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Wellington 2016 Great Teaching


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Slides for my talk at the Education Festival 2016

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Wellington 2016 Great Teaching

  1. 1. Great Teaching Informed Wisdom in the Heat of Every Day Practice Tom Sherrington Headteacher, Highbury Grove School, Islington @headguruteacher #educationfest
  2. 2. Most lessons I ever teach… Via @jprofNB
  3. 3. Teaching and Learning Priorities at HGS 2016/7  Explicit Knowledge  Reading: a planned daily diet  Cultural Capital  Questioning  Feedback and improvement  Excellence Exhibitions  Rhetoric; oracy as pedagogy
  4. 4. Contemporary educational ideas all my staff should know about  Visible Learning; John Hattie  Formative Assessment; Dylan Wiliam  Cognitive science; Daniel T Willingham  Desirable Difficulties; Robert Bjork  An Ethic of Excellence; Ron Berger  ‘Below the line’ learning; Guy Claxton  Growth Mindset; Carol Dweck  Pygmalion Effect; Robert Rosenthal
  5. 5. The basics matter After millennia of battle the surviving G’Gugvuntt and Vl’hurg joined forces to attack the Milky Way in retaliation. They crossed vast reaches of space in a journey lasting thousands of years before reaching their target where they attacked the first planet they encountered, Earth. Due to a terrible miscalculation of scale the entire battle fleet was swallowed by a small dog.
  6. 6. Key findings The two factors with the strongest evidence of improving pupil attainment are 1. teachers’ content knowledge, including their ability to understand how students think about a subject and identify common misconceptions 2. quality of instruction, which includes using strategies like effective questioning and the use of assessment
  7. 7. A few key ideas from research:  Memory: space and interleave content; test and re-test and re-test  Metacognition – model the thinking  Grit/ Growth mindset – applied to specific strategies – can be developed  Homework: yes it works – in specific forms and conditions and not in others  The Pygmalion Effect happens – students rise or fall to meet your expectations.
  8. 8. Most data systems:
  9. 9.  Grammar = Knowledge  Dialectic = Exploration  Rhetoric = Communication Know, Explore, Communicate
  10. 10. Balance: Staples and Deviations Mode A  You Explain  You Model  They practise  Check and give feedback  Test them. And again a bit later. Mode B • Explore; Discover • Hands-on Experience • Inspire some AWE • Go off piste • Make things; do projects; set open-ended tasks, give choices, 80% 20%
  11. 11. Differentiation and Challenge MUST, SHOULD, COULD learning objectives. To a good approximation, it’s sensible to give everyone the same diet aiming for the top but then do THE GARDENING: Top End, SEND/EAL , Everyone else
  12. 12. Behaviour – It’s all about motivation and habits  Stay RAMPed: Relaxed, Alert, Motivated and Positive  Signal, pause, INSIST  Affirm and follow through: ‘You establish what you establish’ Bill Rogers  Language of Choice  Use the system; it’s there to support you  Fix the damage.
  13. 13. Literacy  Say it again but better; set standards for speech  New words: rehearse, apply, recall, reinforce  Do lots of reading in class; model reading. Hard Work  Bursts of Glorious Silence; Time limits; Completion goals  Developing a growth mindset requires some early success; Reward effort and perseverance over performance  Construct opportunities for students to achieve excellence.  Homework: You’re not doing it for me, you’re doing it for yourself
  14. 14. Questions  Everyone answers; use think time; use pairs or names or whiteboards; probe and probe again  Go meta – how do you know what you know? Feedback  Mark lean; feedback early  Insist on responses.  Only do marking at the rate it can be actioned; don’t drown  Redraft via critique: simple, powerful. (Ron Berger)
  15. 15. Per ardua ad astra Thank You @headguruteacher