Some seven years ago we started developing our own eleven plus courses. Over the years the pattern of eleven plus testing has changed – but we have been able to keep up to date. Parents now use the new abbreviations of CEM and GL. Some similar questions, however, can appear in both examinations. Ten per cent of fifty, for example, is the same on any examination page!
A feature of our lessons is the ACTION page. This is where the individualised prescription for learning is stored. The ACTION page is both interactive and vibrant. Parents and children have the ability to look at a preview of key elements of the week’s lesson. This preview is often in the form of a video. Sometimes elements of worked answers are offered.
Some parents prepare the lesson with their children by logging on to the relevant ACTION page. This appears to offer the child the ability to discuss and reflect on a topic. The teacher therefore enjoys a different role.
In today’s world this type of activity is called `FLIPPED LEARNING’.
John Hattie, in Visible Learning for Teachers, looks at maximising the impact of learning. Hattie is interested in evidence based learning. If the lesson is prepared and taught – what evidence is there that the work is of value? I am not a great one for writing lists of things I have to do. Hattie, however, seems to love lists. In Appendix C he offers a list of 150 influences on learning. There is a mention of:
Teacher credibility
Reciprocal learning
Prior achievement
Teaching strategies
Peer tutoring
Pre-term birth weight
Parental involvement
Homework
Television
A different table looks at high influences on a child’s learning. At the top of the list is: `How to develop high expectations’.
Memo to all parents and teachers – keep setting the bar higher and higher!
