Transcript Slide 1

“Suffolk ranked a lowly 124th out of 152 local
authorities in average points scored per pupil at GCSE
or equivalent level, while an average of only 48.7% of
pupils were awarded at least five A* to C grades
including English and Maths.”
Evening Star 13/01/10
To explore the meaning of outstanding
How can I help my department plan and execute
teaching.
‘outstanding’ lessons?
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To consider different perspectives on,
and consider the elements of, best
practice.
To draw upon your own experiences in
school to illustrate the above.
LEADERSHIP
The leader always sets the trait for others to follow.
Research on Curriculum and Teaching
(Hopkins, 2003)
There are a number of well-developed models of teaching and curriculum
that generate substantially higher levels of student learning than does
normative practice.
Importantly, the most effective models of teaching are also models of
learning that increase the intellectual capacity of all students.
These models achieve their power through the thorough integration of
teaching strategy with curriculum content and assessment for Learning
(AfL) principles.
The most effective curricular teaching patterns induce students to
construct knowledge – to inquire into subject areas intensively. The result is
to increase student capacity to learn and work smarter.
Objectivist
Constructivist
(lesson ceiling: ’good’)
Teacher as all-knowing
oracle.
(lesson ceiling: ‘outstanding’)
Learning is teachercentred, didactic, with
carefully-guided activities
to support learning.
Teacher as organiser, and but
one source of information.
Learning processes are
student-centred and involve
individual AND activities.
Teacher generated
Students construct their own
questions are used to elicit
learning questions.
understanding.
Lesson-design rests with
the teacher and correct
conclusions mark success.
Students are co-designers of
the learning episode and the
attendant success criteria.
Objectivist
Constructivist
(lesson ceiling: ‘outstanding’)
(lesson ceiling: ’good’)
Learning consists of stimulus Learning is an active process.
–response relationship, and is
passive in nature.
Learning involves ‘filling
Learning is a process of
empty vessels’ and ensuring ‘fire-lighting’ and connectionretention.
and sense-making.
Effective learning stems
from efficient transfers of
information.
Intelligence is fixed.
(based on Paul Adams, 2003)
Effective learning arises
from open-ended, challenging
problem-solving exercises.
Intelligence is created.
Are students encouraged to be active, creative,
connection -making learners when:
About two-thirds of the talk in classrooms is done
by the teacher?
About two-thirds of teacher talk is organisationcontrolling talk?
Only about 1% of students ask questions?
1% of these students’ verbal contributions take the
form of questions?
(Peter Hill & Jim Dillon)
1. Start with a hook
2. Individualise the learning
3. Teach the whole brain and go multisensory
4. Model the learning process
5. Vary the pace
6. Develop strong collaborative learning skills in pupils
7. Question for depth of understanding not coverage
8. Include elements of creative enquiry
9. Involve metacognitive processes
10.Frequently review
Cartoon / Photograph – ask questions or ask the students come up with questions.
What could
the picture
be telling
me?
What does
the picture
make me
think
about?
What does
the picture
not tell me?
Could this have
anything to do with
what I’ve been
learning before?
Linguistically, what do these pictures all have in common?
“We were iPods long before
they invented the computer.”
“I sure hope they keep the traffic off
the marathon trail. “
http://ideaphotos.com/Pictures-Photographs-Pics/Funny-Humor-Comedy.html
To
under
connect
be
(shhh)
made
end
stand
how
ons
for
can
top
gr(ey)
des
This is more than just addressing ‘Learning Styles’.
Think of some famous people – how would they have
liked to be taught?
The Five Components of Personalised Learning
(Hopkins, 2003)
Assessment for Learning
Teaching and Learning and ICT strategies
Enabling Curriculum Choice
Organising the school for personalised learning
Engaging with the community and beyond to develop the whole
child.
QUICK & EASY
•True/False
•20 questions to which the answer is Yes/No
•Thumbometer
•Learning Grids –”What I know”, “What I need to know”, “What I have learnt”.
•Verbal Tennis (Teacher’s Toolkit)
BIT MORE TIME NEEDED (for resources)
•Games such as: Taboo/ Pictionary/ Dominoes /Millionaire/ Blockbusters / card
sorts (rectangles and triangles)
GREATER PREPARATION AND PLANNING REQUIRED
•Peer and Self assessment (students require training, success criteria and model
answers)
•Assignments using success criteria & written feedback
Challenge Wall
An wall area of the classroom is set aside for
tasks of varying levels (e. g. hard, medium
difficulty and easy). On completion of the
learning activity set by the teacher, pupils are
directed to visit the ‘Challenge Wall’ and choose a
task at a higher challenge level.
This is something that can be built up over time.
We Learn:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we discuss with others
80% of what we experience for ourselves
95 % of what we teach
Give the big
picture first (R) and
then break down
into chunks (L)
Draw a diagram (R)
from a description
(L)
Visualise the
desired outcome (R)
and then describe
orally to another
pupil (L)
Chant using rhyme,
rhythm, rap (R) to
convey information (L)
Brain Gym
(L + R)
Mind Mapping
(L + R)
EXAMPLES
These are all very well but ……..
It is as, if not more, important to provide intellectual
challenge, and conceptual connectivity.
“There is, it seems, more concern about whether
children learn the mechanics of reading and writing
than grow to love reading and writing; learn about
democratic practice rather than have practice in
democracy; hear about knowledge … rather than gain
experience in personally constructing knowledge; …see
the world narrowly, simple and ordered, rather than
broad, complex and uncertain.”
(Vito Perrone)
Creative Climate
Total
energy of
individual
Energy available for task or
success.
Energy required for
emotional survival.
Threatening
Adversarial
Neutral
Cooperative
Supportive
Try everything.
Don’t be afraid to
say when you’ve
gone wrong – that’s
how you can
improve.
Say, “yes, I did that
wrong. I can learn from
it.”
Create an atmosphere in
which the students feel
confident, are not afraid to
ask questions and are not
afraid of being wrong.
Make the students
feel special!
Think-Pair-Share -1
• Students are given 5-10 seconds to think of an answer on
their own
• They then pair with their partner to reach a consensus on
the answer
• Finally the teacher asks partnerships to share their agreed
answer with the team/class.
Think-Pair-Share -2
• Timed –pair-share is a variation (use a timer)
• Teacher sets a question, partner A responds, partner B listens
then paraphrases
• Swap roles
• Challenge to listen rather than think about what you are going
to say
• Don’t allow students to interrupt or comment as it becomes a
conversation with the dominant child taking over.
Numbered Heads Together - 1
•Simple easy to use structure which is effective for answering questions at
all levels of difficulty.
•Each pupil on the team has a different number, which can be chosen by the
students or assigned by the teacher.
•Questions are phrased so that students know their answer must include an
explanation e. g. “make sure everyone on your team can explain how you
arrived at the answer.”
This technique can be adapted and can be used with existing resources e. g.
text or photographs in a book.
Cooperative Groups
Traditional Groups
Positive Interdependence
Heterogeneous membership
Shared leadership
Task and relationships
Social skills taught
No Interdependence
Homogenous membership
One appointed leader
Task
Social skills assumed or
ignored
Individual accountability to
self
Teacher monitors
individuals
Individual processing
Individual accountability to
group
Teacher monitors group
Group processing and
review
Evidence from around 100 studies shows
that the effectiveness of co-operative
learning generally depends on the team
being rewarded for the successful learning
of each individual member and that its
effectiveness can be further enhanced if
the team members are taught strategies
for supporting each other’s learning.
C3 B4 ME
“Unless our students see us reflecting deeply on our own
learning experiences, struggling to connect and make these
experiences meaningful, and translating these meanings into
new practices in the classroom and outside of it, we can have
little cause to expect them to perform these processes for us.”
Persistence, self-reliance and self-efficacy?
A preparedness to be different?
Risk-taking behaviours – trying the unknown?
An ability to reframe ‘failure’ as a learning outcome?
A preparedness to receive and act on feedback about my
teaching?
An openness about my learning weaknesses and ways around
these?
WD 40 factor!
Share these
with students!
Ask the pupils!
“There should be brief intervals of time for quiet reflection – used to
organise what has been gained in periods of activity.” (John Dewey)
“Creative inspiration often strikes when the mind is in a state of playful
relaxation.” (Guy Claxton)
“Coverage is the enemy of understanding.”
(Jerome Bruner)
The Tapestry of Teaching
Lecture
Enquiry
Activity-based
Research
Independent Study
Resource-based learning
Co-operative learning –
Research has shown that pupils whose teachers use a
‘thinking skills’ approach can receive an intellectual boost
equal on average to over half a year’s schooling!
QUESTIONING CHANGES
Teacher’s role: move from presentation to exploration of
students’ ideas, involving them in the exploration and spend
more time and effort framing questions to explore issues critical
to development of students’ understanding.
Student’s role: more active, realising that learning depends
on readiness to express and discuss, not on spotting right
answers.
Inference grids
Divide the class into groups of 4, 2 more able and 2 less able, based on
KS2/3 average points score or other means.
Divide your whiteboard/page into 3 areas
What we
know
What we can
infer
What we
know
Questions we What we have
have
learnt
Plus
Minus
Questions we
have
Interesting i.e.
(Questions)
Intelligent interruptions
Students are only allowed to interrupt the lesson if they are
asking a good/difficult question!
Find good/difficult questions to ask
Reward the individual / group that asks the best question during
a lesson.
Thoughtboards
If a student wants to make a comment ask them to write it on a
post-it note rather than interrupt. These can be referred to later
and kept for revision.
Use your school system for
rewards and sanctions !
Have these displayed in your classroom to help students ‘get started’!
What?
Where?
When?
Why?
How?
Task (1minute)
Work with a partner or in a group of three
Discuss the stimulus–
what struck you as
interesting, puzzling,
worrying, worth thinking
about?
With your partner(s),
formulate one question
which you think would be
interesting to explore.
Write this question down
to share with the rest of
the group.
“If I ran a school, I’d give all the average grades
to the ones who gave me the right answers, for
being good parrots. I’d give the top grades to
those who made lots of mistakes and told me
about them and then told me what they had
learned from them.”
(Buckminster Fuller, Inventor)
“Nobody ever learned anything from
experience. It was the reflection on the
experience that taught him something.”
(Neville West)
What kind of thinking have you been doing?
Did anyone say/do something that changed your thinking?
What personal contribution to your group’s thinking are you
most pleased about?
What did you like/dislike, find easy/difficult about this task?
What skills supported the completion of this task?
What would help your group do such a task even better next
time?
Card sorts / memory games etc –
How did you sort the cards?
Why did you do it this way?
How did this method help you?
Did anyone do this a different way?
How will this help you next time?
Referring to learning objectives clarifies learning
Conscious and active reflection on the thinking processes that
have been involved helps embed learning and create
independent learners.
Reviewing the learning forces the learning to be clarified
For both teacher and students the realisation that ‘the
answer’ does not lie in the teacher’s head can come as a shock!
May take teachers into territory where they feel
uncomfortable.
“Excellence is an art won by
training and habituation. We are
what we repeatedly do. Excellence
then is not an act but a habit.”
(Aristotle)