Postgraduate Certificatein Education (International)

PGCEi

Valencia November 2010

Anne Convery

Approaches to Teaching

An introduction to Module 3

AimTo develop understanding of key ideas in Module 3

To review understanding of the lesson planning process

To understand the nature and purpose of lesson aims, objectives and learning outcomes

To examine the importance of questioning To identify the purposes of assessment

Objectives

Module 3: Approaches to teaching

Planning for learning Collaborative learning Issues in assessment Managing classroom behaviour Learners as individuals

PGCE (I NTERNATIONAL)

COURSE GUI DE

2010

Effective teaching

“Our lesson observations revealed that

in classes run by effective teachers,

pupils are clear about what they are

doing and why they are doing it. They

can see links with their earlier learning

and have some ideas about

how it could be developed further”

Hay McBer, 2000: para 1.2.4

What makes a good lesson?

Lesson planning should…

be based on evaluations of previous lessons with the group

locate lessons in their wider context be focused on pupils’ learning identify learning outcomes for pupils be divided into episodes (phases) plan for pupils’ experience of the lesson

and their role in it consider teaching strategies/ organisation consider how to assess outcomes

Planning teaching for learning

Context for lesson sequence schemes of work learners’ prior knowledge teachers’ knowledge of pupils

Define the aims, objectives and outcomes in terms of knowledge, understanding,

skills, attitudes, values

Planning teaching for learning

Structure the lesson phases select teaching and learning

strategies organise each lesson phase

Plan for the lesson ending plenary and review of learning (AfL) homework

Aims, objectives and learning outcomes

What are the differences?

AIMS…

Long term Difficult to quantify Expressed in general terms Global in scope Tend not to be differentiated Cover a whole unit of work

OBJECTIVES….

Short term More easily quantifiable Expressed in precise terms Lead to precise learning outcomes Differentiated according to learner need Normally shared with learners

LEARNING OUTCOMES…

Expressed as what you want the students to have achieved by the end of the lesson:

By the end of the lesson

All students must........

In addition, most students should........

Some students might.........

These outcomes are differentiated

Examples of aims

To prepare students for life in a changing world

To develop skills in creative writing To understand feeding relationships in an

ecosystem To present the topic of food and drink in

French-speaking countries

Your own examples?

Examples of objectives

To consider the advantages and disadvantages of social networking sites

To examine how two writers evoke childhood in a short story

To consider two links in the food chain: insect - bird - fox

To compare meals in France with those in Algeria

Your own examples?

Examples of student learning outcomes

By the end of the lesson …..

All students must........(understand the differences between meals in France and Algeria)

In addition, most students should.......(be able to say in French the names of the main meals and some dishes)

Some students might.........(devise a menu in French for a restaurant in France or Algeria)

Bloom’s taxonomy- The cognitive domain

'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956)

Defining objectives in the cognitive domain

Taxonomic Category Useful action verbs

KNOWLEDGEIdentify, name, list, describe…

COMPREHENSIONClassify, explain, convert, predict…

APPLICATIONDemonstrate, arrange, solve, relate…

ANALYSIS Order, separate, estimate,…

SYNTHESISCombine, create, design, compose, make…

EVALUATIONCompare, judge, conclude, justify, support…

“It is crucial for people to have skills in questioning, analysing, comparing, contrasting and evaluating so that they will not become addicted to being told what to think and do….”

(Freseman, 1990)

Evaluation

“Whether or not you learn is down to

me. If you don’t learn, I’ll go home and

revise what I am doing and try to teach

you differently”

[Jonathan Solity, (Educational Psychologist), Guardian 02.09.08]

Evaluation

How will you know whether your learning objectives have been met?

How will you know whether your pupils have achieved the learning outcomes?

What assessment strategies can you plan for?

Some Facts about Questions

• Teachers ask a lot of questions• They are mainly ‘low level’

questions• Average response time allowed is

less than 1 second• Only a limited number of pupils

respond• Teachers do not use pupils’

responses well

Why do teachers ask questions?

• warm up activity• organise and manage pupils and

resources• review prior learning• recall facts and collect observations• check understanding• elicit feelings or emotions or

opinions• develop pupils’ thinking skills

Types of Questions

• Organisation and management questions

• Open and closed questions

• Questions to elicit emotions and feelings

• Questions to make pupils think

Types of questions:

One classification - Bloom’s

• Knowledge (Remembering)• Comprehension (Understanding)• Application (Solving)• Analysis (Reasoning)• Synthesis (Creating)• Evaluation (Judging)

Use Bloom’s taxonomy to classify these questions

Given all the conflicting arguments, where would you build the refinery?

Which words do you already know in this sentence?

What repeating pattern can you see in this sequence?

How many different ways can you find to draw a triangle?

What does each of these symbols represent? What do you think is the main point the writer

is making in the second paragraph?

Which words do you already know in this sentence?

What does each of these symbols represent? How many different ways can you find to draw

a triangle? What repeating pattern can you see in this

sequence? What do you think is the main point the writer

is making in the second paragraph? Given all the conflicting arguments, where

would you build the refinery?

Questioning Skills and Strategies

Ground rules for speaking

Planned sequence of key questions

Distribute questions round the group

Phrase the question, WAIT, place with the named pupil

Identify the key questions in relation to the learning intentions for the lesson

Decide on the level, order and timing of questions

Extend the questioning - thinking of subsidiary questions to ask

Analyse anticipated answers and responses you might give

Planning for Questioning (Adapted from E C Wragg)

Questioning Skills and Strategies

• Use appropriate language: rephrase, prompt, reinforce

• Keep pace going: praise, encourage• Use body language, eye contact, visual aids

to motivate• Develop a supportive environment• Use differentiated questions for different

pupils• Encourage pupils to frame their own

questions

Questioning Skills and Strategies

• Think, pair, share

• Numbered heads

• No hands up rule

• Pupils asking each other

Points to ponder!

Fewer Questions

Better Questions

Time to Think

To conceive an educative questionrequires thought;To formulate it requires labour;To pose it, tact.None of this is mysteriousAnd all of it is within our reach.

(Dillon, 1983:8)

Assessment

Question: Assessment of learning or assessment for learning?

What is the difference?

TENDS TO:

BE SUMMATIVE IN NATUREJUDGE PUPIL PERFORMANCE AGAINST NATIONAL STANDARDS

EXAMPLES:FACT CHECKING OR VOCABULARY TESTSKEY STAGE 3 TESTSGCSE EXAMINATIONSLEAGUE TABLES

Assessment of learning

Assessment for learning

“Fundamental to AfL is that pupils have a clear understanding of what they are trying to learn (learning objectives), how they can recognise achievement (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). “

AfL, Secondary National Strategies (2007)

Assessment for learning

Shares learning goals

Uses effective questioning techniques

Uses marking and feedback strategies

Makes use of peer and self-assessment

10 Principles of Formative assessment is part of effective planning focuses on how students learn is central to classroom practice is a key professional skill is sensitive and constructive fosters motivation promotes understanding of goals and criteria helps learners know how to improve develops the capacity for self assessment recognises all educational achievement

after Black and Wiliam (1998)

Module 3 assignment: reviewing a lesson sequence

Think critically about the relationship

between planning and teaching:

1. proposed lesson sequence;

2. critical evaluation of your lesson sequence;

3. developing the lesson sequence;

4. reflective commentary.

PGCE (I NTERNATIONAL)

COURSE GUI DE

2010