Transcript Document
NQT Induction Programme: What are the key features of inspirational teaching? Welcome! By the end of the session participants will: •Understand the features of successful teaching and how these features can be better integrated into planning •have a clear understanding about why the learning environment is the invisible teacher •know how to self evaluate own practice using ‘Practice and Pedagogy’ Wheels •have recommended reading which will further enhance practice Inspirational Teaching… Learning Behaviour is about 3 relationships •The child’s relationship with themselves, so they establish self esteem •The child’s relationship with others, so they develop social skills •The child’s relationship with the curriculum, so they have access to learning Chris Griffin - University of Warwick Weavers of Magic • • • • • • • • • • Turn up Know their identity Remember them Believe in them Catch them winning Make lessons worthy of the students good behaviour Create an ‘I can’ classrooms Champion creativity and imagination Act, not react Like children and have fun Relationships Rita Pierson: Every Child Needs a Champion http://www.ted.com/talks/rita_pierson_every_k id_needs_a_champion#t-463899 A world for learning Walk into your classroom and stop immediately in the doorway: • What do you see immediately? • What do your sight lines capture? • What messages do you receive? First impressions count, first impressions stick, first impressions tell the story that follows Tell an outstanding story Plan to create an ethic of excellence • Plan to communicate creativity • Plan to communicate precision • Plan to communicate high standards • Plan to communicate respect • Plan to communicate challenge Supporting a culture of excellence: Children’s Books They are a visual model of the ethic in the building What messages do our books give? Excellent practice is concerned with ….. Being well planned Building self esteem Respecting students Challenging learners Focusing on key concepts Problem solving Being passionate Creating a positive ethos Giving feedback Good to outstanding LEARNING ZONE PRACTICE ZONE Modes of Learning (Research by National Literacy Trust) Audio-visual 90% Demonstrations 75% Discussion 50% Explaining to others 30% Listening 20% 10% 5% Practice by doing Reading FEEDBACK The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’ Prof John Hattie, University of Auckland, Influences on student learning, August, 1999 Draw a house activity Subject Learning Intention Context Art To be able Sketching to use line houses and tone effectively Success Criteria (What you need to do to achieve the learning intention). These are planned, determine the teaching of the lesson and are gathered from the children and written up just before they begin work Use straight lines to draw house Shade in front door Houses must have 4 windows, a door, a chimney and a roof Key Features of Success Criteria • Success criteria need to be planned in advance • Planning success criteria leads to more focused activities and less over planning • Success criteria needs to be generic for all children, regardless of the task, as long as they can access the same learning intention. (Maths is the exception in some cases) • Brief and succinct • Summary of what has been agreed with children to give them ownership • Quality comes from the teaching and feedback, not the success criteria Examples of process success criteria Subject Learning Intention Context Success Criteria (What you need to do to achieve the learning intention). These are planned, determine the teaching of the lesson and are gathered from the children and written up just before they begin work Count the animals in the Numeracy To be able Farm (Foundatio to count in Animals first group Carry on the counting with n 2) two sets the second group using Move each animal as you practical count aparatus Planning containing clear objectives and success criteria Include key questions designed to promote thinking and challenge Provide opportunities for pupils to apply new learning and investigate through problem solving Give ‘dollops’ of feedback and encourage pupils to talk about learning Evaluate learning successes together and plan next steps Feedback 1. Praise determination, resilience and hard work Attitudes such as persistence, resilience, courage are arguably more accurate predictors of future success than facts and knowledge are, so spot them, praise them and encourage them 2. Refer to progress rather than ability Praising ability or intelligence can lead to a fear of failure and personal fragility (Dweck, 1999) so give feedback relative to the progress only 3. Ensure your feedback and praise is credible Give only credible feedback based on attitudes, skills and/or knowledge. Avoid giving undeserved praise as this could undermine sincerity and credibility “You might think that students who were highly skilled would be the ones who relish a challenge and persevere in the face of setbacks. Instead, many of these students are the most worried about failure and the most likely to question their ability and to wilt when they hit obstacles” Self Theories: Their role in Motivation, Personality and Development (Carol Dweck, 1999)