University - Teaching theory lessons


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A presentation given to the University of Southampton PE PGCE students explaining ways to plan, design and deliver theory lessons.

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  • Content knowledge
  • Cognitive overload
  • Myths?
  • University - Teaching theory lessons

    1. 1. @davidfawcett27#gcsetheory
    2. 2. @davidfawcett27#gcsetheory
    3. 3. @davidfawcett27#gcsetheory
    4. 4. @davidfawcett27#gcsetheory
    5. 5. @davidfawcett27#gcsetheory
    6. 6. @davidfawcett27#gcsetheory
    7. 7. @davidfawcett27#gcsetheory#busy!Lessons don’t have to be:
    8. 8. @davidfawcett27#gcsetheoryGreat theory lessonsCleargoal, challenge, monitoringprogress towards thegoal, mastery of thegoal, feedback on the wayto the goal, feedback after
    9. 9. @davidfawcett27#gcsetheoryGreat theory lessons• Culture• Safe environment• Everything you dohas a plannedimpact• Through studentseyes• Rules/protocols
    10. 10. @davidfawcett27#gcsetheory#Myths
    11. 11. @davidfawcett27#gcsetheoryBefore….• Plan lessons with others - mentor, colleague• Curriculum/specification• Backward design• Prior achievement (d=0.67) - desired outcome*data*effective formative assessment*marking is feedback is planning is……*find out what they know (start of lesson)• Informed by prior lesson
    12. 12. @davidfawcett27#gcsetheoryThen….• See through students eyes• Surface to deep learning - Hattie (p.19)• Overlearning• Structure:‘Direct Instruction’
    13. 13. @davidfawcett27#gcsetheoryDirect Instruction (d=0.59)1. Learning intentions2. Success criteria & standards3. Build commitment & engagement4. How will you present the lesson5. Guided practice6. Closure7. Independent practiceContinuous formative assessment, intervention andfeedback
    14. 14. @davidfawcett27#gcsetheory
    15. 15. @davidfawcett27#gcsetheoryExtended abstract - I am able to manipulate the content and apply itin an extended or abstract way.Relational- I can see the links and relationships between facts andcontent information.Multi structural - I have multiple individual ideas(facts, definitions, figures, key words…).Uni structural - I have an idea.Pre structural - I do not know anything about this topic.
    16. 16. @davidfawcett27#gcsetheoryThink….1. Learning intentions*2. Challenge - so important3. Monitor progress towards goal4. Magic #3 (Nuthall)5. Constantly directing learning (clear criteria forresearching, key questions for watching avideo..)6. The F word!!!7. Activities(????)/resources8. Gimmicks - pffff!!!
    17. 17. @davidfawcett27#gcsetheoryFinally….Individual learning (d=0.24)VCooperative learning (d=0.52-0.54)
    18. 18. @davidfawcett27#gcsetheoryLearning Intentions• Always your start point• Challenge• Success criteria (models/examples of excellence)• Transparency• Non linear• Intention centred feedback• Measurement of learning• Different starting points
    19. 19. @davidfawcett27#gcsetheory
    20. 20. @davidfawcett27#gcsetheoryZoe Elder
    21. 21. @davidfawcett27#gcsetheory
    22. 22. @davidfawcett27#gcsetheoryQuestioning (d=0.48)• Always link your questions to your LI’s and SC• Plan questions before the lesson (work themout)• Change level of Q from surface to deep
    23. 23. @davidfawcett27#gcsetheoryOh no, not…
    24. 24. @davidfawcett27#gcsetheoryQuestioning (d=0.48)• Minimise IRE questions• Have questions that initiatediscussion, challenge students and allowthem to explore understanding (kiplings).• Pose questions that allow feedback to wholeclass.• Listen - close the gap - formative assessment
    25. 25. @davidfawcett27#gcsetheoryQuestioning (d=0.48)Hinge@learningspy
    26. 26. @davidfawcett27#gcsetheory3, 4, 5Wait time…No hands up?Peer discussion?
    27. 27. • Using your knowledge, answer the exam questions below. Use IDEA tostructure your answers:• What might happen if the schools didn’t run extra curricular activities?• What might happen if the PESSYP strategy didn’t offer support for Gifted& Talented?• What would happen to David if schools didn’t run interschoolcompetitions?1. How might the schools PESSYP strategy have helped David develop his Athletics atschool? (6 marks)2. How do schools encourage individuals like David to take part in sport? (8 marks)3. When David was in school he would have benefitted from the older PESSCLstrategy. Explain specifically how this strategy would have benefitted him (8 marks)Relational - ExtendedAbstractPE in Schools
    28. 28. @davidfawcett27#gcsetheoryJohn Sayers
    29. 29. @davidfawcett27#gcsetheoryFeedback (d=0.73)
    30. 30. @davidfawcett27#gcsetheoryFeedback• Concerned with ‘closing the gap’• Link closely to LI’s and SC (modelling, EofE)• Effort and process (Dweck)• Immediate - impact• Formative• 3 questions*Where am I?*Where am I going?*How do I get there?
    31. 31. @davidfawcett27#gcsetheoryFeedback• AfL - proper AfL• 5 stages - (P127)• Evidence ofunderstanding• Moving studentsforward
    32. 32. @davidfawcett27#gcsetheoryFeedback• Strong learningintentions and SCwhich are referred to• Pen portraits• Focus specifically on5/6 students perlesson.
    33. 33. @davidfawcett27#gcsetheoryFeedback• Marking policy tofeedback policy• Feedback markingkey• Quick marking toallow time to givefeedback where itmatters
    34. 34. @davidfawcett27#gcsetheoryFeedback• 3 questions• Close the gap• Focused marking• Really assess & markspecific questions ina piece of work(hinge)
    35. 35. @davidfawcett27#gcsetheoryFeedback• Dedicatedimprovement &reflection time• Triple impactmarking• You - they act - youreview
    36. 36. @davidfawcett27#gcsetheoryFeedback• Drafting & critique• If it’s not perfect itisn’t finished• Exit tickets• Plenary/developmental task
    37. 37. @davidfawcett27#gcsetheoryDeliberate practice• Sometimes learning is hard work• Practice, practice, practice…• Overlearning• Precise, focused, specifically chosen tasks• Evidenced based learning• Transparent about end value - formativeassessment• No gimmicks!!!
    38. 38. @davidfawcett27#gcsetheoryActivity choice (??)Surface DeepQFTConceptmapsQuestionsJigsawgroupsHexagonsFactinFictionExtendedquestioning• Variety (but beware of cognitive overload)• Narratives• Work with the information (synthesise, analyse, evaluate…)• Challenge• Feedback• SOLO HOT maps
    39. 39. @davidfawcett27#gcsetheoryDifferentiation• Prior knowledge (then createchallenge, conflict and problem solving)• Work at ‘+!1’ with all students• Pitch high - Ron Berger - scaffold• Feedback - best form of differentiation (IMHO)• Don’t dumb it down
    40. 40. @davidfawcett27#gcsetheoryAnd finally
    41. 41. @davidfawcett27#gcsetheoryAnd finally:• End of lesson (exit tickets, reflection, did weclose the gap?)• Homework (d=0.29) Carefully plan this formaximum impact. Start in lesson to scaffoldand provide feedback before they leave yourlesson to complete it.
    42. 42. @davidfawcett27#gcsetheoryLinks and sources:• Various blog posts came from• My blog covering GCSE theory lessons andSOLO