Outstanding teaching techniques

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Outstanding Teaching Techniques Delivered by Dr JOANNA GOODMAN http://cromwell-consulting.com/ Dr Joanna Goodman http://cromwell- consulting.com/

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Outstanding Teaching strategies

Transcript of Outstanding teaching techniques

Page 1: Outstanding teaching techniques

Dr Joanna Goodman http://cromwell-consulting.com/

Outstanding Teaching Techniques

Delivered by Dr JOANNA GOODMAN

http://cromwell-consulting.com/

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Dr Joanna Goodman http://cromwell-consulting.com/

Developing Teaching and Learning

Aims:1. To reflect and to evaluate current practice.2. To open up a dialogue and to share ideas leading to development.3. To focus on learning and to be able to prioritise and justify actions

for development.4. To be better informed about best practice and to develop

institutional learning.

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School Development

Pastoral

dimension

Academic

dimension

Schooldevelopment

Consistency in monitoringDr Joanna Goodman http://cromwell-consulting.com/

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Considering Actions for School Development

Pastoral Academic

Academic excellenceTraditional values

Friendly, family environment

Managing staff

English across the curriculum

Use of assessment

Pupil progress tracking

Use of ICT

Performance management &

professional development

Dr Joanna Goodman http://cromwell-consulting.com/

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Dr Joanna Goodman http://cromwell-consulting.com/

An Agreed Policy about the Practice of Teaching and

Learning• Learning can unlock the treasure that lies within us all. In the 21st

century, knowledge and skills will be the key to success….Good teachers, using the most effective methods, are key to higher standards. ( DfEE, Excellence in Schools, 1997)

• Educational change depends on what teachers do and think – it’s as simple and as complex as that. (M. Fullan, The New Meaning of Educational Change, 1991)

The quality of teaching and learning is at the heart of school improvement.

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Dr Joanna Goodman http://cromwell-consulting.com/

Teaching and Learning Policy: a whole school issue

• An agreed policy on teaching and learning• A teaching and learning staffroom• Collaborative teaching, planning and assessment• The effective use of learning resources• Monitoring and evaluation (self-review)• Professional development• Curriculum enrichment and extension• The celebration of teaching and learning

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Dr Joanna Goodman http://cromwell-consulting.com/

Annual Learning Plan

Work shadowing, for example the deputy head, the literacy co-ordinator or the SENCO

Developing skills, for example learning to use questioning more effectively, using an aspect of ICT or learning to differentiate more precisely

Learning experiences, for example leading a task group, undertaking some action research or leading a parents’ group

Learning targets, for example to attend specific courses or conferences, to read the research literature or to achieve a further qualification

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Dr Joanna Goodman http://cromwell-consulting.com/

The Aims of Primary Teaching (junior school)

Basics of numeracy

Basics of literacy

To identify pupils’ strengths and weaknesses

To develop pupils as confident, resourceful and

independent learners

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Dr Joanna Goodman http://cromwell-consulting.com/

Effective Learning

“Effective learning is about using a broad curriculum as a vehicle to deepen understanding, rather than providing rote learning that leads the children towards memorising correct answers” (P. Black et al, 2009)

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Dr Joanna Goodman http://cromwell-consulting.com/

What Works in Education: effect size“Effect size” is the ratio between the average improvement in pupils’ scores and the range of scores for typical groups of pupils on the same tests.

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Dr Joanna Goodman http://cromwell-consulting.com/

Working Together

Working together and

sharing ideas for development

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Dr Joanna Goodman http://cromwell-consulting.com/

Effective Teaching

Teaching &Learning

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Dr Joanna Goodman http://cromwell-consulting.com/

Principles of Learning: using AfL for outstanding teaching and learning

Sharing learning goals with the learnersAfL strategies embedded in the T & L experience

Pupils engaged in self-assessmentSharing success criteria/standards they’re aiming for

Providing specific feedback for improvementBelief that every learner can improve

Teachers and pupilsreflecting on theassessment information

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Dr Joanna Goodman http://cromwell-consulting.com/

The Impact of Feedbackmarks, grades

rank-order

Ego-involving

Strengths and weaknesses in work

Advice on what needs to be done to improve

Task-involving

negative

positive

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• Effective questioning• Feedback• Wait time• Peer and self assessment• Targets• Indicating understanding

Basic Tenets of AfLOutstanding teaching

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Wait TimeRowe’s research (1974) in elementary school classrooms

• Mean wait time between asking a question and next intervention was barely 1 second

• Insufficient time given for most pupils to think and formulate response

• Increasing wait time leads to: longer answers, more pupils responding, more confident responses, pupils challenging each other (no hands up)

• Working collaboratively on responses – peer learning but plan group work carefully

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Rich (Fat) Questions

Rich questions provide opportunities for thinking and discussion.

Examples:• How many ways can I make 10?• Which is the odd-one-out: bird, cat, fish and elephant? Why?• A church is like a school because…?• If Red Riding Hood’s grandmother had been out, what might the wolf

have done?

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Dr Joanna Goodman http://cromwell-consulting.com/

20+ Outstanding Teaching Strategies

1) Sharing learning intentions2) Active pupil participation3) Self-assessment4) Peer-assessment5) Group work and collaboration6) Increasing answer wait time7) Hands down approach8) Knowing pupils well9) Using assessment to inform teaching10) Formative feedback (comments only)11) Modelling good work12) Sharing success criteria

13) SMART target-setting14) Task-related praise (not person-praise!)15) Rich questions that improve reasoning16) Moving beyond knowledge & understanding17) Encouraging effort18) Early identification of difficulties for early

intervention19) Evidence of independent work20) Extended project work21) Peer-tutoring22) Challenging goals

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Dr Joanna Goodman http://cromwell-consulting.com/

Some Key Factors Leading to Outstanding Outcomes

Teaching quality

Challenging goals

Feedback

Ability

Teaching quantity

Peer-tutoring

Homefactors

Bilingualprogrms

Teacherinests

Parentalinvlvmnt

Homework

Classenvirnmt

Homefactors

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Dr Joanna Goodman http://cromwell-consulting.com/

Improving Teaching and Learning

How to move your teaching:

Teachers must listen, engage and act on the advice they are given in order to develop, says

Ross Morrison McGill, The Guardian

Institutional learningCollaborationEngagement

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Dr Joanna Goodman http://cromwell-consulting.com/

Improving Teaching & Learning: making sure that everyone achieves at their level

Time as a global indicator of classroom learning:

Allocated time

• Instructional time

Engagement (or non-engagement) time

• Academic learning time (ATL)

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Dr Joanna Goodman http://cromwell-consulting.com/

Analysing Classroom Time Use

Time Concept Major Threats Major Facilitators

Allocated time: time as programmed on timetables, documents or curriculum plans

Instructional time: the actual time genuinely available for class instruction

Engaged time: the time student actually pays attention to tasks

Academic learning time: time when student is learning and responding with a high successful level evident

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Looking at Classroom TimeTime Concept Major Threats Major Facilitators

Allocated time: time as programmed on timetables, documents or curriculum plans.

Interruptions, class visitors, announcements, transitions and other school demands such as concerts, sports days etc.

School mandated policies, but moderated by judgements, beliefs, values and curriculum knowledge.

Instructional time: the actual time genuinely available for class instruction.

Poor management. Lack of clear procedures being communicated. Teacher allowing time to be hijacked by low-priority matters.

Managerial skill and prioritisation. Ability to express expectations and short-term goals for the lesson.

Engaged time: the time student actually pays attention to tasks.

Pupils not knowing what to focus on. Distractions, lack of knowledge, boredom, pupils’ needs not being met, poor pupil knowledge.

Clear instructions given with meaningful tasks, corrective feedback, matching work to pupils’ abilities, using assessment to inform future teaching.

Academic learning time: time when student is learning and responding with a high successful level evident.

Possible gaps in prior knowledge, Task set is too challenging / not matched to pupils’ ability.

Individual guidance and support. Clear and differentiated learning objectives. Encouragement of effort (praise task-related).

Dr Joanna Goodman http://crowell-consulting.com/

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Dr Joanna Goodman http://cromwell-consulting.com/

ATL Model

More time spent working with high success

leads to increased achievement

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Dr Joanna Goodman http://cromwell-consulting.com/

Flow – optimal learning experience

(M. Csikszentmihalyi)• Clear goals and immediate feedback• Matching the level of challenge to personal skills• Merging of action and awareness• Focussed concentration• Sense of potential control• Loss of self-consciousness• Time distortion• Self-rewarding experience

Intrinsic motivation

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Dr Joanna Goodman http://cromwell-consulting.com/

Learning Engagement

How to involve pupils in their learning?

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Effective Classroom Assessment

Embedded in everyday practice

Promoting learning through active engagement

Teacher feedback focused on feeding

forward

Self-assessment, peer-assessment

Pupils masters of

their learningPupil engagement

andco-operative

working

Dr Joanna Goodman http://cromwell-consulting.com/

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The Essence of Effective AfL Practice

Sharing learning intentio

ns

Long-term learning

independence

Dr Joanna Goodman http://cromwell-consulting.com/

Pupil engagement

andco-operative

learning

Pupils masters of their learning

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Dr Joanna Goodman http://cromwell-consulting.com/

Learning Objectives

Clear and shared Focus on outcomesAssessment objectives

matched to L Os

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Dr Joanna Goodman http://cromwell-consulting.com/

Sharing Learning Intentions

If you don’t know where you are going, how will you know when you have arrived? (Lewis Carroll)

Fundamental to successful engagement (and AfL !) is that pupils have a clear understanding of what they are trying to learn (learning objectives), how they can recognise achievements (learning outcomes), what “good” looks like (success criteria) and why they are learning this in the first place (that is the big picture, sometimes linked to personal curricular targets).

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Differentiated Learning Objectives

All will be able to….

Most will be able to….

Some will be able to….

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Examples of Learning Objectives

Pupils will be able to tell…Pupils will be able to explain…Pupils will be able to calculate…Pupils will be able to compare…Pupils will be able to compose…Pupils will be able to justify…Pupils will be able to evaluate…

FOCUS ON OUTCOMES

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Engagement of children in their learning:making children responsible for their learning

WALT : We Are Learning Today... (Shirley Clarke)We are learning today in history about Victorian children’s lives.

WILF : What I am Looking For...What I am looking for are children who can explain the difference between the toys Victorian children played with and the ones we play with today.

KWL grids:What they already Know

What they Want to know

What they have Learnt

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Pupils’ Voice

Commitment:

What are the three things I will do that will include “pupils’ voice” and give them more ownership of their learning?

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SWOT Analysis

STRENGTHS WEAKNESSES

OPPORTUNITIES THREATS

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SWOTS/ What we do

W/ What is lacking

T/ Problems, obstacles, solutions

SWOT

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Dr Joanna Goodman http://cromwell-consulting.com/

Improving Teaching and Learning

How to move your teaching:

Teachers must listen, engage and act on the advice they are given in order to develop, says

Ross Morrison McGill, The Guardian

Institutional learningCollaborationEngagement

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• Not ‘old dogs learning new tricks’ but ‘old dogs re-affirming and redefining old tricks’

• A gradual, stepped, trialling approach to developing works best

• Peer observation and videoing sequences of colleagues’ strengths

• Collaborative planning e.g. of targets, primary –secondary liaison, across departments

• From practice to policy: teachers / pupils /parents making it happen

• Effective school CPD

Teacher development

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Dr Joanna Goodman http://cromwell-consulting.com/

Key References

Assessment Reform Group (1999). Assessment for Learning: Beyond the Black Box. Cambridge: Cambridge University Press.Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2002). Working inside the Black Box: Assessment for Learning in the Classroom. London: nferNelson.Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. London: GL Assessment.Goodman, J. (2011). Assessment Practices in an Independent School: The Spirit versus the Letter. London: King’s College London.

Hattie, J and Yates, G. (2014). Visible Learning and the Science of How We Learn. Oxon: Routledge.

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Dr Joanna Goodman http://cromwell-consulting.com/

Thank you

Dr Joanna Goodmanhttp://cromwell-consulting.com/