You may have read some recent blogs about 9ine's Digital Learning Programme (DLP). The DLP enables school leaders to improve areas of weakness using appropriate technology and resources. The methodology we have developed provides weekly measurable outcomes on progress in order to support schools in improving and evidencing impact. In this blog we present a synopsis of the impact from week 2 of the programme, across four subject areas .The DLP is a continued professional development programme with a difference. We ensure that the teacher’s lesson and the needs of their pupils are addressed first. By starting with pedagogy then fitting the relevant technology into the flow of a lesson, we are helping teachers to develop an aptitude for integrating the technology that meets their needs.
The table below provides a synopsis of progress made in week 2 of the programme. We've condensed the outputs so they are easy to digest within a blog post. What you can see across each subject are defined lesson objectives and clear lesson outcomes. The outcomes are an an improvement from what the teacher would have usually expected had the DLP approach not been used. With each of these teachers we have reviewed their lesson plan, advised on improvements, changes and supported the teacher where necessary so that they feel confident in delivering the amended lesson plan. As a result, the outcomes have led to more successful lessons and deeper learning. At the end of the first six weeks, these teachers will follow our methodology to coach more teachers in the DLP. At all times they will follow the processes and procedures developed by 9ine, using our resources, knowledge and experience where required.
9ine Digital learning programme, week 2
|Subject||Focus||Lesson objective||Lesson outcome|
|Maths||Self-directed learning||- Students will understand the impact of modelling circle theorems
- Students will demonstrate greater independence in their choice and use of tools to investigate the proofs
|- The task was successfully scaffolded by using different views and numbers in Geogebra, rather than letters.
- The interactivity of the software helped student resilience and improved self-sufficiency.
|Biology||Improved Independence. Shift from GCSE to the application of knowledge.||- Students must provide and capture evidence of their method and process used to conduct experiments.
- Evidence needs to be captured in order to evaluate and approve the methods used.
|- Having the digital resources available and being tasked to reflect on it beyond the lesson, gives them a chance to embed their understanding.
- Students liked the process of reflecting on their own digital resources later, so were able to focus on the task in the lesson
|German||Gaining confidence and taking risks||- Students need to demonstrate their skill in describing and discussing holidays
- Students should use their listening comprehension to inform their own written and spoken questioning
|- Students found learning easier, as they were able to pause the audio, so gained confidence
- Students were able to open and switch between a browser tab for their online dictionary, so this was much more helpful.
- Crossword questions in English and answers in German worked very well, as they listened more carefully to the audio.
|History||Improve research skills and become more independent||- Understand how to write a high quality essay response to a question on the reign of Henry VIIth
- Improve skills in peer collaboration and use of sources
|- Students asked for more support in improving their writing as a result in sharing the documents.
- Seeing other people’s writing helped them understand their own limitations and pushed them along.
- Quality higher, with more students writing more than expected.
With the DLP, we help empower teachers to confidently decide when and how to use technology in their lessons. We look at how to deliver an effective lesson that is personalised and differentiated, and whether or not technology can easily support teachers to improve the delivery of their lessons. The value of the DLP lies in the methodology that we present teachers with, so they can make their own decisions about applying appropriate digital technology, in their own classes, for their own students.
Over the coming weeks we will publish more updates on the DLP, demonstrating the impact our methodology has on enabling school improvement. For more information on DLP, or to enquire about DLP at your school, click below.