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The International Centre for Leadership in Teaching & Learning

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Programme models impact on classroom practice

Tendring Technology College became a Designated OLEVI Centre last summer. Here, Stephen Edgell, lead facitlitator for Tendring Teaching School Alliance and the Academies Enterprise Trust, shares with us some of the ways in which the school has integrated OLEVI models into classroom practice to develop deeper learning, and grow professional practice at whole-school leadership level.

 

Using COMFORT, STRETCH, PANIC as a classroom tool 

Mr Edgell, used the CSP model in revision. “Good morning, Year 11; with 6 weeks to go to GCSEs, let’s talk about revision. Let’s think of it in terms of Comfort, Stretch and Panic Zones.

Now, draw an egg – the yolk represents the comfort zone, the white the stretch zone and the crispy edges the panic zone. Think about your different exams. Where are you going to mark an ‘X’ on your egg? Label it with a reason. So, what does that mean for you and for us as your teachers?”

 

Using DR ICE as a classroom tool

Year 13 students use DR ICE to analyse their work

Year 13 students use DR ICE to analyse their work

Mrs Mansfield & Mrs May – A review of A Level Textiles. As Year 13 students reach the end of their two-year course, the opportunity to analyse their work using the DR ICE model has proved very useful. Students like Abby and Lauren talk through their product design, assessing their progress, using the five key criteria. Abby commented:

“DR ICE is a great checklist for evaluating my work and thinking about improvements. I designed a matador’s jacket and had to research Picasso’s ideas for my silk heat-transfer painting – they’re often madly embellished, so I had new skills to learn. Talking it through with DR ICE made me realise how much I’d learnt.”

Year 8 students use DR ICE to encourage deeper thinking

Year 8 students use DR ICE to encourage deeper thinking

Mrs Adams explained how she invited Year 8 students to explore what DR ICE meant in their context, so the sticky notes became how the concepts ‘came alive’ for the students.

 

 

 

Using models for staff development in meetings

At a Humanities faculty meeting, staff were asked to consider: ‘How might we role-model deepening thinking in our classrooms?’ Great ideas followed, including:

  • The quality of displays and learning walls such as ‘thinking trees’ and ‘question of the week’.
  • Completing MOOCs in our subject areas.
  • Praise for students using new thinking with powerful vocabulary (e.g. ‘I like your thinking… How might someone challenge that opinion?’).
  • Modelling thinking in our marking and feedback, e.g. asking questions as part of DIRT time.
The quality of displays and learning walls such as ‘thinking trees’ and ‘question of the week’

The quality of displays and learning walls such as ‘thinking trees’ and ‘question of the week’