Outstanding teaching techniques


Published on

Outstanding Teaching strategies

Published in: Education
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Outstanding teaching techniques

  1. 1. Outstanding Teaching Techniques Delivered by Dr JOANNA GOODMAN http://cromwell-consulting.com/ Dr Joanna Goodman http://cromwell-consulting.com/
  2. 2. 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. Dr Joanna Goodman http://cromwell-consulting.com/
  3. 3. School Development Pastoral dimension School development Consistency in monitoring Academic dimension Dr Joanna Goodman http://cromwell-consulting.com/
  4. 4. Considering Actions for School Development Managing staff Pastoral English across the curriculum Academic Academic excellence Traditional values Friendly, family environment Pupil progress tracking Use of ICT Performance management & professional development Use of assessment Dr Joanna Goodman http://cromwell-consulting.com/
  5. 5. 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. Dr Joanna Goodman http://cromwell-consulting.com/
  6. 6. 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 Dr Joanna Goodman http://cromwell-consulting.com/
  7. 7. Annual Learning Plan Work shadowing, for example the deputy head, the literacy coordinator 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 Dr Joanna Goodman http://cromwell-consulting.com/
  8. 8. The Aims of Primary Teaching (junior school) To identify pupils’ strengths and weaknesses Basics of literacy Basics of numeracy Dr Joanna Goodman http://cromwell-consulting.com/ To develop pupils as confident, resourceful and independent learners
  9. 9. 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) Dr Joanna Goodman http://cromwell-consulting.com/
  10. 10. 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. Dr Joanna Goodman http://cromwell-consulting.com/
  11. 11. Working Together Working together and sharing ideas for development Dr Joanna Goodman http://cromwell-consulting.com/
  12. 12. Effective Teaching Involves pupils in their learning Uses dialogic interactions Teaching & Learning Feedback for improvement Develops learning independence Dr Joanna Goodman http://cromwell-consulting.com/
  13. 13. Principles of Learning: using AfL for outstanding teaching and learning Sharing learning goals with the learners AfL strategies embedded in the T & L experience Pupils engaged in self-assessment Sharing success criteria/standards they’re aiming for Providing specific feedback for improvement Belief that every learner can improve Dr Joanna Goodman http://cromwell-consulting.com/ Teachers and pupils reflecting on the assessment information
  14. 14. The Impact of Feedback Egoinvolving Taskinvolving marks, grades n e g a t i v e rank-order Dr Joanna Goodman http://cromwell-consulting.com/ Strengths and weaknesses in work Advice on what needs to be done to improve p o s i t i v e
  15. 15. Basic Tenets of AfL Outstanding teaching • Effective questioning • Feedback • Wait time • Peer and self assessment • Targets • Indicating understanding
  16. 16. Wait Time Rowe’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
  17. 17. 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? Dr Joanna Goodman http://cromwell-consulting.com/
  18. 18. 20+ Outstanding Teaching Strategies 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) Sharing learning intentions Active pupil participation Self-assessment Peer-assessment Group work and collaboration Increasing answer wait time Hands down approach Knowing pupils well Using assessment to inform teaching Formative feedback (comments only) Modelling good work Sharing success criteria 13) 14) 15) 16) 17) 18) 19) 20) 21) 22) SMART target-setting Task-related praise (not person-praise!) Rich questions that improve reasoning Moving beyond knowledge & understanding Encouraging effort Early identification of difficulties for early intervention Evidence of independent work Extended project work Peer-tutoring Challenging goals Dr Joanna Goodman http://cromwell-consulting.com/
  19. 19. Some Key Factors Leading to Outstanding Outcomes Teaching quantity Challenging goals Feedback Teaching quality Ability Peer-tutoring Parental invlvmnt Home factors Bilingual progrms Homework Teacher inests Class envirnmt Dr Joanna Goodman http://cromwell-consulting.com/ Home factors
  20. 20. 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 Engagement Collaboration Institutional learning Dr Joanna Goodman http://cromwell-consulting.com/
  21. 21. 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) Dr Joanna Goodman http://cromwell-consulting.com/
  22. 22. Analysing Classroom Time Use Time Concept Major Threats 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 Dr Joanna Goodman http://cromwell-consulting.com/ Major Facilitators
  23. 23. Looking at Classroom Time Time Concept Major Threats Allocated time: time as programmed on Interruptions, class visitors, timetables, documents or curriculum announcements, transitions and other plans. school demands such as concerts, sports days etc. Major Facilitators School mandated policies, but moderated by judgements, beliefs, values and curriculum knowledge. Instructional time: the actual time Poor management. Lack of clear Managerial skill and prioritisation. genuinely available for class instruction. procedures being communicated. Ability to express expectations and Teacher allowing time to be hijacked by short-term goals for the lesson. low-priority matters. 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 Possible gaps in prior knowledge, Task student is learning and responding with set is too challenging / not matched to a high successful level evident. pupils’ ability. Individual guidance and support. Clear and differentiated learning objectives. Encouragement of effort (praise task-
  24. 24. ATL Model More time spent working with high success leads to increased achievement Dr Joanna Goodman http://cromwell-consulting.com/
  25. 25. 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 Dr Joanna Goodman http://cromwell-consulting.com/ Intrinsic motivation
  26. 26. Learning Engagement How to involve pupils in their learning? Dr Joanna Goodman http://cromwell-consulting.com/
  27. 27. Effective Classroom Assessment Embedded in everyday practice Pupils masters of their learning Pupil engagement and co-operative working Selfassessment, peerassessment Promoting learning through active engagement Teacher feedback focused on feeding forward Dr Joanna Goodman http://cromwell-consulting.com/
  28. 28. The Essence of Effective AfL Practice Pupils masters of their learning Sharing learning intentions Pupil engagement and co-operative learning Long-term learning independence Dr Joanna Goodman http://cromwell-consulting.com/
  29. 29. Learning Objectives Assessment Clear and shared Focus on outcomes objectives matched to L Os Dr Joanna Goodman http://cromwell-consulting.com/
  30. 30. 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). Dr Joanna Goodman http://cromwell-consulting.com/
  31. 31. Differentiated Learning Objectives All will be able to…. Most will be able to…. Some will be able to…. Dr Joanna Goodman http://cromwell-consulting.com/
  32. 32. 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 Dr Joanna Goodman http://cromwell-consulting.com/
  33. 33. 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 What they have know Learnt
  34. 34. Pupils’ Voice Commitment: What are the three things I will do that will include “pupils’ voice” and give them more ownership of their learning? Dr Joanna Goodman http://cromwell-consulting.com/
  35. 35. SWOT Analysis STRENGTHS WEAKNESSES OPPORTUNITIES THREATS Dr Joanna Goodman http://cromwell-consulting.com/
  36. 36. SWOT S/ What we do W/ What is lacking SWOT O/ What we could do T/ Problems, obstacles, solutions Dr Joanna Goodman http://cromwell-consulting.com/
  37. 37. 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 Engagement Collaboration Institutional learning Dr Joanna Goodman http://cromwell-consulting.com/
  38. 38. Teacher development • 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
  39. 39. 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. Dr Joanna Goodman http://cromwell-consulting.com/
  40. 40. Thank you Dr Joanna Goodman http://cromwell-consulting.com/ Dr Joanna Goodman http://cromwell-consulting.com/