phase 1 training
To date, eight secondary schools/academies
and 1 primary school have completed both
their level 1 and 2 whole school training as
part of Phase 1 of the evaluation group. This
includes 685 teachers trained at level 1 and
125 at level 2. The SSAT are already seeing
dramatic signs of improvement being
accredited to TEEP and feedback from all
schools/academies in the first phase has been
excellent with comments related to the
increased engagement of pupils and re-
enthused members of staff:
“Without question the
fifteen hours of Level 1
training had more impact
on lessons than anything
we had done previously. Within days faculties
had agreed to adopt the TEEP cycle for short
term planning and delivery. A TEEP cycle
PowerPoint was designed, shared and used in
most lessons so a common language started
to develop. TEEP displays appeared in
classrooms and all students were introduced
to TEEP language in assemblies. For us this
was the beginning of a shared language of
learning. During the autumn round of
observations, there was a significant increase
in the number of lessons judged to be good
and outstanding which Directors of Learning
attributed to the impact of TEEP. In particular,
greater use of practical TEEP strategies
engaged students in more active learning
which was something we had identified
previously as an area of focus.” Extract from
article by Lynne Athey, Deputy Principle,
Freebrough Academy
TEEP NEWS issue 25 | Summer 2013
5
“It is still early days but
there is already good
evidence that TEEP is
starting to impact in a
number of ways. A
recent survey of staff produced feedback to
indicate that teachers felt that there had been
an improvement in student engagement in
lessons recently and some colleagues
attributed this to the fact that they had
changed their teaching strategies in the light of
TEEP. One colleague who has been teaching
three years and participated in the TEEP 2
training commented that he felt that his
teaching had recently become more effective
because he had reduced teacher talk and
student engagement had improved due to his
applying some of the strategies he had learnt
in the TEEP training.” Extract from article by
Mark Cooney, Vice-Principal, Red House
Academy.
“There is a real ‘buzz’
amongst the majority
of staff which has
encouraged others to
engage; it is not just another ‘thing’ but is a
style of learning which really does have an
impact on whole school teaching. We are only
at the start of our journey but it is a real
pathway to success which will impact on all
aspects of our Academy.” Feedback from
Tom Waterworth, Headteacher at All Saints
Academy, Dunstable
SLT Support
As part of the programme, the SSAT ran an
SLT support day in three regions for all the
Phase 1 evaluation group schools, attended by
18 staff in total. The aim of the SLT day was:
Allow SLT to share ideas between
schools at the same stage in their
journey
Allow the SLT to receive guidance and
advice from schools who has been
embedded TEEP for a number of
years
Provide time to review how school is
planning to embed TEEP and ensure it
is sustainable-links to school
development plan
Consider ideas from a variety of other
schools on tools and methods to
ensure TEEP is successfully
embedded
Every school was represented and it was a
great opportunity for schools to share their
vision for the future, network and learn from
each other.
Project evaluation
The SSAT provides a rigorous evaluation of
each school’s TEEP training throughout the
course of the programme. This includes
completion of evaluation forms after level 1
and 2 from delegates which are summarised
and fed back to the TEEP team and actioned
where necessary. After day 2, a telephone
interview takes place between our TEEP
Trainer Co-ordinator and the school lead
focusing on how the training went, what
additional support the school may need, any
changes they have already started to notice
and any concerns they may have which we
can assist with. Following day 3, schools are
TEEP NEWS issue 25 | Summer 2013
6
supported in choosing the appropriate staff to
go on to level 2 and offered advice on how to
continue to embed TEEP within the school.
After day 5, schools were asked to write an
article on their journey to date, including
advice for new schools starting the
programme, why they chose TEEP and how
they have started to embed TEEP within their
school/academy. These have now been used
in the first EEF TEEP newsletter available on
the website. All these sources of feedback
provide a wealth of information to prepare
future schools with their training, helping
schools learn from each other and the SSAT
improve the service we provide.
In addition to this, the University of York is
conducting an independent evaluation of the
four year programme. They are using CEMs
MidYis testing on all Year 7 pupils so that they
have the baseline data and will then be testing
all pupils again in Year 9, whilst also looking at
GCSE results of the schools involved. As part
of the evaluation process, the University of
York has made several school visits, attended
training days and will be conducting lesson
observations, focus groups and interviews to
gather their data.
SSAT believes that both the quantitative and
qualitative evaluation data collected will
encourage TEEP’s growth from strength to
strength and will inform improvements to the
programme itself as well as the support we
can provide schools with the overall aim to
improve teaching and learning across the
board. To read the full EEF newsletter visit the
website here.
.
Baverstock - the first TEEP
Training School
by Louisa
Gooch,
Baverstock
School and
TEEP trainer
We were
designated the
first TEEP
Training School
in September
2012 in
recognition of
our commitment
to high quality
Teaching and
Learning and
TEEP based
CPD.
Baverstock
School.
We are an 11-19 secondary school, situated in
South Birmingham. We are an outer city
school with many inner city challenges. Our
average Free School Meals is 56% and our
students enter secondary school significantly
below national expectations, based on their
average Key Stage 2 scores. We are in the
highest quartile for deprivation.
We are ambitious and aspirational for our
students and have high expectations
specifically that our teaching challenges and
motivates students to achieve beyond their
expectations.
Why TEEP?
When our TEEP journey began in 2006 and
staff returned in their pairs, the impact of TEEP
was clear: animated conversations about
learning, within and between departments.
TEEP NEWS issue 25 | Summer 2013
7
We used this momentum and enthusiasm to
action whole school TEEP training in 2009 to
enhance the quality of our teaching and
learning.
One of the core things that most attracted us
to TEEP was the acknowledgement that
teachers have strengths in the whole or
aspects of the framework. Our CPD is
predicated on empowering teachers to
understand their strengths and share them,
and identify their development points to learn
from colleagues. Essentially we use the TEEP
philosophy as our guide- by teachers for
teachers.
Our learning community
In the last academic year 49 staff, so nearly
50% contributed to the coaching of their
colleagues. This was via a range of sessions
from 'tutorials' through to full INSET packages,
it included all levels of experience from ITT
students through to our most experienced
staff.
“As TEEP has developed across the whole
school I have seen the tremendous impact it
has had…” Hayley Carter- Assistant Head
teacher, TEEP trainer (level 3)
“Collaborating our own ideas and practise
allowed us to reflect and review...” Kate Lune
- English teacher, TEEP 1
“I have gathered a wealth of ideas from the
school based training…” Denise Baytok -
Leader of Maths Teaching and Learning,
TEEP 2 Coach
As the first TEEP Training School we take
pride in the learning community we continue to
develop. We share good practice within our
building as standard. We see our role to be
opening our doors to share this practice
beyond Baverstock and to continue to reflect
on our own practise for continued
enhancement.
Voluntary participation
One of our strengths is knowing and listening
to our staff. In response to feedback and the
desire for continued improvement in our
practise we designed two 'out of hours'
development programmes. One is an 'NQT+'
course for 2011-2012, 17 staff voluntarily
enrolled on this programme. The other is an
'Improving Teacher Programme' for 2012-2013
onto which a further 21 voluntarily enrolled.
What it means to us
A sense of pride in what we do and
what we have achieved
A motivation to keep driving forwards
It's reinforced that our personalised
approach has been the right route for
us
The high value of collaboration within
and beyond our own school.
A continued emphasis on sharing from
our own practice and a commitment to
keep a learning culture.
“The achievement and success of each and
every student is the most important goal at
Baverstock School. This comes from
embedding high quality Teaching and
Learning. Our staff learn from each other,
resulting in students achieving outstanding
results and Baverstock becoming one of the
most improved schools in the country”.
Thomas Marshall, Head teacher
Next steps include harnessing the power of
twitter to learn and communicate to wider
networks, within and beyond our own country
and to develop our own web page to better
reflect our work with TEEP.
Michael Fullen: Education
reform aficionado
@MichaelFullan1
TEEP NEWS issue 25 | Summer 2013
8
TEEP 2 OR Lead Practitioner?
- Do you have to choose?
by Gillian Lamb, Northfield School, TEEP
trainer
Northfield schools’ focus for
2012-2013 is in common with
many other schools to
achieve the Gold standard of
Outstanding for Teaching and
Learning. The questions that
must be answered are:
Why?
Why is it so important to us as a school to be
judged outstanding for teaching and learning?
Yes it brings rewards; we can apply to be a
teaching school. The judgement outstanding
opens many avenues for the school to be a
leader in teaching and learning, but more
importantly what the students and staff gain.
We want to be a school that gives its best to
our students, provides them with the best
opportunities. It is also nice to see that
judgement next to the school’s recognition of
the hard work and dedication of the staff.
How?
Our school is a learning community, not just
for the students but all staff. As a school we
want to provide opportunities for everyone to
continue their learning. TEEP is a professional
commitment to improvement – sharing good
practice amongst colleagues, developing
professional dialogue about teaching and
learning. We want to give all staff the
opportunity to achieve outstanding expertise in
their field and then to develop and share this
with others; TEEP is our vehicle for doing this.
The school is committed to whole school
TEEP training, all new staff complete TEEP
Level 1 in their first year. Then as part of the
learning community they embed and practise
their skills as a teacher. A crucial part of this is
observation and feedback. The observation
and feedback on teaching must be seen as
part of the improvement process, staff working
together.
Michael Fullan
states that a major,
if not the major,
contribution to
school
improvement is to
de-privatise the
classroom. SSAT
talk about `A
Perfect Synergy’.
These being:
Personal,
Professional
knowledge and Process and impact on others.
Compare it to a team game, teaching can be
like a game that no one observes or receives
feedback on – so what was good, and what
can we improve?
Every successful team has a coach/manager:
1966 – Sir Alf Ramsey
2003 – Sir Clive Woodward.
Now successful teams have many coaches
who each specialise, have areas of expertise
Who will be Northfield’s world cup coaches?
TEEP NEWS issue 25 | Summer 2013 9
How does a coach work?
First they have to study the practice (TEEP
Level 1) then they have to practice and
develop a deeper understanding of the
practice (TEEP Level 2 portfolio), then and this
is what makes the improvement, they must
have the skills and tools to analyse
performance and work with people to point the
way to further improvement. Successful
coaches carry out research, they analyse their
own and others performance demonstrating
outstanding expertise in their field.
TEEP Level 1 builds the foundations
of outstanding teaching. Developing a
portfolio encourages reflective practice
and opportunities to share with others.
TEEP Level 2 encourages and
contains those foundations and
reflection whilst also introducing
people to coaching.
Lead Practitioner accreditation has
synergy with the journey through
TEEP and encourages staff to add to
TEEP, engaging in their own research.
Would staff be interested?
Teachers were given the opportunity via P.D.
Days and a residential to complete TEEP
Level 2 and Lead Practitioner accreditation.
Fifteen members of staff have started down
this route and will complete TEEP Level 2 and
Lead Practitioner accreditation by July 2013.
The staff are not only gaining the skills to
support the practice of other staff in the school.
The organisation must ensure that the
coaches has the most modern technology
available to them
The school has a portable video based system
that records, edits and stores class lessons.
Filming learning can be used to analyse
performance of individual teachers by
themselves and coaches. It can also be used
to store clips of outstanding practice and
develop a range of resources to be used in
future CPD. It can also be used as a tool to
provide evidence for research, how many open
ended questions are asked in a lesson for
example.
The Lead Practitioner/TEEP level 2 will be the group that spreads the message of outstanding practice. They will be sharing the ideas, observing and feeding back to develop that outstanding practice in all avenues. Already the ideas for action research are developing. `Homework or extra-curricular learning’ `How do LSA’s impact on Learning’ `Boys Achievement’ ‘Questioning at Northfield” Teachers leading teacher in professional development – Good is not good enough – I want to be outstanding.
For more information about Lead Practitioner
Accreditation and how this could benefit your
school contact: lpaccreditation@ssatuk.co.uk
or 020 7802 9003.
TEEP NEWS issue 25 | Summer 2013 10
2 TEEP or not 2 TEEP – that is
the question
by Ann-Marie Connor, SSAT TEEP
Coordinator, TEEP trainer and Deputy Head
at All Hallows Catholic School
Level 2 trained staff at St Augustine’s Catholic College
The TEEP journey, for most, begins with whole
school training or attendance at a level 1
course. Invariably people come away from
this with a real desire to explore the research
and strategies further and work within a
framework that will help develop their
effectiveness as teachers and provide exciting,
challenging learning opportunities for young
people. One of the frequently asked questions
towards the end of the whole school and level
1 training is ‘How are we going to keep TEEP
alive and ensure it continues to grow and
make a difference in our school?’
The key, of course, is to ensure that
colleagues who go on to do level 2 TEEP
training are carefully selected, for the right
reasons. These are the people who will take
TEEP forward, embed it and contribute,
through coaching and mentoring, to
continuously strive to improve the quality of
teaching and learning. Level 2 will help them
to develop the skills required when consulting,
collaborating and coaching – strategies to
work with colleagues to support their practice.
The teachers who embark on level 2 should be
already striving for excellence in their practice
and have the ability to coach and mentor
others in the pursuit of excellence. They are
sometimes referred to as the ‘movers’ and
‘shakers’ within the school.
Who they are varies from school to school and
may include Advanced Skills Teachers,
Subject Leaders, Teaching and Learning Co-
ordinators, coaches and mentors. Sometimes
the trainers delivering whole school training
are approached to see who in the group stood
out as having a suitable profile for level 2.
Some schools extend an open invitation to
those who are keen to progress to the next
level.
To take part in level 2 you must
want to lead practice with others
be a reflective practitioner
have a positive impact on others in
terms of shaping and developing their
practice
be passionate about impacting
positively on the outcomes for young
people in your school
Having decided that you want to do level 2,
what can you expect? The first thing you need
to do is begin to assemble your TEEP
portfolio. This is a collection of artefacts that
reflect the teaching and learning journey of a
teacher who has taken part in TEEP training.
TEEP NEWS issue 25 | Summer 2013 11
The purpose of the portfolio is to
demonstrate and explain the
significant events that show
development in your teaching since
your initial TEEP training
build a dynamic and current resource
that can be used to support
colleagues’ understanding of effective
practice using the TEEP model
highlight and show the impact of using
reflective practice to improve your
teaching
Entries can include a variety of artefacts
including lesson plans, samples of student
work, photos, video clips, student reflections,
teacher reflections, copies of resources you
have developed and colleagues’ observations
and comments.
Include artefacts that best reflect a ‘shift’ in
your thinking or an example of what worked
well for you after you had tried something
different. It is important to annotate and
explain the significance of the entry to your
TEEP journey. Explain what, how and why
you did what you did, what happened and why
it was important for you.
Proudly armed with your portfolio, you will then
take part in a two or three day training
programme to develop a deep understanding
of effective coaching and mentoring. You will
have the opportunity to develop and practice
strategies which will support you in working
with colleagues to develop effective practice.
In addition you will share with others your
TEEP journey to date and some of your
portfolio entries. The two days training
culminates in what one group member called
‘the challenge to end all challenges’, when you
get the opportunity to begin work on a
resource that will be available to all staff in the
school to help keep TEEP alive and embed
practice.
Some really excellent materials have been
produced including creative use of the school’s
VLE, setting up teaching and learning blogs,
creating shared areas to store TEEP materials,
producing handbooks and guides to name but
a few.
Comments from some teachers who attended
a recent level 2 training, include:
‘I now feel more confident about the
tools that I have to coach / mentor
other staff’
‘Exploring coaching and mentoring has
been really informative and has
changed the way I will carry out
observations and give feedback in
future’
‘I was very excited and proud to share
my classroom experience of TEEP’
Finally in the words of the great bard himself,
we are the people who can make a difference
in our schools:
‘It is not in the stars to hold our destiny but in
ourselves’’ William Shakespeare
TEEP NEWS issue 25 | Summer 2013 12
PedEx – shared pedagogy as a
whole school
by TEEP champion school, All Hallows
Catholic School
At All Hallows Catholic College TEEP is very
much alive and kicking and prominent in all
that we do. We have developed strategies to
keep TEEP invigorated over the years since
we had whole school training. A key strategy
to foster and nurture the sharing of pedagogy
has informed many of the structures we have,
such as, the TEEP Peep, the TEEP Tip, Open
Teach Week and our All Hallows Learning
Community INSET Day. Our latest
development is the termly All Hallows
magazine devoted to teaching & learning – the
PedEx: pedagogy exchange – steeped in
practice. Staff have volunteered to share
ideas/approaches loosely based on elements
of TEEP and these have been put into a
contemporary-style electronic magazine
downloadable as a pdf file. This has led to
further encouragement for colleagues to
discuss pedagogy further and enhance their
practice. The quality and breadth of
contributions has been really outstanding as
shown in the examples below. The magazine
serves to promote and celebrate pedagogy.
The magazine has even had some readership
in Poland. It is available from the All Hallows
Catholic College website. Here is an example
article:
Assessment for Learning - Pose, Pause,
Pounce Bounce (PPPB)
PPPB is a simple, yet sophisticated, AfL
questioning technique to help teachers move
from good-to-outstanding. It also helps
address differentiation in the classroom and
encourages teachers to slow down, take risks
and tease out understanding.
1. POSE
Give the context of your PPPB
approach to the class. It is important
they know what is happening before it
becomes common-place…
Insist on hands down before the
question is delivered.
Provide a question or a series of
questions, ensuring that you ask the
students to remain reflective.
Pose the question to the class; not an
individual.
Then Pause…
2. PAUSE
This is the difficult part. To stop
talking…
Ask the class to hold the thought...
think... and think again...
If students are captivated and
engaged, try holding the silence for a
little while longer (take a calculate risk)
and...
Still push the boundaries. Keep the
reflection for as long as
possible….before you.
3. POUNCE
Insist that the answer to the question
comes from student A and possibly
student B, directly and as fast as
possible!
Of course plan in your mind who you
are going to ask, before speaking to
the class.
Name student A to respond and don't
move from the student…
Possibly don't speak and nip any
comments, grunts or noises in the
bud! It’s magic when you can hear,
see and feel a captivated learning
audience. We've all seen it.
TEEP NEWS issue 25 | Summer 2013 13
Wait for an answer... pause... decipher
the support needed, especially if no
response is evidently on its way.
If student A does manage to answer,
the fun part starts here...
4. BOUNCE
Ask another student B their opinion of
student A's answer (immediately) after
the Pounce response.
This can be developed by asking
student B and C their opinions to
student A's response, irrespective if
the answer is correct or not.
This ensures the teacher is engaging
a significant number of students with
the question at hand, whilst using this
strategy. It also ensures the entire
class can be called upon at any given
time by just returning to Pose or
Pounce.
From my experience as a practitioner I
found that one way to ensure the
strategy works is to make sure that
ALL the students are aware that
anyone could be the next A or B,
moreover the pace should be
challenging and if some movement is
involved IT WORKS BETTER!
Tools: A soft ball passed to the students to be
questioned . Lollipops sticks with name of
students.
I hope you find this strategy useful and I truly
recommend you to try it! Pablo Calvo-Garcia
Big ideas for T&L - Eric Mazur
and John Hattie
Eric Mazur is a
prominent physicist
and educator
currently holding the
position of Area Dean
of Applied Physics
and Balkanski
Professor of Physics
and Applied Physics at Harvard University. His
key educational work is Peer Instruction a
method for teaching large lecture classes
interactively.
‘Flipped Learning’ – flipping the practice in the
classroom so the students prepare for classes
by watching videos, listening to podcasts and
reading books and online material. They are
asked to reflect on what they have learned and
to come up with questions and problem areas.
Then in class student’s work collaboratively to
answer questions and solve problems, with the
teacher engaging with groups of learners as
needed.
One simple method for doing this is explained
as asking students to argue their answers to a
higher order question at the beginning of the
lesson based on information studied prior.
Doing this with peers provides key peer to
peer learning; the more knowledgeable partner
has just learnt the information so is in better
position than teacher to understand where the
unsure student is coming from as they have
JUST been there!
Links to TEEP model:
Interactive teaching in ‘Effective Teacher Behaviours’ similar to flipped classroom model of learner practice and assimilation in classroom.
Promoting collaborative learning in ‘Effective Learner Behaviours’ similar to peer to peer learning at heart of flipped classroom.
“Teach by questioning not telling.” Socrates
TEEP NEWS issue 25 | Summer 2013 14
John Hattie is an
internationally
acclaimed education
researcher. He is
recognised as a
master at figuring out
what helps students
to learn. He has won
awards for services to
education. The author
of 14 books and the
director of the research institute at the
Melbourne Graduate School of Education.
‘Visible Learning’ – largest ever collection of
evidence-based research into what makes a
difference to learning in schools. 800 meta-
analysis’ (50,000 studies), 200 million school
pupils in English speaking world. Study
identified 136 classroom interventions and
listed them in a scale of order of effectiveness
on improving achievement.
Surprising low effectiveness results include
retention, in other words, spending more time
with child does not improve achievement much
at all. The key analysis from this is ‘not more
but different’. Other low results include;
teacher subject knowledge; teacher education;
and class size.
For high effectiveness in improving
achievement Hattie emphasizes teacher
influence and effectiveness. He illustrates with
outward-bound programmes and their base in
instructor led, challenging goals and peer
tutoring with completion of task involving high
emotion and feeling of achievement and the
resultant enthusiasm to repeat.
Links to TEEP model:
Focus on teacher influence and effectiveness.
Top classrooms interventions found in TEEP e.g. collaborating, students monitoring own progress and formative evaluation / AfL
“For most [students], the last thing they need is
more. They need different.”
Effective Use of ICT
Recognising that the world of learning
technologies is changing daily and the ability
to effectively use technology to enhance the
teaching and learning for young people also
needs to evolve, SSAT builds on the concepts
raised through our work with international
experts such as Daniel Pink and Alan
November, TEEP trainers and learning techs
enthusiasts and have produced a booklet
available on the TEEP website. It brings
together ideas as an update to the TEEP
‘Effective use of ICT’ booklet, into an online
version which will be periodically updated and
replaced on the TEEP website.
The challenge is how to ensure the
effectiveness of all forms of technology,
including handheld devices and the wealth of
online resources, to enhance learning for all
students and that all practitioners are
supported to be able to achieve this. It is
recognised that handheld devices can help to
nurture independence in learning and allow the
learner to take greater responsibility for their
own development and self-regulation of
learning; the pedagogy to enable this is
explored through this document.
We would welcome feedback and new ideas to
add to it so please do contact us as
TEEP@ssatuk.co.uk
TEEP NEWS issue 25 | Summer 2013
15
Ten Reasons to Twitter in
TEEP
Thanks to John Shropshire and Eric
Wareham, TEEP trainers
Why should we, as teachers, get
involved with Twitter? Here are ten
reasons:
1. Together we’re better
Twitter can be like a virtual staffroom where
teachers can access in seconds a stream of
links, ideas, opinions, and resources from a
hand-picked selection of local, national and
global professionals.
2. Self-awareness and reflective practice
Excellent teachers reflect on what they do in
their schools and look at what is going well in
order to maintain and develop it, and what
needs improvement in order to make it better.
Teachers on Twitter share these reflections
and both support/challenge each other using
forums called #hashtags, e.g. #ukedchat has
open sessions every Thursday from 8pm-9pm
with topics voted by users.
3. Professional development and critical
friends
One of the best things about PD days is the
break-out time between sessions, when
teachers can get together to talk about what
they are working on or struggling with. Twitter
enables users to have that kind of powerful
networking capacity with them all the time. It’s
just a matter of finding the right people to
follow.
4. Quality-assured searching
Trust the people you follow. Hone and develop
the list of people whose insights you value.
Once your Twitter network grows past a critical
mass, you can ask them detailed questions
and get higher-quality information back than a
Google search would generally provide.
5. Ideas workshop and sounding board
Twitter is a great medium for sharing ideas
and getting instant feedback. You can gather a
range of opinions and constructive criticism
within minutes, which can help enormously,
whether you are planning a learning
experience, writing a policy, or putting a job
application together.
6. Keeps TEEP trainers in touch
Follow @TeepSSAT #ssat_teep, and extend
your network to include other TEEP trainers.
7. Newsroom and innovation showcase
Twitter helps you stay up-to-date on news and
current affairs, as well as on the latest
developments in areas of interest like school
leadership and technology.
8. Communicate, communicate,
communicate
Expressing yourself in 140 characters is a
great discipline. You can become better at
saying what needs to be said in your
professional communications with less waffle
and padding (even without txtspk).
9. Keeping in touch with your TEEP trained
staff
Keep your ideas exchange and communication
going after you have left the school that you
have delivered training at. At its best TEEP
trainingis a 2 way process.
10. Global or local: you choose
With Twitter, teachers can actively compare
what’s happening in their areas with others.
GPS-enabled devices and advanced web
search facility allow searches that tell you what
people are tweeting within a certain distance of
a location.
Adapted from an article by CreativeEducation
SSAT would like to thank all contributors
and look forward to supporting your
TEEP journey. TEEP@ssatuk.co.uk