A Philosophy of Learning...

Mistakes are always encouraged...

The Beginnings:

In 2009, I began to utilise a proficiency scale based on Bloom's Taxonomy.

Initially I utilised the scale as a method of implementing explicit individual student goals.

By 2014, I had adapted my approach, through action research, embedding the proficiency scale within programmes I had written.

BOWER CORPS and Sentences to Paragraphs both of which were developed and adapted to embed the National Curriculum expectations.

While teaching a mix group of students, the majority of whom were highly capable (aka gifted and talented), I embedded the proficiency scale into the 'In the Ditch' programme.

In the Ditch has been used, and can be used as a framework on which to build student goals.

It is a metacognitive, growth mindset approach to teaching and learning.

Curriculum Placemat

You can find my curriculum placemat for this programme via the products page

Curriculum Placemat - Download

In the Ditch as a Behavioural Management Tool

Disruptive behaviours

In 2022, I realised that the strategies /philosophy embedded in this programme can be utilised as a Behaviour Management tool/framework.

As a framework, it can be utilised as a metalanguage approach that is broad enough in scope to allow teachers adaptation.

As the proficiency scale builds on Bloom's concepts, it can also be aligned to the more recent work of Marzano.

Hattie's data

Disruptive behaviours

I decided to create a mini unit of work, which includes PowerPoints and teacher support breakdown videos, in order to demonstrate how I have utilised In the Ditch in my own practice.

Issues that may include three negative effect sizes mentioned in Hattie's data.

For the purpose of this mini unit of work, utilising In the Ditch as a tool to explicitly highlight potential disruptive behaviour which may link to how students see themselves as learners.

Behavioural Issues stemming from boredom, frustration and procrastination

NEGATIVE effect sizes issues.

LEARNING ISSUES

Disruptive behaviours

A focus on the data

Disruptions in the classroom often stem from students own perception of themselves as learners.

By focusing on creating students belief around their own capacity to learn, and highlighting the fact that they are all different and therefore learning at different paces, In the Ditch can help to build safe classroom environments that encourage students to seek help for their individual learning goals.

In the Ditch developed from a proficiency scale concept into what you see today, in order to ensure that ALL students were considered.

Please note Catherine Tiat's portrayal is of a HIGHLY CAPABLE disruptive student

A focus on the data

UNIT ONE_and introduction

A focus on the data

In order to build a structured focus on the use of In the Ditch as a behavioural tool, I referred to the data from Hattie's Effect size .

TEACHER SUPPORT

UNIT ONE_and introduction

The following videos have been created as a support tool for other teachers who may be interested in other methods of approaching disruptive student behaviour which may stem from how students see themselves as learners.

These videos are intended as teacher reference tools only.

UNIT ONE_and introduction

Please download the FREE Unit PowerPoints 1.1 to 1.6 here.

(see Products)

This mini unit introduces students to Catherine Tait's Disruptive Student video clip, thereby opening up the following units /lessons, to focus explicitly on 'Disruptive Behaviours'

Catherine Tait portrays a HIGHLY CAPABLE student whose behaviours may be linked to issues around boredom.

Please note: The lessons are sequential. Viewing in order is recommended.

Behavioural Management Unit

In the Ditch as a Behavioural Management tool

Each of the following videos support the PPTs created for classroom practice, although they are more detailed and contained additional content not found in the PowerPoint resources.

Download the Unit PPTs from Products

An In the Ditch poster and overview are also available

INTRODUCTIONS

Each video contains a similar introduction in order to ensure clips are viewed in sequence.

Purpose

To introduce / open up discourse around behaviours in the classroom.

UNIT OUTCOME INTENT

In order to open up discussions around Disruptive Behaviours in the classroom, this unit focusses on the use of In the Ditch as a behavioural management tool.

METALANGUAGE / COMMON APPROACH

Once the metalanguage/approach of In the Ditch is embedded, schools can create follow up units, underpinned to their PBL focus (e.g. Be Safe, Be a Learner, Be Respectful).

USING DATA

It is suggested that schools analysing their behavioural data (fortnightly/monthly), can utilise the mini unit to open up discussions around behavioural issues and then build on their specific data to create further units of work - underpinned to their PBL focus.

Lessons to be created as independent lessons which can be drawn from in order to explicitly link to issues they need to counter as part of their data focus.

In the Ditch has been utilised to focus explicitly on NEGATIVE EFFECT SIZE (Hattie) issues: Boredom, Frustration and Procrastination.

Unit One EXAMPLE Lessons 1.1-1.6

Unit1_MEGABITE_1_1_What is a Virtual Backpack?

Teaching Students about the importance of PRIOR KNOWLEDGE through the use of an old education concept of student's 'VIRTUAL BACKPACK'

Unit1_MEGABITE_1_2_In the Ditch

Introducing In the Ditch as a behavioural management tool.

In the Ditch can be utilised and aligned to other educational frameworks/and or concepts.

For the purpose of relevance to research, I have selected the negative effect size (Hattie's) issues of boredom, frustration and procrastination.

Unit1_MEGABITE_1_3_WHY do we need Prior Knowledge?

This lesson commences the focus prior knowledge building lessons for the Lesson 1.6 intent.

Explicit highlight of prior knowledge required for an outcome (assessment) in the final lesson.

Students learn that EVERY LESSON counts, and that missing any lesson may lead to 'missed' information in their 'virtual backpack'.

These are TEACHER SUPPORT videos only

Unit1_MEGABITE_1_4_Prior Knowledge_Who is Rose Tyler?

Lesson 1.4 follows on from 1.3 by introducing more context information to support understanding of the final clip.

**Senior students ** connections to the importance of context (background information knowledge) and how it relates to developing understandings around Parody / Satire (for example)

Unit1_MEGABITE_1_5_Prior Knowledge_What is Comic Relief?

More prior knowledge building for the final lesson.

You may note to students that missing one lesson could lead them to miss prior knowledge they may need for the clip in 1.6

**EVERY LESSON COUNTS!

Unit1_MEGABITE_1_6_DISRUPTIVE behaviour_ A Rose by any other Name

Opening up discussions, with In the Ditch as the tool / framework to connect further focusses on behaviours.

*Potential to link to school based data.

How many students had prior knowledge of Shakespeare?

**could mention the fact that as we did not focus on this aspect of the clip, only those with that prior knowledge would /may have understood 'A rose by any other name...

Building Behaviour Management Units

Linking to data

Independent lesson focus

This Introductory unit is a teacher support unit of work which demonstrates the potential use of In the Ditch as a Behavioural Management Tool

Independent lesson focus

Further Units can then be built using the schools PBL focus areas.

Fortnightly data analysis of whole school behavioural issues can then be tackled as a whole school by creating lessons that can be utilised independently when required.

The above image is just one example of how this may work.

Catheryn_E

Experienced: Educational Programme Writer, Teacher & Photographer

A Philosophy of Learning...

Mistakes are always encouraged...

Curriculum Placemat

In the Ditch as a Behavioural Management Tool

Disruptive behaviours

Disruptive behaviours

Disruptive behaviours

Hattie's data

Disruptive behaviours

Disruptive behaviours

LEARNING ISSUES

Disruptive behaviours

A focus on the data

A focus on the data

UNIT ONE_and introduction

A focus on the data

TEACHER SUPPORT

UNIT ONE_and introduction

UNIT ONE_and introduction

UNIT ONE_and introduction

UNIT ONE_and introduction

UNIT ONE_and introduction

Behavioural Management Unit

In the Ditch as a Behavioural Management tool

INTRODUCTIONS

Purpose

UNIT OUTCOME INTENT

UNIT OUTCOME INTENT

METALANGUAGE / COMMON APPROACH

USING DATA

Unit One EXAMPLE Lessons 1.1-1.6

Unit1_MEGABITE_1_1_What is a Virtual Backpack?

Unit1_MEGABITE_1_2_In the Ditch

Unit1_MEGABITE_1_3_WHY do we need Prior Knowledge?

These are TEACHER SUPPORT videos only

Unit1_MEGABITE_1_4_Prior Knowledge_Who is Rose Tyler?

Unit1_MEGABITE_1_5_Prior Knowledge_What is Comic Relief?

Unit1_MEGABITE_1_6_DISRUPTIVE behaviour_ A Rose by any other Name

Building Behaviour Management Units

Linking to data

Independent lesson focus

Independent lesson focus

Independent lesson focus

Independent lesson focus

Independent lesson focus

Behavioural Management

In the Ditch