A variety of teaching or pedagogical strategies were trialled throughout the project. The Pupil Improvement Partners team trialled turning or flipping learning outcomes from statements into questions; allowing students to select their homework according to the current level that they were working towards to improve engagement and differentiation; using different activities to enhance the understanding of key exam trigger words and the ability to learn key words were utilised. 

The Dialogic teaching team introduced staff through a series of CPD twilights to innovative seating plans to encourage dialogue between students and a number of dialogic teaching methods such as Socratic circles and speed dating which they had trialled to encourage student discussion within lessons. The effective feedback team trialled a number of strategies to improve the level and quality of dialogue between teacher and students with a particular focus on ‘comment-only’ marking and innovative strategies such as ‘high-lighter feedback’, ‘post-it notes’, ‘Hamburger-feedback’ which also tried to reduce the time-burden upon teachers as well as improving the quality of feedback.

The co-operative squares team trialled the use of cooperative square roles within classrooms to improve the quality of group work discussion and learning through giving specific roles and tasks for each member within the group. The collaborative nature of the project was also witnessed through colleagues from other alliance schools joining the twilight CPD sessions which were available to all staff at Tuxford Academy.

The leadership of the project had been delegated to the nine appointed staff, who were interviewed and selected on their potential and promising start to their teaching careers and one of the major benefits of the project was to see them grow in confidence and develop their leadership skills through the training of their colleagues on the four twilight CPD sessions.

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