This document discusses the importance of classroom talk for student learning. It explains that students retain more information when they are actively involved through hearing, seeing, talking and doing. Several strategies are presented to encourage equitable classroom discussions, including turn and talk, journal jots, value line ups and role playing. Teachers are advised to develop students' discussion skills by preparing open-ended questions in advance and pressing students to explain and develop their ideas. The overall message is that engaging students in talking about their learning through classroom discussions can improve achievement and deepen understanding.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
This presentation was originally created to share some interactive strategies to some fourth year students with major in TLE at EARIST last Feb. 17, 2017.
Disclaimer: *Strategies being presented were a product of my thorough research via Internet... so i owned nothing except for the layout i made in my slide presentation and some examples presented based from my teaching experience. The credit also goes to the creator of the video i watched on Youtube about Millenials Vs Generation Z.
Hope it will help you. God bless and thank you.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Interactive Teaching Strategies for Today's Learnerslizel BALLESTEROS
This presentation was originally created to share some interactive strategies to some fourth year students with major in TLE at EARIST last Feb. 17, 2017.
Disclaimer: *Strategies being presented were a product of my thorough research via Internet... so i owned nothing except for the layout i made in my slide presentation and some examples presented based from my teaching experience. The credit also goes to the creator of the video i watched on Youtube about Millenials Vs Generation Z.
Hope it will help you. God bless and thank you.
Teacher Resource Guidebook - Key Resources List ~ tessafrica.net ~ For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
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Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
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Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
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Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
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City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
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Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Keys to Conflict Resolution (Primer & 5 Lessons)
Lesson 1: Active Listening
Lesson 2: Seven Steps for Managing Emotions, Especially ANGER
Lesson 3: Teach Escalation and De-escalation of Conflict
Lesson 4: Teach Conflict Styles and Collaborative Problem Solving
Lesson 5: Teach the Differences between Aggression, Assertion, and Passive Behavior
teachers handout 4elt conference how learners learn better.pdfMr Bounab Samir
My abstract : 4th elt conference
Learning preferences : How learners learn better?
Learning preferences are all about how your learners study and learn in better ways that reflect their interests and likes. Learners learn in different ways and have a style or a preference to help them acquire new skills , knowledge and remember things.
Some teachers prefer the concept preference to learning styles so as not to classify a learner and impose a particular learning style. What suits one learner might not suit another? For example, if a group of people are learning videos, some like listening and dramatization the teacher acts. Others want to stand up and move performing the movements at the same time as watching the teacher perform them.
Talking about the best learners learn respecting their preferences and needs is like someone in real life situation where he or she may buy a laptop or smart TV , do you get straight in and start using it, do you read the instructions first, or do you call or ask for competent person to show you what to do (or do you use the internet to watch a video on YouTube)?
That is a real life example of someone’s learning style or preference for learning.
Teachers first primary concern is how to make things easier for their learners and audience – The may opt for a particular methodology that they see it suit them or for a specific diversity while delivering their content, but this might not suit their learners.
For example, if teachers prefer to listening to a lecture they certainly feel more comfortable lecturing their learners.
That’s why teachers have to find out what their learners’ preferences are, then they can adapt the delivery content that to suits them.
There are so many different ways of ascertaining preferences, some systems might contradict others or even be misunderstood. Some people are in favour of them, whereas others aren't. The current thinking is that there is no valid research to justify their use. However, you need to make your own decision on whether using the results of learning styles' tests for differentiation will work for your learners. You will also need to check whether the organisation you work for advocates their use or not.
Most people don't fit into one style or preference, I recommend using a variety of teaching and learning approaches to help learning to take place. Your learners might instinctively know what works best for them rather than having it determined for them. For example, they might prefer practical activities rather than reading or writing. This might have been developed from previous courses they have attended. Rather than this being their learning preference, you could think of it as their teaching preference. You could ask your learners which teaching preference they prefer and then adapt your sessions accordingly.
You probably know if it’s hard for your learners to learn by listening,
But if they get their bodied up and moving around, things click instantly.
Or maybe they love listening to audiobooks,
But nothing seems to make sense to them when they sit down to read a paper book.
What you are describing when you talk about your learners in this way is their learning style.
Presentation ( Mathematics) teacher only dayGavin Clark
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
guidance and counseling is critical for pupils at school. so that you tap their potential and help them reap to maximum potential, guidance is critical. this is a guide to help you help the pupils at school
involving learners actively in the process of learning gives more to the teacher and learner. the learners construct more concepts when they are actively involved in the process of learning
it is good to practice good classroom management. the way learners sit in the classroom will largely affect their learning. the class discipline is core too for learners' learning. when there is class discipline, the learners will maximize the learning.
planning is very critical in teaching/learning. without proper planning, things may work against you. the presentation highlights the need for preparation taking note of how to plan a scheme of work and a lesson plan with proper teaching methods. the presentation also highlights things to consider before choosing any teaching method. i hope you find it of assistance to you.
this presentation is to assist managers of schools to familiarize themselves with leadership and management of schools. the presentation highlights the various responsibilities of staff and support staff. when done with this presentation you can get to be a super man in management and administration of schools.
improving classroom talk is a presentation to help teachers and other caregivers by giving them skills on how they can engage learners in class effectively. talking is the beginning of teaching. without learners talking, you will create a boring class to you first and to learners.
imagine having 50 learners in a class with a lesson of 40 minutes. how will you distribute the minutes to ensure that every child/learner in your class gets equal time to talk. neglecting classroom talk will enhance a culture whereby a teacher moves a head with few learners while others feel not involved. this presentation gives you an idea of how you can involve every learner in classroom talk
as a trainer/ teacher solely enshrined with the responsibility of ensuring that the learner given to you achieves in learning, reflective teaching is a skill you need to embrace. check out whether your teaching is reflective.
if learners are to benefit from a classroom talk, then there have to be activities to enhance learning. activities should be chosen tacitly and carefully.
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
nurturing creativity and resilience in young children.
all children at one point or another fall victims of circumstances. no child is immune to adversities and so it is important to understand how ho help them recover from such adversities.
this material can be used for training, seminars and for personal development
2. People talk when they say things to one
another or have conversation. You talk
to someone when you discuss
something with them. You say that
people are talking if there is a lot of
casual or careless discussion about
something.
3. When do pupils talk? When do you talk? Who
talks most?
Classroom talk takes place when pupils:
•Answer your questions
•Ask you and their classmates questions.
•Answer questions asked by their
classmates.
•Participate in group discussion.
4. As a teacher you are an active
participant in classroom talk when you:
•Ask questions
•Answer questions
•Explain
•Give instructions
5. Why is classroom talk important in children’s
learning?
Children retain what they learn as follows:
Hearing only: 20%
Seeing only: 30%
Hearing and visual support: 50%
Hearing, seeing and talking: 70%
Hearing, seeing, talking and doing: 90%
6. From the above we learn that active
involvement of the pupils through
additional materials being used, practical
work and discussion increases the
amount of pupils can remember.
7. Think of a class of 50 pupils in a lesson
of 30 minutes and see how many each
child needs to talk.
Each child gets 36 seconds.
The calculation is intended to show how
in many of our classes pupils are denied
the chance to learn through participation
in talk.
9. How do I help my
pupils develop
effective discussion
skills?
10. Turn and Talk strategy is useful when
lots of pupils have ideas to share. The
teacher says: “Turn to your
neighbor/partner and tell them what
your thoughts are about….”
The teacher then asks one member of the pair to summarize
the discussion they had. Or, when active listening skills are to
be reinforced, the teacher might ask a member of the
pair to relate what their partner said to them.
11. Journal Jot is a strategy teachers use
when they want to give pupils an
opportunity to collect and write
their thoughts before sharing them
out with the class. The teacher says:
“Take a few minutes to write your
thoughts about….”
When pupils have completed their writing, the
teacher asks them to share it with partners, small
groups, or the whole class and invites pupils to
respond to one another.
12. Value Line Up is a strategy used by teachers when
they want pupils to appreciate the differing views people
have around a variety of topics/issues. The teacher says:
“I’d like you to form a line across the front of the
classroom. If you strongly agree, stand
near this end of the line based on how strong your belief
is. If you disagree, do the same at the
opposite end of the line.”
The teacher can then invite individuals share their view with the
class and ask participants to change their location on the line as their views
shift on this issue.
Or, the teacher can “fold” the line in half, and invite
participants to share their views with someone with an
opposite view. This helps develop active listening skills.
13. Choose A Side similar to Value Line Up.
But, in this case, the teacher simply asks
pupils to choose a side of the room to sit
on that coincides with their beliefs about
a rigorous topic or problem. During the
ensuing discussion, students are invited
to move to the other side of the room
if a point made during the discussion
sways their view.
14. Pass the Hat is a strategy teachers use to
encourage pupils who might otherwise be
hesitant to ask questions they have about
complex ideas to pose these to the class.
The teacher says: “I’m passing a
hat around the room. Place questions
you would like the class to address in
the hat.”
The teacher then selects questions from the hat to use in
launching and maintaining the discussion asking students for evidence
from the rigorous text/problem to support their
thinking.
15. Role Play is a way to provide practice for behaviors
the teacher wants the class to engage in.
Sometimes this is done “fishbowl” style with a group
of pupils acting out a strategy, norm. or procedure
in front of the class with the teacher stopping the
action frequently to talk about what the class is
seeing/hearing. At other times, the teacher might
ask small groups or pairs to practice a behavior
simultaneously, stopping along the way or
debriefing afterwards to determine what
worked/didn’t work and make adaptations as
needed.
16. How can I make talk
equitable in the
classroom?
17. Not all pupils are comfortable sharing their
ideas in a public forum. You need to decide
if it’s okay for them to be engaged
through just listening. They might later
share their understandings one on one
or in writing.
Some teachers…
18. *Call on pupils with hands up
*Pull sticks with names on
*Write names on a sheet of paper, as students raise hands,
acknowledging with a nod that they wrote the name
down. This frees the student to lower their hand and
listen until the teacher calls on them. Students learn to jot
ideas down so they don’t forget them. When called on,
they say something like “I want to respond to what
Carlos said a few minutes ago about ….” Or, “I was going to
make a point about….. but Alex already did.”
19. Are there tools the
pupils can use
independently to
make talk equitable?
20. Some teachers:
• Provide two sided chips for pupils to flip; green means “I have
something to contribute” and red means “I’m listening and processing
what is being said”.
• Give students two-sided paddles to hold up with agree/disagree
sides, smiley/confused faces, or question/connection for students to
raise in indicating their participation.
• Use speaker props – a ball or microphone for the speaker to hold;
once students are ready to begin the discussion, the group is called
to order when the teacher takes out the “discussion prop.” Once the
discussion begins, only the person with the prop may speak.
21. How do I encourage
pupils to develop
their ideas?
22. Prepare Ahead of Time:
Developing open-ended, higher level questions before the
discussion helps to develop critical thinking skills. Bloom’s
Taxonomy is a great resource to learn how to write questions.
Assigning a reading, math problem, or science
experiment before the discussion and telling the
students they’ll be expected to share their under-
standings with one another helps them come prepared with
their ideas in their heads or jotted down .
Learning how to “press” students to explain or develop their
ideas helps to deepen their understanding.
23. Research shows a link between
engaging pupils in talking about
their learning through classroom
discussions and higher pupils
achievement. Teachers can
impact pupils
test scores while deepening
content knowledge.