Transcript The Magic of Excellent Teaching

The Magic of
Excellent Teaching
Steve Barkley
March 2015
What similarities do you see?
What Frames or Metaphors?
One of the fundamental findings of cognitive science is
that people think in terms of frames and metaphors. . .
The frames are in the synapses of our brains, physically
present in the form of neural circuitry. When the facts
don't fit the frames, the frames are kept and facts
ignored. . .
Frames once entrenched are hard to dispel.
—George Lakoff
What Frames Shape Teaching?
Teaching is performing
A Performing Art
Other Frames for Teaching?
‘teaching as performing’
highlights several
important elements of
teaching but is also
limiting
Dennis Sparks
Leading Through Learning
Phi Delta Kappa 10/08
Other Frames for Teaching?
‘teaching as performing’
highlights several
important elements of
teaching but is also
limiting
Dennis Sparks
Leading Through Learning
Phi Delta Kappa 10/08
• teachers as leaders of
knowledge; workers
and inventors of
knowledge work
• teaching is teamwork
• teaching is learning
• teaching is relationships
with students and
colleagues
George Couros
Compliance
Engagement
Empowerment
George Couros
So if we want to get to this idea of ‘empowering’
our students, we are not going to have to be the
‘sage on the stage’ or the ‘guide at the side’, but
‘architects of meaningful learning opportunities’.
Understanding our students, their interests,
abilities, and strengths, will help us better design
learning that gets them to, as Mihaly
Csikszentmihalyi describes, a state of “flow“.
School Change
Source: Model developed
by Stephen Barkley
Teacher Skills Used Across
the Metaphors
• Verbal
• Nonverbal
• Questioning
• Motivation/Discipline
• Instructional Options
The Art of Teaching
Verbal Skills
• Verbal
• Nonverbal
• Questioning
• Motivation/Discipline
• Instructional Options
• Agenda– uncover and
know
• Supportive- positive,
empathy, support,
approval
• Problem Solving- keep,
share, and give decision
making
Teacher Talk..
• Positively Phrased
• Growth Oriented
http://trainugly.com/portfolio/praise-and-mindsets/
Non Verbals
• Verbal
• Nonverbal
• Questioning
• Knowing the Message
you are Sending
• Congruent
• Motivation/Discipline
• Instructional Options
Questioning
• Verbal
• Nonverbal
• Questioning
• Sparking Thinking
and Learning with
Questions
• Teaching Students to
• Motivation/Discipline Question/Think
• Instructional Options
Questions for Life
Cue Words
INDUCTION
PERCEPTION
Observe
Notice
Detect
Picture
See
Hear
Touch
Feel
Taste
Smell
Qualities
Rule
Pattern
Generalization
On the whole
Common elements
Common characteristics
APPRAISAL
INSIGHT
Insights
Inference
Realization
Overlapping
Relationship
Parallel
Pattern
Infer
Connection
Weigh
Grade
Rate
Prioritize
Appraise
Rank (by value)
best-to-worst
most-to-least
IDEA
PREDICTION
Ideas
Goals
Options
Changes
Ways
Possibilities
Opportunities
Predict
Forecast
Hypothesize
Consequences
Affect
Effect
Happen
ANALYSIS
List
Outline
Classify
Reasons
Parts
Sort
Define
SAME/DIFFERENT
Sequence
Categorize
Analyze
Factors
Procedures
Mind map
Steps
Compare
Contrast
Differentiate
Same
Different
Alike
Similar
SUMMARY
Main idea
Main point
Summary
Focus
Summarize
Condense
Reduce
Sum up
In a nutshell
EVALUATION
Belief
Viewpoint
Opinion
Believe
ACTION
Apply
Use
Plan
Combine
Construct
Interview
Simulate
Build
Write
Make
Draft
Draw
Report
Compute
Do
Graph
Design
Compose
Role play
Produce
Create
Judge
Decide
Evaluate
Critique
Questions for Life
INDUCTION
PERCEPTION
Observe
Notice
Detect
Picture
See
Hear
Touch
Feel
Taste
Smell
Qualities
Rule
Pattern
Generalization
On the whole
Common elements
Common characteristics
ANALYSIS
List
Outline
Classify
Reasons
Parts
Sort
Define
Sequence
Categorize
Analyze
Factors
Procedures
Mind map
Steps
Row 1: Gathering Information
SAME/DIFFERENT
Compare
Contrast
Differentiate
Same
Different
Alike
Similar
Questions for Life
APPRAISAL
INSIGHT
Insights
Inference
Realization
Overlapping
Relationship
Parallel
Pattern
Infer
Connection
Weigh
Grade
Rate
Prioritize
Appraise
Rank (by value)
best-to-worst
most-to-least
SUMMARY
Main idea
Main point
Summary
Focus
Summarize
Condense
Reduce
Sum up
In a nutshell
Row 2: Working with Information
EVALUATION
Belief
Viewpoint
Opinion
Believe
Judge
Decide
Evaluate
Critique
Questions for Life
IDEA
Ideas
Goals
Options
Changes
Ways
Possibilities
Opportunities
PREDICTION
Predict
Forecast
Hypothesize
Consequences
Affect
Effect
Happen
ACTION
Apply
Use
Plan
Combine
Construct
Interview
Simulate
Row 3: Taking Action
Build
Write
Make
Draft
Draw
Report
Compute
Do
Graph
Design
Compose
Role play
Produce
Create
Scaffolding Questions to Teach
Questioning Skills to Students
Helping students to learn the questions behind the question.
Most Independent
Compare the current economic problems
in the United States to the problems
faced during the
Great Depression.
Some Support
Compare the current
economic problems in the
United States to the
problems faced during the
Great Depression.
• List the sequence of
events that lead up to
and initiated the Great
Depression.
• Label those that match
today’s economic
problems.
• What is different in the
current crisis?
Most Support
Compare the current
economic problems in the
United States to the
problems faced during the
Great Depression.
• List the sequence of events
that lead up to and initiated
the great depression.
• What happened on wall
street?
• What happened in cities and
on farms?
• Here is a list of events from
the last 18 months. Label
those that match the great
depression.
• What is different in the
current crisis?
Most Independent
Select two characters from
our reading of Antigone and
Julius Caesar and discuss
their loyalty. Present your
opinion of which was more
loyal and why. Use quotes
to illustrate your points.
Some Support
Select two characters from
our reading of Antigone and
Julius Caesar and discuss
their loyalty. Present you
opinion of which was more
loyal and why? Use quotes
to illustrate your point.
• List key characters from
Antigone and from Julius
Caesar.
• Rank the Antigone
characters from most to
least loyal and the Julius
Caesar characters from
most to least loyal.
Most Support
Select two characters from
our reading of Antigone and
Julius Caesar and discuss
their loyalty. Present you
opinion of which was more
loyal and why? Use quotes
to illustrate your point.
• List friends/family you’d
describe as loyal.
• When have you been loyal?
• Define loyalty.
• List key characters from
Antigone and from Julius
Cesar.
• Rank the Antigone
characters from most to
least loyal and the Julius
Caesar characters from
most to least loyal.
Motivation/Discipline
• Verbal
• Nonverbal
• Questioning
• Motivation/Discipline
• Instructional Options
Tapping Student Effort
Options
Individualizing
Doing What it Takes
Effort x Ability
= Success
Manageable Task
Providing Pictures of Success
• Future Plans
• Updraft/Downdraft
• Goal Setting
Teaching Effort
Time
Persistence---Practice
Patience
Repetition of Success
Differentiation to Create
Manageable Tasks
Students need to trust teacher
…… effort will pay off
Totally Safe
Safety Net
Push Off Cliff
Instructional Options
• Verbal
• Nonverbal
• Questioning
George Couros
Compliance
Engagement
• Motivation/Discipline
• Instructional Options
Empowerment
Student Behaviors
Active – Students are actively engaged in educational
activities where technology is a transparent tool used to
generate and accomplish objectives and learning.
Collaborative – Students use technology tools to
collaborate with others.
Constructive – Students use technology to understand
content and add meaning to their learning.
Student Behaviors
Authentic – Students use technology tools to solve realworld problems meaningful to them, such as digital
citizenship.
Goal-Directed – Students use technology tools to
research data, set goals, plan activities, monitor progress,
and evaluate results.
Dan Meyer
Not Bored
Don’t know-don’t care.
Not Confused
Want to know the answer;
don't believe they are
capable.
Dan Meyer
Perplexed
Don’t’ know the
answer. Want to
know and believe
they are capable of
figuring it out.
Conscious Practice
• Verbal
• Nonverbal
• Questioning
• Motivation/Discipline
• Instructional Options
The Dual Role of Teaching
• Expert implementer of best practice
• Innovator of learning
Make the Magic (Learning)
Happen
Consciously Practice the Skills of Teaching