Post on 15-Jun-2015
description
High ExpectationsThe Teaching and Learning Group
Objectives Outline what is meant by ‘high expectations’
Share some practical ideas for setting high expectations in the classroom
Why? It is principled
It is well established that students will live up (or down) to the expectation you set for them
The Rosenthal-Jacobson Study
Teachers told they had a ‘more able’ or a ‘less able’ class
‘More able’ class did significantly better
Actually both classes were of the same ability
A penny for your thoughts… What does ‘high expectations’ mean to you in the classroom?
Please discuss.
High Expectations…or just the minimum expectation? Homework and assignments completed (on time)
Behaviour appropriate to the activity
Students properly equipped and dressed
Seeking help rather than accepting failure
Students expected to have a go
Encouraging a growth mind-set…ability increases with effort
Following up on students who fail to meet expectations
Believe the Baseline
-5 -4.5 -3.5 -3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 30
10
20
30
40
50
60
70
80
90
100
Performance in May 2013 IGCSEs Relative to Baseline Prediction
Difference (in grades ) between actual performance and baseline prediction(positive means better than baseline, negative means worse)
Num
ber
of
Occure
nces
Deviation from
Baseline (grades)
Proportion of All
Grades(%)
0.0 20.1%
0.5 48.3%
1.0 68.3%
1.5 86.7%
2.0 95.6%
2.5 99.3%
3.0 100.0%
Teach Like A Champion The following ideas are from ‘Teach Like A Champion’ by Doug Lemov
Amongst other things, gives five low-effort ideas for raising expectations
Idea 1: No Opt-out Rationale
This sets the expectation that it is not okay not to try.
As a bonus, it also helps those who are trying but honestly don’t know the answer.
The Technique
1. Ask students a question
2. If no answer or incorrect answer, seek input from other students
3. Once the correct answer has been given, return to the original student and get them to repeat the correct answer
Idea 2: Right is Right Rationale
To set the expectation that the questions that you ask are important, and that their answers matter.
Minimise the lower expectations set by ‘rounding-up’ students answers.
The Technique
Only praise fully correct answers
Let students know they are almost there
Expect more detail from partially correct answers
Ask the student for more detail Give prompts to encourage further
thought Ask other students to help out
Don’t partial answers, and don’t round them up
Idea 3: Stretch It Rationale
Sets the expectation of knowledge as the reward for achievement rather than praise.
The Technique
Answer fully correct answers with a more challenging question:
Explain how/why Give an alternative
method/approach Think of a better answer Ask for evidence Apply a related skill Apply understanding to new
context
Idea 4: Format Matters Rationale
Sets high expectations about the way knowledge is communicated.
Effective communication is essential for success at all levels.
The Technique
Set an expectation for:Full sentencesGrammatically correct answersAudible answers: loud and clearCorrect units: no ‘naked numbers’
Insist that answers not meeting this are repeated until they do
Idea 5: No Apologies Rationale
Sets the expectation that everything you teach (and thus knowledge more generally) has intrinsic value.
Avoid Instead…Assuming something will be boring
Find a way to make it interesting
Blaming the great ‘they’…CIE, the IB, your HoD etc
Explain to the students why something is on the curriculum
Dumbing down Embrace the challenge‘This is difficult stuff, so it will feel great to master it.’
Apologising for students
Avoid pre-deciding that a student won’t be able to do something, or wouldn’t be interested in something
To Discuss Which of these five ideas do you think are good?
If you don’t think any are good, what suggestions of your own do you have?
Which do you already do?
Which would be most keen to try to do?
What concerns do you have about these ideas?
Ideas Recap:
No Opt Out Right is right Stretch It Format Matters No Apologies