"Teacher, what does teacher-student dialogue usually look like?"
Teacher: Teacher-student dialogue in classrooms often involves the teacher asking a closed question with a single correct answer, a student attempting to answer, and the teacher evaluating if the answer is right or wrong. This type of dialogue is often called an Initiation-Response-Evaluation or IRE sequence. Some key features include:
- Questions are usually known-answer questions looking for a single correct response
- Students are called on one at a time to answer
- Answers are often short, one-word responses
- Feedback is usually just right or wrong rather than extending the thinking
- There is limited discussion or follow up questions to probe student understanding
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
The document proposes reevaluating the current education system to address its problems. It suggests restructuring classrooms based on learning styles, implementing a new IEP system to track each student's learning style and abilities, assessing student motivation in middle school to set goals, and developing expectations for high school graduation. It also discusses enhancing afterschool activities and their positive impact on academic achievement, including improved grades, reading skills, school attendance, and behavior. The goal is to develop an innovative education system to reduce the over 1 million students who fail to graduate annually.
This document provides an overview of a presentation about how the skills developed through BTC 4 (Building the Curriculum 4) support the principles of Curriculum for Excellence. The presentation aims to give insights into the link between BTC 4 and CfE, provide examples of ideas and supports that have been developed, and allow for sharing and discussion. It outlines the seven principles of CfE and how BTC 4 relates to them, with a focus on challenge and enjoyment, breadth, progression, personalization and choice, and relevance. Examples of skills targeted by both CfE and BTC 4 like literacy, numeracy, health and wellbeing are also mentioned.
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
The document outlines an ideation process for redesigning the school-to-work transition. It provides prompts for generating over 50 ideas and selects the most practical, disruptive, and favorite ideas. The most practical idea is for teachers to study the Design Action Thinking Lab at Stanford. The most disruptive idea is to replace schools with education from SpongeBob and Patrick. The favorite idea is to use social and emotional learning practices pioneered by the Collaborative for Academic, Social and Emotional Learning.
The document discusses envisioning the future of learning and education. It reviews various national reviews and their aims around developing learners, individuals, citizens, well-being, engagement, empowerment, autonomy, respect, sustainability, and more. It questions whether the current system frustrates innovation or masks deeper inertia. It considers what learning experiences, curriculum, environments, understandings, and settings children could have to prepare them for the 21st century. It emphasizes looking at the whole child and ethos of learning.
This document provides summaries of books authored by Todd Whitaker and Annette Breaux focused on improving teaching practices. It lists over a dozen book titles related to topics like classroom management, motivating students and teachers, and the practices of great teachers. It also provides ordering information for the books and study guides.
Learners and Learning: Section Three: School learningSaide OER Africa
In Section Three we will build on these ideas with special reference to schooling. In particular, we want to focus on the following question: "Should the kind of teaching and learning that occurs in schools be more like the learning that occurs in everyday life?" How is school learning different from everyday learning, and how can teachers implement good school learning in their classrooms?
The document proposes reevaluating the current education system to address its problems. It suggests restructuring classrooms based on learning styles, implementing a new IEP system to track each student's learning style and abilities, assessing student motivation in middle school to set goals, and developing expectations for high school graduation. It also discusses enhancing afterschool activities and their positive impact on academic achievement, including improved grades, reading skills, school attendance, and behavior. The goal is to develop an innovative education system to reduce the over 1 million students who fail to graduate annually.
This document provides an overview of a presentation about how the skills developed through BTC 4 (Building the Curriculum 4) support the principles of Curriculum for Excellence. The presentation aims to give insights into the link between BTC 4 and CfE, provide examples of ideas and supports that have been developed, and allow for sharing and discussion. It outlines the seven principles of CfE and how BTC 4 relates to them, with a focus on challenge and enjoyment, breadth, progression, personalization and choice, and relevance. Examples of skills targeted by both CfE and BTC 4 like literacy, numeracy, health and wellbeing are also mentioned.
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
The document outlines an ideation process for redesigning the school-to-work transition. It provides prompts for generating over 50 ideas and selects the most practical, disruptive, and favorite ideas. The most practical idea is for teachers to study the Design Action Thinking Lab at Stanford. The most disruptive idea is to replace schools with education from SpongeBob and Patrick. The favorite idea is to use social and emotional learning practices pioneered by the Collaborative for Academic, Social and Emotional Learning.
The document discusses envisioning the future of learning and education. It reviews various national reviews and their aims around developing learners, individuals, citizens, well-being, engagement, empowerment, autonomy, respect, sustainability, and more. It questions whether the current system frustrates innovation or masks deeper inertia. It considers what learning experiences, curriculum, environments, understandings, and settings children could have to prepare them for the 21st century. It emphasizes looking at the whole child and ethos of learning.
This document provides summaries of books authored by Todd Whitaker and Annette Breaux focused on improving teaching practices. It lists over a dozen book titles related to topics like classroom management, motivating students and teachers, and the practices of great teachers. It also provides ordering information for the books and study guides.
The document provides guidance on preparing for and taking an exam in Unit 2. It explains that the exam consists of three parts worth a total of 90 marks. It outlines the skills assessed in each part, including A01 which involves explaining key ideas, and A02 which involves applying, interpreting, analyzing and evaluating concepts. The document provides examples of question types, advises on how to structure answers, and emphasizes the importance of using course material and vocabulary to achieve high marks.
El documento explica los verbos en español. Explica que los verbos muestran acción y cómo se conjugan para indicar quién realiza la acción. Presenta los verbos regulares terminados en -ar como hablar, trabajar y bailar. Explica las terminaciones para la conjugación como -o, -as, -a. Proporciona ejemplos de cómo se conjugan estos verbos en las diferentes personas.
There are different objectives that businesses may have when starting up. Many are not aiming to become large and instead want to provide a satisfactory living or be run part-time while keeping a day job. Some pursue social aims or want more control over their work life. Ambitious start-ups aim for growth but all must first focus on survival by reaching break-even and having enough cash. Success requires a profitable idea that meets customer demand as well as entrepreneurial traits like passion, resilience, and hard work.
Sociology of the mass media: Media forms, ownership and controlbrunogiegerich
Media ownership in the UK is highly concentrated, with 13 major companies dominating the industry. 10 of these companies are owned by wealthy individuals rather than shareholders or trusts. There has been an increasing trend of concentration of ownership over time. Media giants employ strategies like vertical and horizontal integration, convergence across different technologies, global conglomeration, and branding to expand their control over various sectors of the media industry.
Edexcel A level Business Studies notes Unit3Tesmon Mathew
This document provides information about why businesses seek international markets and international trade. It discusses several key points:
1) Businesses trade internationally to access new markets, take advantage of multiple markets, and engage in global sourcing to reduce costs. Global sourcing allows access to low-cost labor, materials, and tax benefits.
2) Factors like improved infrastructure, trade liberalization through organizations like the WTO, and the formation of trading blocs have made international trade easier for businesses over time.
3) Trading in multiple international markets helps businesses spread risks compared to relying on a single domestic market. Selling in more markets also allows businesses to offset declines in any one market.
Rand Fishkin discusses why content marketing often fails and provides 5 key reasons: 1) Unrealistic expectations of how content marketing works, 2) Creating content without a community to amplify it, 3) Focusing on content creation but not amplification, 4) Ignoring search engine optimization, and 5) Giving up too soon and not allowing time for content to gain traction. He emphasizes that content marketing is a long-term process of building relationships and that most successful content took years of iteration before gaining significant reach.
The What If Technique presented by Motivate DesignMotivate Design
Why "What If"...?
The What If Technique tackles the challenge of engaging a creative, disruptive mindset when it comes to design thinking and crafting innovative user experiences.
Thinking disruptively is a disruptive thing to do, which means it's a very hard thing to do, especially when you add in risk-averse business leaders and company cultures, who hold on tight to psychological blocks, corporate lore, and excuse personas that stifle creativity and possibilities (see www.motivatedesign.com/what-if for more details).
The What If Technique offers key steps, tools and examples to help you achieve incremental changes that promote disruptive thinking, overcome barriers to creativity, and lead to big, innovative differences for business leaders, companies, and ultimately user experiences and products.
Let's find out what's what together! Explore your "What Ifs" with us. See www.motivatedesign.com/what-if for details about the What If Technique, studio workshops, the book, case studies and more downloads--including a the sample chapter "Corporate Lore and Blocks to Creativity"
Connect with us @Motivate_Design
The document discusses different approaches to developing "Learning to Learn" curricula in schools. It explores concepts like "Building Learning Power" and "Habits of Mind" and how they relate to competency-based curriculums. It provides examples of key skills and attributes that various approaches aim to develop in students, such as resilience, resourcefulness, reasoning abilities, self-reflection skills, collaboration skills, and managing their own learning. It also shares perspectives from students and teachers on implementing these approaches.
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
The document discusses insights gained about information literacy. It summarizes how information literacy is changing views on learning, teachers, students, and assessment in education. Specifically, it notes that learning is now seen as a process rather than product. Students are viewed as information seekers and teachers must prepare students to learn how to learn. Authentic assessments that measure application of skills and knowledge are emphasized over traditional testing. Overall, the document argues that integrating information literacy skills across all subjects from an early age is important for producing lifelong learners.
Constant change is here to stay: why schooling is always about the futureruperthigham
Constant change means education must focus on preparing students for an uncertain future. Schools aim to equip students with the knowledge, skills, and values needed to thrive in the future, but the future is unpredictable. Therefore, education should focus on developing students' ability and appetite to learn, think critically, and adapt to new situations. While these ideas are not new, schools have struggled to fully implement an education system focused on preparing students for the future. Doing so properly requires broad goals, support for all students, evidence-based practices, clear language, cultural changes, a focus on teaching, evaluation, and strong leadership.
Constant change is here to stay: why schooling is always about the futureruperthigham
Constant change means education must focus on preparing students for an uncertain future. Schools aim to equip students with the knowledge, skills, and values needed to thrive in the future, but the future is unpredictable. Therefore, education should focus on developing students' ability and appetite to learn, think critically, and adapt to new situations. While these ideas are not new, schools have struggled to fully implement an education system focused on preparing students for the future. Doing so properly requires broad goals, support for all students, evidence-based practices, clear language, cultural changes, a focus on teaching, evaluation, and strong leadership.
Constant change is here to stay: why schooling will always be about the futureRichard Sandford
Constant change means education must focus on preparing students for an uncertain future. Schools aim to equip students with the knowledge, skills, and values needed to thrive in the future, but the future is unpredictable. Therefore, education should focus on developing students' ability and appetite to learn, think critically, and adapt to new situations. While these ideas are not new, schools have struggled to fully implement an education system focused on preparing students for the future. Doing so properly requires broad goals, support for all students, evidence-based practices, clear language, cultural changes, a focus on teaching, evaluation, and strong leadership.
The document provides 10 ways that educators can make classrooms more innovative. They are: 1) have a growth mindset, 2) practice self-reflection, 3) ask open-ended questions, 4) create flexible learning spaces, 5) account for different learning styles, 6) use problem-finding, 7) allow students to fail and try again, 8) consider a flipped classroom model, 9) invite entrepreneurs into the classroom, and 10) use design thinking processes. The overall message is that innovative classrooms require teachers to shift away from traditional lecturing and toward student-centered approaches that encourage creativity, collaboration, real-world problem solving and flexibility.
This document discusses developing a learning-focused curriculum and school environment. It emphasizes cultivating deep learning goals and skills like collaboration, problem-solving, creativity and resilience in students. It advocates giving schools freedom over their curriculum design while maintaining a national minimum standard. Various learning approaches are mentioned, like performance, project and problem-based learning. Developing student autonomy and celebrating successes are priorities. The highest performing education systems internationally are looked to for curriculum guidance.
This document discusses the role of teachers in transforming education through technology. It emphasizes that teachers must embrace technology and engage students with 21st century tools, or risk students leaving them behind. A "Rockstar Teacher" is defined as one who uses technology to create self-directed learners and transform the world. The document provides 10 steps that Rockstar Teachers can take to engage students, including creating an emotionally and intellectually safe classroom, cultivating engagement, and teaching self-awareness.
An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
This document outlines a presentation on the flipped classroom. It begins with objectives for the session, which are to define the flipped classroom, appreciate its importance, identify implementation techniques, criticize flaws, and demonstrate a well-structured flipped classroom plan. It then outlines an activity where attendees will discuss what education is, who educators are, students today, and trends in education. Finally, it provides information on the flipped classroom approach, advantages and disadvantages, and tips for planning an efficient flipped classroom.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
The document discusses qualities of good teaching. It states that the most important role of a teacher is to impart a love of learning to students. A good teacher guides students, motivates them to succeed, and helps develop their self-image and skills to become leaders. Key qualities of an effective teacher include having strong subject knowledge, integrity, good communication skills, and sparking students' interest in learning.
Educational challenges... This trip takes you to a reflection on the use of learning outcomes, the role of the learner, quality assurance, sparkling learning environments and interconnection... 5 stars, 5 recommendations!
The document provides guidance on preparing for and taking an exam in Unit 2. It explains that the exam consists of three parts worth a total of 90 marks. It outlines the skills assessed in each part, including A01 which involves explaining key ideas, and A02 which involves applying, interpreting, analyzing and evaluating concepts. The document provides examples of question types, advises on how to structure answers, and emphasizes the importance of using course material and vocabulary to achieve high marks.
El documento explica los verbos en español. Explica que los verbos muestran acción y cómo se conjugan para indicar quién realiza la acción. Presenta los verbos regulares terminados en -ar como hablar, trabajar y bailar. Explica las terminaciones para la conjugación como -o, -as, -a. Proporciona ejemplos de cómo se conjugan estos verbos en las diferentes personas.
There are different objectives that businesses may have when starting up. Many are not aiming to become large and instead want to provide a satisfactory living or be run part-time while keeping a day job. Some pursue social aims or want more control over their work life. Ambitious start-ups aim for growth but all must first focus on survival by reaching break-even and having enough cash. Success requires a profitable idea that meets customer demand as well as entrepreneurial traits like passion, resilience, and hard work.
Sociology of the mass media: Media forms, ownership and controlbrunogiegerich
Media ownership in the UK is highly concentrated, with 13 major companies dominating the industry. 10 of these companies are owned by wealthy individuals rather than shareholders or trusts. There has been an increasing trend of concentration of ownership over time. Media giants employ strategies like vertical and horizontal integration, convergence across different technologies, global conglomeration, and branding to expand their control over various sectors of the media industry.
Edexcel A level Business Studies notes Unit3Tesmon Mathew
This document provides information about why businesses seek international markets and international trade. It discusses several key points:
1) Businesses trade internationally to access new markets, take advantage of multiple markets, and engage in global sourcing to reduce costs. Global sourcing allows access to low-cost labor, materials, and tax benefits.
2) Factors like improved infrastructure, trade liberalization through organizations like the WTO, and the formation of trading blocs have made international trade easier for businesses over time.
3) Trading in multiple international markets helps businesses spread risks compared to relying on a single domestic market. Selling in more markets also allows businesses to offset declines in any one market.
Rand Fishkin discusses why content marketing often fails and provides 5 key reasons: 1) Unrealistic expectations of how content marketing works, 2) Creating content without a community to amplify it, 3) Focusing on content creation but not amplification, 4) Ignoring search engine optimization, and 5) Giving up too soon and not allowing time for content to gain traction. He emphasizes that content marketing is a long-term process of building relationships and that most successful content took years of iteration before gaining significant reach.
The What If Technique presented by Motivate DesignMotivate Design
Why "What If"...?
The What If Technique tackles the challenge of engaging a creative, disruptive mindset when it comes to design thinking and crafting innovative user experiences.
Thinking disruptively is a disruptive thing to do, which means it's a very hard thing to do, especially when you add in risk-averse business leaders and company cultures, who hold on tight to psychological blocks, corporate lore, and excuse personas that stifle creativity and possibilities (see www.motivatedesign.com/what-if for more details).
The What If Technique offers key steps, tools and examples to help you achieve incremental changes that promote disruptive thinking, overcome barriers to creativity, and lead to big, innovative differences for business leaders, companies, and ultimately user experiences and products.
Let's find out what's what together! Explore your "What Ifs" with us. See www.motivatedesign.com/what-if for details about the What If Technique, studio workshops, the book, case studies and more downloads--including a the sample chapter "Corporate Lore and Blocks to Creativity"
Connect with us @Motivate_Design
The document discusses different approaches to developing "Learning to Learn" curricula in schools. It explores concepts like "Building Learning Power" and "Habits of Mind" and how they relate to competency-based curriculums. It provides examples of key skills and attributes that various approaches aim to develop in students, such as resilience, resourcefulness, reasoning abilities, self-reflection skills, collaboration skills, and managing their own learning. It also shares perspectives from students and teachers on implementing these approaches.
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
The document discusses insights gained about information literacy. It summarizes how information literacy is changing views on learning, teachers, students, and assessment in education. Specifically, it notes that learning is now seen as a process rather than product. Students are viewed as information seekers and teachers must prepare students to learn how to learn. Authentic assessments that measure application of skills and knowledge are emphasized over traditional testing. Overall, the document argues that integrating information literacy skills across all subjects from an early age is important for producing lifelong learners.
Constant change is here to stay: why schooling is always about the futureruperthigham
Constant change means education must focus on preparing students for an uncertain future. Schools aim to equip students with the knowledge, skills, and values needed to thrive in the future, but the future is unpredictable. Therefore, education should focus on developing students' ability and appetite to learn, think critically, and adapt to new situations. While these ideas are not new, schools have struggled to fully implement an education system focused on preparing students for the future. Doing so properly requires broad goals, support for all students, evidence-based practices, clear language, cultural changes, a focus on teaching, evaluation, and strong leadership.
Constant change is here to stay: why schooling is always about the futureruperthigham
Constant change means education must focus on preparing students for an uncertain future. Schools aim to equip students with the knowledge, skills, and values needed to thrive in the future, but the future is unpredictable. Therefore, education should focus on developing students' ability and appetite to learn, think critically, and adapt to new situations. While these ideas are not new, schools have struggled to fully implement an education system focused on preparing students for the future. Doing so properly requires broad goals, support for all students, evidence-based practices, clear language, cultural changes, a focus on teaching, evaluation, and strong leadership.
Constant change is here to stay: why schooling will always be about the futureRichard Sandford
Constant change means education must focus on preparing students for an uncertain future. Schools aim to equip students with the knowledge, skills, and values needed to thrive in the future, but the future is unpredictable. Therefore, education should focus on developing students' ability and appetite to learn, think critically, and adapt to new situations. While these ideas are not new, schools have struggled to fully implement an education system focused on preparing students for the future. Doing so properly requires broad goals, support for all students, evidence-based practices, clear language, cultural changes, a focus on teaching, evaluation, and strong leadership.
The document provides 10 ways that educators can make classrooms more innovative. They are: 1) have a growth mindset, 2) practice self-reflection, 3) ask open-ended questions, 4) create flexible learning spaces, 5) account for different learning styles, 6) use problem-finding, 7) allow students to fail and try again, 8) consider a flipped classroom model, 9) invite entrepreneurs into the classroom, and 10) use design thinking processes. The overall message is that innovative classrooms require teachers to shift away from traditional lecturing and toward student-centered approaches that encourage creativity, collaboration, real-world problem solving and flexibility.
This document discusses developing a learning-focused curriculum and school environment. It emphasizes cultivating deep learning goals and skills like collaboration, problem-solving, creativity and resilience in students. It advocates giving schools freedom over their curriculum design while maintaining a national minimum standard. Various learning approaches are mentioned, like performance, project and problem-based learning. Developing student autonomy and celebrating successes are priorities. The highest performing education systems internationally are looked to for curriculum guidance.
This document discusses the role of teachers in transforming education through technology. It emphasizes that teachers must embrace technology and engage students with 21st century tools, or risk students leaving them behind. A "Rockstar Teacher" is defined as one who uses technology to create self-directed learners and transform the world. The document provides 10 steps that Rockstar Teachers can take to engage students, including creating an emotionally and intellectually safe classroom, cultivating engagement, and teaching self-awareness.
An over view give to members of UNESCO of the Scottish education curriculum and how enterprise makes a significant contribution to underpinning the new Curriculum for Excellence
This document outlines a presentation on the flipped classroom. It begins with objectives for the session, which are to define the flipped classroom, appreciate its importance, identify implementation techniques, criticize flaws, and demonstrate a well-structured flipped classroom plan. It then outlines an activity where attendees will discuss what education is, who educators are, students today, and trends in education. Finally, it provides information on the flipped classroom approach, advantages and disadvantages, and tips for planning an efficient flipped classroom.
Personalized and Adaptive Math Learning: Recent Research and What It Means fo...DreamBox Learning
At a time when many schools are choosing to use adaptive math learning programs to support personalized learning approaches, it’s essential that educators focus on collecting and reviewing evidence about the impact these programs have on student understanding and achievement in mathematics. In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared the latest research of adaptive math programs. He discussed recent research findings and the methodological considerations that are used for studying the impact of these programs.
The document discusses qualities of good teaching. It states that the most important role of a teacher is to impart a love of learning to students. A good teacher guides students, motivates them to succeed, and helps develop their self-image and skills to become leaders. Key qualities of an effective teacher include having strong subject knowledge, integrity, good communication skills, and sparking students' interest in learning.
Educational challenges... This trip takes you to a reflection on the use of learning outcomes, the role of the learner, quality assurance, sparkling learning environments and interconnection... 5 stars, 5 recommendations!
This document provides an overview of different educational philosophies:
- Perennialism focuses on developing the mind through "great works" and a core curriculum, not student experiences.
- Essentialism believes schools should teach a set of basic knowledge through memorization and discipline.
- Progressivism makes the student's experiences the starting point and views learning as an active social process led by a facilitative teacher.
- Social reconstructivism sees schools as agents of social change through community-based and problem-solving learning.
- Existentialism emphasizes helping students determine their own lives through self-actualization and personal decision making.
The document includes short descriptions and quotes from influential thinkers
Key Competencies - from The New Zealand Curriculum to classroomVanessa Greenhaus
The document discusses key competencies, which are capabilities identified in the New Zealand curriculum to help students live and learn in a changing world. It provides background on key competencies, how schools are developing them, and issues around monitoring student progress on competencies. While some schools have embraced key competencies, others face challenges integrating them, especially with a new focus on national standards, so the long term impact remains uncertain.
The document discusses different types of curricula that exist in schools. It describes 7 types of curricula: recommended curriculum, written curriculum, taught curriculum, supported curriculum, assessed curriculum, learned curriculum, and hidden curriculum. The recommended curriculum comes from government agencies and guides the other curricula. The written curriculum includes official documents that expand on the recommended curriculum, while the taught curriculum depends on how teachers implement the written plans. Assessments evaluate student learning, and the hidden curriculum encompasses outside influences on students.
Mosaic Learning promotes an experiential learning model called Doubt-Based Learning. This model emphasizes that students learn best through active experience rather than memorization. It involves reflecting on experiences from multiple perspectives to develop problem-solving skills needed in today's uncertain world. Mosaic uses technologies like VR and simulation to create virtual experiences that replicate real-world learning and allow students to develop these skills through an iterative process of questioning, testing hypotheses, and reflecting on lessons learned. The goal is to better prepare students for an economy demanding adaptability, critical thinking, and lifelong learning.
Mosaic Learning promotes an experiential learning model called Doubt-Based Learning. It emphasizes active learning where students question assumptions and think critically from multiple perspectives rather than memorizing facts. Traditional education focuses on a single perspective, but the modern world requires adapting to constant change. Doubt-Based Learning uses technologies like virtual and augmented reality to create hands-on learning experiences that mimic real-world challenges. This helps develop problem-solving skills needed in today's economy.
The document discusses the challenges facing education today and how to meet those challenges, noting that education should aim to develop learning to know, learning to do, and learning to be. It also emphasizes developing students' multiple intelligences and the importance of educational leadership in shaping vision, cultivating other leaders, and improving instruction. Meeting today's challenges requires better curriculum, teaching, testing, and professional development for teachers.
This document provides details of a school trip from Paget, Bermuda to Paris, France from October 26th to 29th, 2012. It will take place at the Chateau du Grande Romaine in Lesigny, Paris. The coach will depart Paget at 6:00 AM on the 26th and arrive in France at 1:25 PM. The itinerary includes visits to museums, the Eiffel Tower, and team building activities. Pupils are advised to bring one bag of clothing and toiletries. Emergency contact numbers are provided.
This document provides information about purchasing various math revision guides and workbooks for different prices to help with preparing for exams. It lists the titles and prices for guides from publishers CGP and Bookworth for foundation and higher levels, as well as practice exam papers and discs. It reminds students to fill out an order form and pay the correct amount to order any of the materials.
This document provides information about a group of students creating educational materials for Twycross Zoo. The group will develop a web-based conservation game for children, a printable worksheet for visitors to complete during their zoo visit, and a newsletter featuring animal facts. The newsletter will include pages focused on primates, mammals, reptiles/amphibians, birds/fish, and invertebrates. The document provides background on the zoo's history and an overview of facilities available to visitors.
This newsletter provides an introduction to the Preserving Primates group and their work with Twycross Zoo. The group consists of 5 sixth form students who are creating educational materials for the zoo's website including a browser game about ape conservation, a downloadable student worksheet, and this newsletter. Each group member is focusing on different animal types for the newsletter. The newsletter also provides a brief history of Twycross Zoo and details some of its facilities.
The document outlines the planning process for a project involving the creation of a product for Twycross Zoo, including generating initial ideas through techniques like mind mapping and brainstorming, allocating specific tasks to group members, and setting deadlines including a visit to the zoo to gather materials on October 17th. Success criteria and grading procedures are also mentioned as important parts of the planning process.
This document outlines the learning outcomes and steps for a unit on problem solving. It discusses defining a statistical problem to investigate, including identifying the problem, explaining the background, setting a hypothesis, and identifying data collection methods and objectives. Specifically, it provides an example of investigating the social effects of ICT on young people, with a hypothesis about Internet access at home relating to school performance and breaking that down into considering age groups.
The document provides instructions for setting up a WordPress blog account using a school email address and custom blog name. It describes entering login credentials, confirming the account via email, customizing the blog appearance with themes and backgrounds, and publishing new blog posts with titles, text, and tags for searchability. The instructions guide completing the sign up process and basic blog creation and posting tasks.
Collaborative working involves groups working together using ICT tools. Some communication tools that can aid collaboration include email lists, forums, chatrooms, virtual learning environments, intranets, instant messaging, and voice over internet protocol. Tools for sharing information collaboratively include collaborative editing of documents, wikis, blogs, and content management systems. The document discusses ICT tools that can support collaborative working through effective communication methods and information sharing techniques.
This document provides instructions for students to create a 5-page fan website on a topic of their choice. Students must first write a detailed plan explaining what their website will include. The plan should contain enough detail that anyone could build the website just from reading the plan. The document lists 11 questions that will be provided on the board to help students develop a comprehensive plan, including why they chose the topic, how the site will be laid out, what media and color scheme will be used, how copyright laws will be followed, who the target audience is, the website's purpose, how errors will be checked, where links will be located, where information will be obtained, and how consistency across pages will be achieved.
1. Outstanding teaching and
learning for the 21st
Century:
Practical strategies for
developing independent
learners
Paget High School 2012
Prepared and presented by
Claire Gadsby
2.
3. Your starter for 10 ….
Where does one find
the most
independent learners?
4. It is fundamentally important
to keep talking about
teaching and learning even
if you are a successful
school
5. It is fundamentally important
to keep talking about
teaching and learning even
if you are a successful
school because ....
6. As many as 26,000 students (5%) leave
school without any GCSEs and over
75,000 (17%) of 15-year-olds have low
levels of literacy, despite ostensibly going
through eleven years of compulsory
education (Educational Working Group,
2006).
14. “The world our kids are
going to live in is
changing four times
faster than our schools”
Dr William Daggett, 1992
15. “The illiterate of the 21st
century will not be those
who cannot read and write,
but those who cannot learn,
unlearn, and relearn.”
Alvin Toffler – American author of Science Fiction
born 1928
16. What kind of teacher is needed
to support this new kind of
learner?
20. “Outstanding” descriptor for quality of teaching in the
school 2012
Much of the teaching in all key stages and most subjects is
outstanding and never less than consistently good. As a
result, almost all pupils are making rapid and sustained
progress. All teachers have consistently high expectations of
all pupils. Drawing on excellent subject knowledge, teachers
plan astutely and set challenging tasks based on systematic,
accurate assessment of pupils’ prior skills, knowledge and
understanding. They use well judged and often imaginative
teaching strategies that, together with sharply focused and
timely support and intervention, match individual needs
accurately. Consequently, pupils learn exceptionally well
across the curriculum. The teaching of reading, writing,
communication and mathematics is highly effective. Teachers
and other adults generate high levels of enthusiasm for,
participation in and commitment to learning.
21. “Outstanding” descriptor for quality of teaching in
the school 2012
Teaching promotes pupils’ high levels of resilience,
confidence and independence when they tackle
challenging activities. Teachers systematically and
effectively check pupils’ understanding throughout
lessons, anticipating where they may need to intervene
and doing so with notable impact on the quality of
learning. Time is used very well and every opportunity is
taken to successfully develop crucial skills, including
being able to use their literacy and numeracy skills in
other subjects. Appropriate and regular homework
contributes very well to pupils’ learning. Marking and
constructive feedback from teachers and pupils are
frequent and of a consistently high quality, leading to
high levels of engagement and interest.
23. Dance Egyptians
Magnetism
Sex Education
The Tudors
Macbeth
Sikhism
Physical
Sc
ien
t if ic ral
ltu Picasso
Cu
Friction
Experiences
Leaning
Team Self-managers Independent enquirers
workers
Reflective Creative
learners participators
24. It is all about the appropriate
learning culture in the classroom ...
26. Carol Dweck’s theories of motivation, ability
and intelligence offer important insights for
teaching. She describes two mindsets or
beliefs about our learning ability that affect
how we respond to challenges:
the fixed mindset and the growth
mindset. While both mindsets are normal, if
we believe that intelligence is fixed and can’t
change, this can limit and undermine our
motivation and learning; believing that
we are no good or hopeless at something
gets in the way of learning.
27. Fixed (Performance) Mindset: valuing
looking good
Having a fixed mindset is about believing that:
• learning potential and ability are fixed and can
be measured, and
the goal is performance; and
• ability, not effort, is the way to overcome
challenges and setbacks.
Pupils with a fixed mindset think they’ve either
‘got it’ or they haven’t.
28. When they are faced with challenge they believe that
their ability, not effort, should help them overcome the
setback. So they can get used to coasting along on their
talents and the idea that good grades prove
their ability.
When these pupils experience failure, they see it as
something deficient or lacking in themselves. They can
crumble, showing a helpless response because of this
negative ‘I am just this smart and that is it’ mindset
(Perkins). Linking failure to their own lack of ability can
make them lack persistence, opt out of difficult learning
and be reluctant to try new things. They can become
overly concerned with looking good and feel bad if they
don’t look smart
29. Growth (Mastery) Mindset: valuing
learning
Having a growth mindset is about:
• being resilient in the face of frustration and
failure; and
• having the ability to respond well to challenges,
believing that effort can lead to success.
A growth mindset enables pupils to create and
work towards learning goals because they believe
in themselves as learners with the capacity to
improve. It’s about having a robust self-efficacy
that shapes attitude, motivation and commitment
to learning.
30. Pupils with a growth mindset tend to respond to
failure by redoubling their efforts, because they
have hope that they will succeed. The harder it gets,
the harder they try. Seeing effort as the path to
mastery, they persevere when the going gets tough
and often talk themselves through difficulties. They
have a positive, can-do, bit-by-bit mindset.
The mastery response means that these pupils are
more attentive to what they can learn than to how
good they look or how bad they feel.
35. The B strategy ...
Board
Book
Brain
Buddy
“Big Boss”
36. How we learn ....
• As passive learners, we
remember only 10% of what we
read,
• 20% of what we hear,
• and 30% of what we see.
• When you teach someone else,
you retain 70 % of what you
teach.
• When you tell and show
someone you retain 90% of what
you say and do!
40. Key message 1 ...
Pupils tend to know far more than
we think. We can help them to be
more independent by harnessing
what they know already and
avoiding the tendency to re-teach
what they may already know
42. Dr. Sugata Mitra, Chief Scientist at NIIT, is credited with the
discovery of Hole-in-the-Wall. As early as 1982, he had been
toying with the idea of unsupervised learning and computers.
Finally, in 1999, he decided to test his ideas in the field. On
26th January, Dr. Mitra's team carved a "hole in the wall" that
separated the NIIT premises from the adjoining slum in Kalkaji,
New Delhi. Through this hole, a freely accessible computer was
put up for use. This computer proved to be an instant hit among
the slum dwellers, especially the children. With no prior
experience, the children learnt to use the computer on their
own. This prompted Dr. Mitra to propose the following
hypothesis:
The acquisition of basic computing skills by any set of children
can be achieved through incidental learning provided the
learners are given access to a suitable computing facility, with
entertaining and motivating content and some minimal (human)
guidance.
43. New ofsted: inspectors will
consider ...
the extent to which teachers’ questioning
and use of discussion promote learning
the extent to which the pace and depth of
learning are maximised as a result of
teachers’ monitoring of learning during
lessons and any consequent actions in
response to pupils’ feedback
48. “The agile teacher”
Showing awareness of L M H pupils within
a class
Responding directly to the needs of these
pupils within one lesson
49. How are you, as a teacher,
showing that you are aware of
prior learning and building on
that?
50. What are you doing differently
in the lesson as a result of
knowledge gained through the
assessment of your pupils?
51.
52. Classrooms
Current research suggests…
Classrooms have 4x more influence on
pupils than anything that happens at
whole school level
60% of pupils in secondary schools never
have a conversation with an adult whilst in
school
The average length of a pupil response is
5 words
56. So, what are the techniques we
should be using in the classroom?
Dylan Wiliam has clarified the important elements as:
Sharing learning intentions,
engineering effective classroom
discussions,
formative feedback,
activating learners as resources for
each other
activating learners as owners of their
own learning
57. Some practical strategies ....
“Tap into the talent in the room” – instead
of the facilitator providing input in the early
stages, begin by drawing out what
learners already know by getting them to
seek out information from each other (e.g.
trio discussion).
58. 8 schools project – key
message 1
It is fundamental that pupils have a clear
understanding of what they are trying to
learn (learning objectives), how they can
recognise achievement (learning
outcomes), what good looks like
(success criteria) and why they are
learning this in the first place (that is, the
bigger picture)
61. The pen of power
‘Pen of power’ technique – select a pupil
to come to the front and use the ‘pen of
power’ to highlight key words within the
objective and to explain their choices.
63. “The Rolf Harris”
Ask the pupils to suggest what the
learning objective is before revealing it
(e.g. could be completely concealed
beneath sugar paper or possibly with
some words visible). Discuss
differences/commonalities.
64. Delete Petite
Delete objective word by word during
the lesson. Challenge pupils to remember
correctly by the end.
65. The Red Herring
Add an extra learning objective and ask
pupils at the end of the lesson to identify
which one has not been covered and
how they know (a red herring!)
66. Guess who ?
Distribute a range of learning
objectives to pupils individually and, at
the end of the lesson, ask them to work in
groups to discuss who thinks that they
have that lesson’s correct objective in
front of them and how they know.
67. “Cloze but no cigar ...”
Present the learning objectives as acloze
activity where pupils are encouraged to
fill in the missing words before the
completed learning objective is revealed.
68. “Place your bets”
Get pupils to speculate(bid) for verbs
that could complete a learning objective
(e.g. using plenary placemat/Bloom’s
sentence stems).
71. GCSE in Construction!
TASK
You have 2 minutes to build a
structure using marshmallows and
spaghetti you have been provided
with.
72. Success Criteria
Level 2 – if it will stand on its own
and it includes horizontal and
vertical struts.
Level 4 – if it goes up to two
‘floors’ and it includes diagonal
struts
Level 6 – if it goes up higher than
two floors and can support an
apple.
73. 8 Schools Project Report
Key message 2
Pupils’ progress is accelerated when they
are clear about the success criteria for the
intended outcomes and are able to judge
the quality of their work and know how to
improve it. This requires teachers having a
good understanding of progression in the
key concepts and skills in their subject.
74. The ideal ….
“Teachers assess pupils’ progress
regularly and accurately and
discuss assessments with them
so that pupils know how well they
have done and what they need to
do to improve”.
(Ofsted descriptor of “good” teaching and
learning 2012)
75. The reality …
Ofsted findings report that students
are often unclear about what they
are learning and why
76. “Lost in a sea of learning ....”
(or, beware the “happy, busy, good” pupil )
80. The Holy Grail of AfL =
Genuine co-construction of
learning
81. 1. I have used the PEE chain in each paragraph, talking about why certain words are
important.
2. In at least two of my paragraphs I have talked about the importance of when the play was
written.
3. In each paragraph I have talked about a particular technique used by the playwright and
its effect o the audience.
4. I have written about characters and why their actions are important.
5. I have discussed the main ideas and themes of the play in some detail.
6. I have explained clearly and in some detail what is implied/suggested rather than told to
me.
7. I have tried to suggest some different possible interpretations about what things might
mean.
8. I have used formal essay language and linked my paragraphs using connectives e.g.
secondly, furthermore etc
You’ve used most of these key ingredients really well – 2 and 7 are missing.
Can you re-write paragraph 3 to include these?
82. Extra Extra ...
Give pupils a list of possible success
criteria plus extras. Ask them which
should be deleted and why
83. The competition
Use group work – each group generates a
list of possible success criteria. These can
then be critiqued by the class and the
“best” ones used
84. “2 for True”
Teacher (or even better, pupils) call out a
selection of possible success criteria.
Pupils raise 2 hands if it is “true” (a
good suggestion) or 1 hand if it is false
(not suitable)
85. Pupil generated success criteria
1.Teacher “doing it wrong”
2.Presenting something wrong or
incomplete
3. An excellent example
4. Products
5. Sloppy success criteria
6. Uplevelling
7. Demonstrate (visualiser)
8.Retrospective generalisation
88. As adults, when we are engaged in a task
we are continually, and instinctively,
reviewing and adapting as we go along.
Pupils don’t automatically do this – how
can we encourage this behaviour?
89. “Cream of the crop?”
Come to a stop
Read what you have produced so far
Evaluate your work against the
success criteria
Ask yourself - “Is this my best effort?”
Make one small change before
carrying on
90. After the task, always ensure
that you go back to the
success criteria and critique
“Are we happy that we don’t
use yellow?”
93. “Word Poverty”
By the age of just three children from
impoverished environments use less than
half the number of words spoken by their
more advantaged peers.
97. Whole class discussion 1
Teacher: Remember the bell. There's the bell [holding up
a bell in front of the class]. You did the experiment. If
you held onto this bit here where the wires were
[indicating], did you notice anything there?
Jason: There were sparks there.
Teacher: Heat, did you notice some heat?
Jason: There were sparks from there.
Teacher: There were?
Jason: Sparks.
Teacher: There were some sparks, yes. Let's just ignore
the sparks a minute...some heat. There was a little bit of
heat there with that one.
Neil Mercer
98. Whole class discussion: Example 2
Teacher: Those of you that think he should not
have changed his name, I'd like to hear your
reasons, some of your reasons. Matthew?
Matthew: One reason is because Chang is part of
his history, his life, his um culture, like if, he, just
'cause he changed schools he didn't have to
change his name, and even if they're all
American, he lives in a Chinese part of town, and
uh, it's his culture, all behind him, what, he does
Chinese ceremonies and stuff, and um, he just
shouldn't have changed his name, 'cause all his
culture and stuff.
Neil Mercer
99. Ceri Morgan HMI
The magical moment
of interaction between
teacher and learner ....
100. Personalisation
“ Taking a highly structured and responsive
approach to each child’s learning, in order
that all are able to progress, achieve and
participate. It means strengthening the link
between learning and teaching by
engaging pupils – and their parents – as
partners in learning.”
Christine Gilbert 2007
103. Through an emotional
hook ....
A Thunk is a beguilingly simple-looking
question about everyday things that stops
you in your tracks and helps you start to
look at the world in a whole new light.
109. Try inverting questions
Inverting a question
requires reasoning to be
employed in the answer
Instead of asking “Is
Claudius a good king?”
ask “What qualities might
you expect to see in a
good king?”
110. Sorting and classifying tasks
These allow students
to explore
assumptions and
investigate ideas
without having to
commit themselves to
a single “solution”
111. De Bono’s direct thinking tools
Tool 2 -- Plus, Minus, Interesting
Ensure that all sides of a matter have been considered
before a decision or commitment is made.
Tool 4 -- Consider All Factors
Explore all factors related to an action, decision, plan,
judgment, or conclusion.
Tool 6 -- Alternatives, Possibilities, Choices
Deliberately try to find other ways.
Tool 7 -- Other People's Views
Put yourself in others' shoes.
112. Tony Ryan’s Thinker’s Keys
2. The WHAT IF
You can ask virtually any What If question. They can be
either serious or frivolous. One excellent means of
displaying ideas from this key is to draw up an Ideas
Wheel.
THE EXAMPLE:
1. What if the price of petrol was immediately doubled?
2. What if all cars turned into skateboards?
113. Tony Ryan Key 17
The alternative
Work out 3 ways to:
record a visual image of a
special event
without a camera or
drawing implements
115. Research shows ….
Teachers typically use 300-400 questions
everyday. Most are lower order, functional
requests
Increasing higher order questions to
around 50% of the total can raise
attainment and improve pupil attitudes
116. Key message – use WAIT TIME
In the 1970s, Mary Rudd Rowe
videotaped hours of elementary science
classes, and noticed how teachers
generally waited only one second before
answering or repeating a question.
After teachers were trained to allow 3 – 5
seconds of wait time, the following effects
were noticed …
117. DECREASED INCREASED
Students who failed to Unsolicited but
answer when called appropriate
on responses
Length of responses
Responses from less
able students
Number of student
questions
Student to student
interactions
118. Some golden rules ….
Beware run-on questions but don’t be
afraid of “off-piste” questioning
Don’t always use hands down questioning.
Research suggests that active student
response can be helpful in promoting
participation amongst socioeconomically
disadvantaged students
The best way to cut down your
questioning is to increase the questions
students ask of you
119. ...the way to secure performance at the
highest levels is to create a system that
expects significantly more from more
pupils; in so doing, we would succeed in
raising the performance of the whole
school population
Summarised from Deborah Eyre
120. Real questions ....
“So, in your opinion, how effective is the
author in conveying character so far?”
“Why might that dialogue have been
added?”
“Ryan, can you think of a less cliched word
for the lion’s noise than roaring?”
121. From a year 4 primary classroom in
Oxfordshire ......
122. Classroom dialogue
How much of the classroom dialogue is
about learning and progress as opposed to
content?
Do pupils get to ask questions as well as
answer them?
Where are your pupils actively taught how to
use talk as a tool for thinking and learning?
What are you doing to encourage
“basketball” dialogue as opposed to “ping
pong”?
123. Feedback and feed-
forward: How
formative feedback
contribute to
independence
124. Professor John Hattie’s
research ...
Looked at 50,000 studies.....
Reminds us that effective feedback
has the largest effect size of all
Talks about the importance of
“assessment literate pupils”
126. The ideal ….
“Teachers assess pupils’ progress
regularly and accurately and
discuss assessments with them
so that pupils know how well they
have done and what they need to
do to improve”.
(Ofsted descriptor of “good” teaching and
learning 2012)
129. “Well done. Next time expand your ideas in
more detail.”
“Very good effort. Have another look at how
the last paragraph - could you develop
your idea further by introducing another
quote from the play?”
“This is a very interesting story James, but
remember to check your spellings!”
130. More issues with feedback
How clear is the feedback we give the students?
‘you must try harder’
‘develop these ideas further’
‘good work keep it up’
‘more detail needed here’
‘Use paragraphs’
How does the student interpret feedback?
‘This is one of my best because my hand writing is neat, I
checked my spellings and I put in the date’
How?
‘A tick means he probably likes it’
‘there is a lot of writing at the end—this means it’s bad’
What sort of detail?
If I knew how to use paragraphs I would have used them
131. We need more DIRT in
lessons ....
(Dedicated Improvement and
Reflection Time)
132. Feedback frames
Read feedback carefully
Ask if you don’t understand what is written down
Decide which improvement you are going to make first
Indicate which success criteria you are working on
Colour of progress is purple – remember your purple
pen!
Ask your partner to look at your improvements and to
give you honest feedback
Link your work to the feedback given by your
teachers by telling them what you have done
and why
141. “Spot-lighting”
Is a particularly powerful way of evaluating
the collaborative work happening in the
classroom. When pupils are engaged in
group work periodically ask them to
pause, signal that it is “spotlighting time”,
and then ask one group to resume its
work while a metaphorical spotlight is
shone on them. The role of the rest of the
class is to observe and be prepared to
offer formative feedback as required.
143. “Film stars”
Experiment with filming learning as it
unfolds in the classroom. This footage
provides brilliant opportunities for pupils to
evaluate each other’s work and can be
used to show the difference before and
after feedback has been given.
Photographs can be used in much the
same way.
162. ‘Progress bite’ – in other words, a quick
implementation/application task to
demonstrate that pupils have grasped the
main learning point. This could be one
timed paragraph/equation/question which,
again, can be dropped into a lesson at any
point and would serve to provide a
‘portable plenary’.
165. ‘Explain it to a five year old’ – asking
pupils to simplify and synthesise their
learning in order to explain it to a much
younger pupil really exposes any gaps in
their learning.
Provide each person with a sheet of newspaper (as it can get sticky!), 5 marshmallows and 12 sticks of spaghetti. After a couple of minutes give some really bland random feedback e.g. “that’s really good”, “you could work on that a bit more” etc. After 4 minutes show the success criteria. Alternative activity: Make potato animals – provide each participant with a potato 6 cocktail sticks and a choice of beads, pipe cleaners etc. Success criteria: 2 = it has a face, 4 = it also has ears, 6 = it also has a tail.
Make sure you remove this slide from participants handouts! Once participants have levelled their work, ask them why you did the task in the way that you did it – they are likely to feel cheated by the task as they didn’t know what they were aiming for – it’s good for them to feel what this is like.
More time spent on preparatory work of an assignment can reduce the need for remedial work