Transcript Back to School 2006

What Makes a Classroom
Tick?
Tina Warden
Education Consultant
17 September 2014
TIME?
Think of words/phrases that
relate to time…
You have 2 minutes!
GO!
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Changing Times
Discuss with the person next
to you the theory
underpinning time
differences around the
world…
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Teachers’ Standards
How do these
translate into
classroom practice?
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Teachers’ Standards
• Developing
• Embedding
• Enhancing…..
• Excelling as a teacher….
• Set high expectations which inspire, motivate and
challenge
• Promote good progress and outcomes by pupils
• Demonstrate good subject and curriculum
knowledge
• Plan and teach well structured lessons
• Adapt teaching to respond to the strengths and
needs of all pupil
• Make accurate and productive use of assessment
• Mange behaviour effectively to ensure a good and
safe learning environment
• Fulfil wider professional responsibilities
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Can you demonstrate your
X Factor?
What style of teacher are you?
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Planner or spontaneous?
Creative or organised?
Expert or interactive?
Firm or friendly?
Cautious or outgoing?
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The mediocre teacher tells
The good teacher explains
The superior teacher demonstrates
The great teacher inspires
William Arthur Ward
Which teacher made the
most difference to your
performance at school?
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The Learning Environment
What are the essential
components that
create an effective
classroom?
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Supporting Learning and Development
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What constitutes
good learning?
• What does it look like?
• How would I know that progress is
being achieved?
• What are the essential ingredients
of outstanding lessons?
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Outstanding lessons are like good hip hop
packed with samples of great teaching, mixed
with apparent ease and sustains a driving,
enthusiastic and relentless bass line.
Paul Dix: The Guardian
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Personal Inventory
Consider your repertoire…
Checklists for:
• Classroom management
• Pupil learning
• Effective teaching
• Overall effectiveness
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Where are you
on your journey?
• Do you know your strengths?
• Do you recognise your areas
for development?
• What are you doing to improve
your practice?
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Think about learning and teaching as building a
wall
Continue the analogy- describe
who might carry out the various
roles...
What materials would be used
and what would these
represent?
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Learning as a journey...
• Plot a way through lessons
• Explorers need guides as well
as maps
• Can children chart the ‘story’ of
the lesson?
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Stickability...
• What is the fundamental aspect of the lesson,
you need children to learn?
• What key skill, knowledge or understanding,
should children grasp?
• What should children leave your classroom
knowing/understanding?
• What should children return to class
knowing/understanding?
• Why should this ‘stick’ with children?
• How will you make it stick?
Success is a journey not a
destination
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Building success…
Audit
Plan
Do
Review
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• Absolute clarity of how knowledge and
understanding are vertically integrated in the
subject and helping children to work at a
conceptual level. The teacher needs to be
thinking here first…
• Keeping the lesson plan “loose” so that you
can respond to the learners as they make
their learning visible to you at the beginning,
during and end of lessons. The last
assessment forms the new starting point for
the next lesson.
What is
assessment for learning?
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“Assessment for learning is the process of
seeking and interpreting evidence for use by
learners and their teachers to decide where
the learners are in their learning, where they
need to go next and how best to get them
there.”
Assessment Reform Group 2002
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Have the confidence to
move away from the
plan and respond to the
learner, not just follow
the activities…
Loosening up?
Grading
Learning Gains
Lesson
structure
Focuses On
Requires
improvement
loose
tight
the activities
Good
tight
tight
the lesson plan
Outstanding
tight
loose
the learner
Wisdom begins in wonder
Socrates
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Getting to outstanding…
• Dylan Wiliam: “giving up good
things to do great things”
• Outstanding is not simply doing
more it’s doing different…
Unleashing Potential