Search

English teaching research

Loading...

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

0 comments

Post a comment

    Post a comment
    Embed Video
    Edit your comment Cancel

    Notes on slide 1

    No Child Left Behind Law - public schools produce evidence all children are learning. Now being asked to close racial achievement gap.Henshaw Middle School in Modesto, California i) community engages parents as partners with roles and responsibilities ii) strong instructional leadership coherent curriculum which teachers support and follow iii) willingness to evaluate interventions and reforms to ensure quality control iv) recognise discipline must link educational goals and aim to reconnect troubled students to learning v) community find ways to meet non-academic needs of poor students Fundamentally sound but perverted in implementation. - no money put into this. System wide accountability in Australia?

    It is not ‘just the way it is” Greatest progress not the affluent schools. Children know when they are taught by adults who care about them and who believe in them, Teachers accept responsibility for their role, then children benefit Leadership Strategies, 2009 ìCourageous Leadership for Shaping Americaís Futureî ìWe recommend that the Obama administration make addressing education inequities a top administration priority by taking the following actions:Fund research that demonstrates what 21st century standards-based achievement looks likeCreate incentives to support school districtsí efforts to work with community partners to expand after-school learning opportunitiesUnder NCLB, schools have been preoccupied with teaching basic skills - such as math and reading - that can be assess on standadized tests, and student performance on these tests has served as the basis for how schools are judged. In their desire to raise test scores, too many schools have limited access to subjects not covered on the tests, including science, social studies, art and music, social skills, leadership training and character development. As President Obama observed during his campaign, teaching to the test has become a pervasive and harmful phenomenon. This is especially true in schools serving poor children. But the distortion of the curriculum has occured in many schools serving middle class children as well.To transform our assessment system, we recommend that the Obama administration take the following actions.Cull the best research and initiate new research to develop assessment that uses formative and summativefocus on higher order thinking skills in addition to content knowledgerevise NCLB to utilize best practice system assessment processes

    Teaching the Virtual Generation - Luigi Prosperpio Bocconi University and Dennis A.Gioia Pennsylvania State University The idea of teaching and learning the digital generation. What do they learn outside school and how does that help/hinder their learning inside school? Students preference for student directed interactivity (online serarchs, games, simulations)verbal-visual-virtual approaches to learningV-Gen learning styles (disconnect from t world)Are there sound ways to incorporate interactivity and videogame elements into teaching?= effective learning when student learning styles align in-class teaching styles= learning styles are interactivity, connectivity, problem focus, virtualityasynchronous download - news and information real timeasynchronous communication - mail/chats/VOIPsynchronous communication - forumsTeachers need to use connectivity, reduncancy, free info, speed, self-pacing, snowballing (hyperlink), interactivity in their lesson plansCuriousity OpennessGames: immersion environment with opportunity to act within semistructured experiences. Cause-effect. Context-specific problems. Multiple pathways - critical progressive learning Skills to teach - critical review of information (accurate evaluation). How to select right quotations Learning Goal for using new teacher technologies ìan ability to make useful interpersonal connections to foster social side of collaborative learningî (Vygotsky, 1978)SKYPE SABA Wiki LearningSpace BlackBoard- Task and post discussion. discuss guided websearch - pros and cons of sites. effective and ineffective Google, quality of sources, trustworthiness. What can you do? Engaging info search Virtual Group activity Problem solving experience simulation

    Comber and Kamler: turn-around pedagogies - which reconnect at-risk students with literacy, schooling and educationcollaborative, crosscurricular teacher research communities to produce new knowledge on old questionsFACTORS: ICT access, homes, work, global economies, population shifts, middle schoolingSTudent voice conference in low SES community deal with environmental issues within schools - Youth Environment Activists. Decorate classrooms for meetings-Schools Promotions Coordinator reformulates school literacy practices through a Journalist program. Specific goals, events, texts, community connections.-reject vocabulary of disadvantage - poverty/ESL-virtual school bags from homelife (Pat Thompson, 2002, Schooling the Rustbelt Kids: Making the Difference in Changing Times, Sydney:Allen and Unwin)-case study one student = powerful idea for whole class pedagogy-disrupting my normal way of viewing as a teacher -move away from discourse of blame - it is old and persitent, instead bring a new energy and new intellectual work-use studentsí funds of knowledge

    Amy Christensen, Amy McMillan, Erin Powers – La Colina Junior High, Goleta Valley Junior High, UCLA Literacy Coach “ Students are inherently social. They love to communicate with one another by any means necessary – It’s this drive to talk that can be the key to developing proficient writers and thoughtful readers. Writing project style workshop Puente students enter college at a rate of 79% compared with 49% of all Ca graduating high school seniors. 1 half hour in 2 years test prep.- 100% pass rate

    Puente pedagogy - emphasizing a student’s culture (that is, ethnicity, class, sport, hobbies, music)

    (all students go onto university in UK, Canada, USA, NZ, Spain)

    Key is to keep journals, so students learn to reflect, analyse their work, Classroom Reading books constantly there – SSR in the mornings, Sts are read to in Grade 5 and 6, and are asked to read aloud. Parent talk at start of the year “How to be a good Warwick Academy Parent” – invites different year level parents.

    Yearbook class - 95% ELL 11 students – 9 are Year 12, 1 is Year 11 and 1 is Year 9 Freshman

    Prensky: Digital Immigrant Teacherís ìassumption no longer validî methods. Need to be faster, less step-by-step, more parallell and random access.

    www. mediaconverter .org (to download from Youtube) Make a Podcast for course expectations www.scholastic.com/ dreamincolor

    Collaborate students context to teach writing skills. A lot of workplace writing is collaborative.

    Critical Thinking - handout (email) all teachers) Questions using the elements of Thought (in a paper, activity, a reading assignment Purpose: What am I trying to accomplish? What is my central aim/purpose? Questions: What question am I raising? Am I addressing? Am I considering the complexities of the question? Information: What information am I using in coming to that conclusion? What experience have I had to support this claim? What info do I need to settle the qu? Inferences: How did I reach this conclusion? Is there another way to interpret the information? Concepts: What is the main idea here? Can I explain this idea? Assumptions: What am I taking for granted? What assumption led me to that conclusion? Implications/Consequences: If someone agreed with my positions, what would be the implications? Points of View: From what point of view am I looking at this issue? Shoud I consider another?

    Collaborate students context to teach writing skills. A lot of workplace writing is collaborative. “definitely deserves more attention as a classroom practice” The Writing Centre - The Williston Northampton School – The Writing Centre One on One instruction for enhancing writing skills nad improving their ability to compose expository essays, research assignments, creative and technical pieces All subjects teach writing skills, but every student benefits form individual attention Writing Centre provides. Get community sponsorship – payment, food, ??? Make appointments by email. Birth order research activity

    Collaborate students context to teach writing skills. A lot of workplace writing is collaborative. “definitely deserves more attention as a classroom practice” Birth order research activity

    NSDC: Governor James B.Hunt Jr ìgreater priority on strengthening the capacity of educators and build learning communities to deliver higher standardsî every child-teacher continual, collaborative and on the job learning-policies and practices help better organisation of learning for adults in schools to make hard work of educators more productive (support and training is episodic, myopic and often meaningless)-t need higher order teaching skills and deep content knowledge-need professional learning, sustained, every grade, every subjectLEARNING TEAMS in GRADE/CONTENT regular meetings, data, areas of need, identify professional learning, identify and create learning experiences for adults, develop lessons, apply, refine, reflect, repeatCollaborative learning - for staff ìjob embeddedî and for students www. srnleads .org need 50hrs substantial PD to improve teaching skills.
SA T priority for PD - 23% learning more content; 18% want classroom management, 15% special needs, 14% technologyresearch 30-100 hours over 6 tp 12 months significantly effect student achievement gains.Has to be applied to practice, study groups and coachingPD is ìmost effective when addresses concrete everyday challenges involving teaching and learning specific academic subject matter, rather than abstract educational principles or teaching methods taken out of context.î Must be modelled and hands on. (therefore teachers are participating in the learning cycle)Ts can identify what the common errors are, which instructional strategies are not working and use this date to improve instruction-inquiry based instructional strategiesProfessional LEarning Communities deepen teacher knowledge, build skills, improve instruction-school based coaching with expertise of coaches NOT traditional PD

    NSDC: Governor James B.Hunt Jr ìgreater priority on strengthening the capacity of educators and build learning communities to deliver higher standardsî every child-teacher continual, collaborative and on the job learning-policies and practices help better organisation of learning for adults in schools to make hard work of educators more productive (support and training is episodic, myopic and often meaningless)-t need higher order teaching skills and deep content knowledge-need professional learning, sustained, every grade, every subjectLEARNING TEAMS in GRADE/CONTENT regular meetings, data, areas of need, identify professional learning, identify and create learning experiences for adults, develop lessons, apply, refine, reflect, repeatCollaborative learning - for staff ìjob embeddedî and for students www. srnleads .org need 50hrs substantial PD to improve teaching skills.
SA T priority for PD - 23% learning more content; 18% want classroom management, 15% special needs, 14% technologyresearch 30-100 hours over 6 tp 12 months significantly effect student achievement gains.Has to be applied to practice, study groups and coachingPD is ìmost effective when addresses concrete everyday challenges involving teaching and learning specific academic subject matter, rather than abstract educational principles or teaching methods taken out of context.î Must be modelled and hands on. (therefore teachers are participating in the learning cycle)Ts can identify what the common errors are, which instructional strategies are not working and use this date to improve instruction-inquiry based instructional strategiesProfessional LEarning Communities deepen teacher knowledge, build skills, improve instruction-school based coaching with expertise of coaches NOT traditional PD

    Ts meet one arvo a week to jointly plan (observe peers, action research, student instructional methods) and develop curriculum. Needs to be built into weekly schedules - sustained.quotes AGQTPLEP: Limited English ProficiencyBuild teacher knowledge and improve teacher instruction (how to asses this over time)TABLE in bookCaifornia - 79% teachers participate in regular, scheduled and collaborate PD, 74% engage in peer observation, 51% have a mentorUtah 63% teachers get reimbursement of college tuitionUtah 77% get reimbursed for conference or workshop feesSee green book for ìJapanís Lesson Study Approach to Professional Developmentî

    “ The San Diego Striving Readers’ Project: Building Academic Success for Adolescent Readers” Trevor McDonald, Christina Thornley, Rosemary Staley – Journal of Adolescent & Adult Literacy 52 (8), May 2009 c 2009 Routine is critical.

    Rigorous curriculum - unambiguously communicated. Teachers have freedom but are clear on the key concepts, knowledge and skills. They must be given time to implement change Monthly teacher planning committee meetings focusing on identifying change and finding solutions. Focus sheets given to teachers to observe each other, Get the teaching right. Focus on how people learn, for when we truly understand how we learn then we can adapt instruction Foster strong instructional practises.

    Favorites, Groups & Events

    English teaching research - Presentation Transcript

    1. Presentation to St John’s College Staff Monday 11th May, 2009
    2. East to West Coast Research
    3. The New York Times, 04/09/09
    4. NCLB
    5. No Child Left Behind
      • Positives:
        • Racial achievement gap not “just the way it is”
        • Teachers examine classroom strategies
        • Teachers accept responsibility
      • Negatives:
        • Tests are relevant
        • Tests are ‘one offs’
        • Teaching to the test has replaced meaningful curriculum FOR SOME
    6. Dominant Learning Styles Analogical Rote Fun Duty Interactive virtual Face to face 24/7 Specific time Autonomous Guided learning Focus on learning how to learn Focus on facts Hyperlinked logic Linear acquisition info Virtual Generation Previous Generation
    7. 100% success rate
      • Catholic
      • Title 1
      • 94% University or College
      • First in family
      • Honor Roll
      • GPA
    8. Research Qu 1: Motivation
      • Resultative Motivation means two things:
      • a) success leads to more motivation, lack of success leads to less motivation and
      • b) motivation leads to more success, no motivation leads to lack of success
      • Sounds obvious doesn’t it?
    9. San Diego strategies
      • Peer tutoring of reading - average and below
      • Yearbook class - 25 students mixed ability
      • The class scrapbook (Senior year)
      • ichat, uchat, WiiWrite
      • Puente Program
    10. Puente Program
      • “ The need to belong is so strong in this digitized generation that to facilitate a sense of community, or familia, can be a powerful motivating force for adolescents.”
      • (Turner, 2008)
    11. Puente Program
      • “ We do our underrepresented students no favors if we simply make them feel good for a school year ”
      • (Turner, 2008)
    12. Puente - ‘bridge’
      • Mentoring – 9 th grade students paired up with 11 th grade students to offer support with writing and study habits
      • Contrast to classrooms where students just complete work rather than learn
      • Develops thinking
    13. Bermuda
    14. Mrs Maggie McCorkell, Warwick Academy, Bermuda
    15. Bermuda
      • “ Students don’t read and don’t enjoy to read. I hate to say it, but they have never been exposed to the joy of reading”
    16. Strategies at Warwick Academy
      • Learning Journals
      • Classroom Reading books
      • SSR in the mornings
      • Students are read to
      • Students asked to read aloud
      • “ How to be a good Warwick Academy Parent”
      • All Senior work emailed and marked online
      • Grammar explicitly taught
    17. Other strategies identified
      • Build relationships for trust
      • Use computers daily
      • Websites with vocab and crossword games
      • Flashcards
      • Think, pair, share
      • Diagramming sentences
      • Drawing
      • Journalism course (Yearbook)
    18. Research Qu 2: Technology
      • Annie Stevens multimedia consultant:
      • “ If you want to swim and not drown in the ever-deepening and widening pool of digital technology, the best way to start is to jump in and test the waters”
    19. Communication and Socialisation
      • Pru Mitchell, of Edna
      • “ key elements of education...our challenge is in motivating, learners to make learning the central purpose of that communication”
      • BUT THE STUDENTS KNOW MORE THAN US!
      • “ It is not the technology - it is the teaching and learning-which is of prime importance, and this is responsibility and role of the teacher”
    20. Technology wishlist
      • Videoconferencing Research Report/ vidcoconferencing . pdf
      • Podcasting (teachers and students)
      • iMovies
      • Photoshop
      • Learning for the 21st Century - webcasts with experts and your class
    21. Collaborative Learning: Technology
      • www.wikispces.com/
      • www.wikimatrix.org/
      • http://maggie-kidstalkbooks.blogspot.com/
      • http://fhswolvesden.wikispaces.com/World+War+II+Lesson+Plan
      • Moodle
      • BlackBoard
      • Saba
    22. Collaborative Reading
      • Students need a stable routine – across the content areas
          •  Orientation to the features and form of the text to build content knowledge
          •  Analysis of the task to determine the reading focus
          •  Note-making
          •  Questioning, discussion and reflection on the reading process
          •  Writing and writing instruction depending on the task demands
      • Always use academic appropriate texts to support low literacy students
    23. Critical Thinking across the Curriculum
      • Purpose
      • Question
      • Information
      • Inferences
      • Concepts
      • Assumptions
      • Implications
      • Points of view
    24. Collaborative Writing across the curriculum (The Writing Centre)
      • Task deconstruction
      • Role definition
      • Task allocation
      • Milestone planning
      • Brainstorming
      • Drafting
      • Review
      • Edit
    25. ACTIVITY
    26. Professional Development
      • Learning communities
      • Not episodic, myopic and meaningless
      • Needed in every grade and every subject - Learning Teams
      • 30-100 hours over 6-12 months significantly effects student achievement gains
    27. Professional Development
      • Study groups
      • Coaching PD
      • Addresses concrete, everyday challenges involving teaching and learning of SPECIFIC academic subject matter
      • Avoid abstract educational principles
      • Must be modelled and hands on
    28. Focus on us
      • “ Good teaching engages even the underachieving students and supports success.”
      • Aussie Partners in PD NY
    29. Professional Development needs
      • Peer observation
      • Mentors
      • Meet one arvo a week to jointly plan
      • Reimbursement College tuition and conference fees
      • Japan’s Lesson Study Approach
    30. Evaluation
      • “ we must also ensure that we provide opportunities for students to discuss the manner in which the curriculum and pedagogy are affecting their learning”
    31. We need time
      • “… ensure that Teachers have quality time to collaborate on curriculum and pedagogy. They must be given time to implement change”
      • ‘ Education Revolution needs some evolving yet’ Miriam Dunn QIEU Research Officer The Independent Voice Feb 09
    32. Thank you
      • Office of the Chief Minister, NT Government
      • Patrick Nelson, DET
      • Westfield
      • Mrs Margot Morcombe, Principal
      • St John’s College staff
      • Schools in LA, San Diego, San Francisco, Provo, Bermuda
      • Brigham Young University, Utah
      • California Association Teachers of English
      • Aussie PD New York
    33. For more information: http://mrsharrisresearch.blogspot.com
    34. Annotated Bibliography
      • http://www.puente.net

    + apharrisapharris, 4 months ago

    custom

    321 views, 0 favs, 0 embeds more stats

    More info about this document

    © All Rights Reserved

    Go to text version

    • Total Views 321
      • 321 on SlideShare
      • 0 from embeds
    • Comments 0
    • Favorites 0
    • Downloads 0
    Most viewed embeds

    more

    All embeds

    less

    Flagged as inappropriate Flag as inappropriate
    Flag as inappropriate

    Select your reason for flagging this presentation as inappropriate. If needed, use the feedback form to let us know more details.

    Cancel
    File a copyright complaint
    Having problems? Go to our helpdesk?

    Categories

    -->
    Search
    RSS Feed
    What's new?

    © 2009 SlideShare Inc. All Rights Reserved