Outstanding Teaching strategies

1. Outstanding Teaching Techniques
Delivered by
Dr JOANNA GOODMAN
http://cromwell-consulting.com/
Dr Joanna Goodman http://cromwell-consulting.com/

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. School Development
Pastoral
dimension
School
development
Consistency in monitoring
Academic
dimension
Dr Joanna Goodman http://cromwell-consulting.com/

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. 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. 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. 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. 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. 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. 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. Working Together
Working
together and
sharing ideas for
development
Dr Joanna Goodman http://cromwell-consulting.com/

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. 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. 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. Basic Tenets of AfL
Outstanding teaching
• Effective questioning
• Feedback
• Wait time
• Peer and self assessment
• Targets
• Indicating understanding

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. 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. 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. 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. 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. 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. 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. 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. ATL Model
More time spent
working with
high success
leads to
increased
achievement
Dr Joanna Goodman http://cromwell-consulting.com/

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. Learning Engagement
How to involve pupils in their learning?
Dr Joanna Goodman http://cromwell-consulting.com/

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. 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. Learning Objectives
Assessment
Clear and shared
Focus on outcomes
objectives
matched to L Os
Dr Joanna Goodman http://cromwell-consulting.com/

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. 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. 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. 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. 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. SWOT Analysis
STRENGTHS
WEAKNESSES
OPPORTUNITIES
THREATS
Dr Joanna Goodman http://cromwell-consulting.com/

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. 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. 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. 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. Thank you
Dr Joanna Goodman
http://cromwell-consulting.com/
Dr Joanna Goodman http://cromwell-consulting.com/