An INSET course I facilitated for colleagued at YWIES. The presentation focuses on the research Professor John Hattie and the implications for schools of his work.
This document summarizes student evaluations for the course "EDD-9100 Leadership Seminar" taught during the summer of 2011. It shows that 7 out of 8 enrolled students completed the evaluation. All sections of the evaluation received a perfect score of 5.0 out of 5.0 for curriculum, learning outcomes, instruction, and the instructor. Student comments were universally positive, praising the instructor's knowledge, feedback, and commitment to students. The only suggestion was to offer additional blended session dates for the course.
This document discusses how teachers can develop a culture of evidence-based practice in schools. It recommends that teachers engage in professional development like completing a masters degree, setting up journal clubs, attending conferences, and conducting small classroom research projects. These activities help teachers stay current on educational research and bridge the gap between research and classroom practice. Establishing a culture where research routinely informs decisions can improve student outcomes. The document acknowledges obstacles like time, finding relevant research, finances, and lack of support and provides strategies to encourage schools to prioritize evidence-based practices.
This document discusses research on enhancing the role of teaching assistants to better support student learning. A pilot study was conducted reviewing current practice, surveying teachers and TAs, and collecting data before and after implementing changes for 5 months. Findings showed that with teachers focusing on explanations and TAs providing more targeted support, students received more personalized attention. Teachers reported students achieving higher progress, while TAs and students indicated feeling more independent but still supported. Moving forward, the roles of teachers and TAs working together could be further developed and additional data collected to demonstrate the approach's impact over time.
Silvana Richardson - Making Learning Visible eaquals
This document discusses making learning visible to students and teachers through various strategies. It begins by introducing the concept of visible learning and its benefits. Then it explores three key strategies: 1) sharing learning intentions with students, which helps clarify the focus and purpose of lessons; 2) developing success criteria to describe what successful achievement looks like; and 3) seeking feedback on learning, which has one of the biggest impacts on learning according to research. Specific examples and advice are provided for implementing each strategy, and common issues teachers face are addressed. Overall, the document advocates a multipronged approach to supporting teachers in making learning visible in their classrooms.
The document outlines the core commitments of the School of Physical Sciences which include supporting student transitions, connecting research and practice, promoting inclusion, encouraging collaboration, and fostering lifelong learning. It also provides details on a 12-item grit scale developed by Angela Duckworth and norms for grit based on gender. Finally, it offers advice for empathizing with struggling first-year students and maintaining a positive outlook.
The document discusses implementing a station rotation model or centers approach in the classroom. It emphasizes organizing the classroom into learning centers that replace worksheets and promote student choice, engagement and independence. The document provides tips for teachers on choosing activities, organizing student groups and rotations, facilitating learning at the centers, and assessing implementation to improve classroom management and guide student learning. The overall goal is for teachers to learn how to structure their classroom, plan lessons, and guide students to work productively at different centers while the teacher works with a small group.
An INSET course I facilitated for colleagued at YWIES. The presentation focuses on the research Professor John Hattie and the implications for schools of his work.
This document summarizes student evaluations for the course "EDD-9100 Leadership Seminar" taught during the summer of 2011. It shows that 7 out of 8 enrolled students completed the evaluation. All sections of the evaluation received a perfect score of 5.0 out of 5.0 for curriculum, learning outcomes, instruction, and the instructor. Student comments were universally positive, praising the instructor's knowledge, feedback, and commitment to students. The only suggestion was to offer additional blended session dates for the course.
This document discusses how teachers can develop a culture of evidence-based practice in schools. It recommends that teachers engage in professional development like completing a masters degree, setting up journal clubs, attending conferences, and conducting small classroom research projects. These activities help teachers stay current on educational research and bridge the gap between research and classroom practice. Establishing a culture where research routinely informs decisions can improve student outcomes. The document acknowledges obstacles like time, finding relevant research, finances, and lack of support and provides strategies to encourage schools to prioritize evidence-based practices.
This document discusses research on enhancing the role of teaching assistants to better support student learning. A pilot study was conducted reviewing current practice, surveying teachers and TAs, and collecting data before and after implementing changes for 5 months. Findings showed that with teachers focusing on explanations and TAs providing more targeted support, students received more personalized attention. Teachers reported students achieving higher progress, while TAs and students indicated feeling more independent but still supported. Moving forward, the roles of teachers and TAs working together could be further developed and additional data collected to demonstrate the approach's impact over time.
Silvana Richardson - Making Learning Visible eaquals
This document discusses making learning visible to students and teachers through various strategies. It begins by introducing the concept of visible learning and its benefits. Then it explores three key strategies: 1) sharing learning intentions with students, which helps clarify the focus and purpose of lessons; 2) developing success criteria to describe what successful achievement looks like; and 3) seeking feedback on learning, which has one of the biggest impacts on learning according to research. Specific examples and advice are provided for implementing each strategy, and common issues teachers face are addressed. Overall, the document advocates a multipronged approach to supporting teachers in making learning visible in their classrooms.
The document outlines the core commitments of the School of Physical Sciences which include supporting student transitions, connecting research and practice, promoting inclusion, encouraging collaboration, and fostering lifelong learning. It also provides details on a 12-item grit scale developed by Angela Duckworth and norms for grit based on gender. Finally, it offers advice for empathizing with struggling first-year students and maintaining a positive outlook.
The document discusses implementing a station rotation model or centers approach in the classroom. It emphasizes organizing the classroom into learning centers that replace worksheets and promote student choice, engagement and independence. The document provides tips for teachers on choosing activities, organizing student groups and rotations, facilitating learning at the centers, and assessing implementation to improve classroom management and guide student learning. The overall goal is for teachers to learn how to structure their classroom, plan lessons, and guide students to work productively at different centers while the teacher works with a small group.
This document provides guidance for effective teaching in large classes. It discusses that while there is no set definition, most teachers consider a large class to be 50-60 students or more. The document then offers suggestions for how teachers can structure large classes, maintain discipline, develop class exercises, manage the class climate, engage in active learning techniques, improve lectures, and reduce feelings of anonymity among students. Suggestions include using small group learning, having clear rules and expectations, incorporating interactive activities, keeping students interested, getting to know students' names, and fostering bonds between students.
Preparation for peer observation of teachingUDLearning
This document outlines the process and benefits of peer observation partnerships between teachers. It discusses planning meetings between partners, observing each other's teaching, providing individual reflection and feedback, and changing roles. Partnerships can involve two teachers, groups, or coordinators. The goal is to provide constructive feedback, share ideas, develop teaching skills, and create an open approach to improvement. The observation process and post-observation discussions are structured. Critical reflection on teaching philosophy and practice helps drive ongoing professional development. Effective partnerships are seen through positive outcomes for personal and teaching skills and the ability to critically engage with feedback.
This document summarizes an assessment of Supplemental Instruction (SI) conducted at Northern Essex Community College. The assessment found that student attendance at SI sessions varied significantly across subjects, with the highest attendance in a math class and the lowest in an English class. Students who attended over half of the SI sessions were more likely to earn a C or better and less likely to fail. Based on these results, the college plans to take steps to better promote SI sessions to students and encourage attendance, with a goal of one-third of students attending over half of sessions. They will collect additional data in the fall to evaluate whether these measures improve attendance and student outcomes.
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
This document discusses acceleration and developing effective intervention practices to support student progress. It defines acceleration as faster-than-expected progress that allows a student to catch up to or exceed benchmarks. It addresses implementing systems of student support, monitoring progress, and developing curriculum and achievement plans. A curriculum and achievement plan brings together assessment, outcomes, and supplementary supports to plan for accountability and focus on effective strategies. The document provides examples of curriculum and achievement plan elements and evaluating their impact. It asks how schools can appropriately choose cost-effective interventions to improve literacy achievement for students below expectations.
Standardised testing - is it worth the trouble?Ramya Manoharan
This document summarizes a panel discussion webinar about whether standardised tests are worth the trouble. It introduces the panelists which include educators and a student. It then lists common questions about standardised tests, such as whether they encourage teaching to the test or marginalize alternative visions of education. Both benefits and disadvantages of standardised testing are outlined. Types of standardised tests are defined, including NAPLAN, ICAS, and state-specific exams. The purpose of standardised testing is also discussed around predicting performance, evaluating schools, and ranking students. Opinions from teachers on the focus and amount of testing in schools are also presented.
K-12 Math Program Update for Franklin (MA) School CommitteeFranklin Matters
The Franklin Public Schools K-12 Math Program overview discusses improving math instruction by aligning curriculum to state standards, emphasizing conceptual understanding and real-world application over rote learning. Elementary schools focus on guided math instruction using formative assessments and collaboration. Middle schools group students heterogeneously and facilitate teacher professional development on rigor and collaboration. The high school places students in courses based on criteria and emphasizes student-centered, collaborative learning using math practices. All levels aim to meet student needs and foster positive math attitudes through communication between teachers, students and families.
The document discusses implementing schoolwide positive behavior support (PBS) at the classroom level. It outlines eight essential classroom features for PBS: clearly defining and teaching classroom expectations/rules; establishing and teaching classroom routines/procedures; providing high rates of positive feedback; using respectful redirection for errors; actively supervising students; giving multiple opportunities for students to respond; offering choice and varying activities; and ensuring academic success through appropriately leveled tasks. It provides examples and assessment criteria for schools to implement each feature with fidelity across all classrooms to improve social/behavioral outcomes and academic achievement.
The document discusses effective strategies for behavior management by teaching assistants, including establishing clear ground rules, using rewards and sanctions, addressing common issues like defiance and disruptive behavior, and ensuring teachers and assistants present a united front and shared responsibility in the classroom. It provides tips on topics like understanding triggers for misbehavior, effective communication techniques, documenting incidents, and partnering with teachers and other staff. The goal is to support students, teachers, the curriculum and the school through consistent and research-backed behavior management practices.
This document summarizes a study on implementing co-teaching models during student teaching placements. It discusses:
- Implementing 1:1 and 2:1 co-teaching models over 4 years, expanding to more programs each year
- Data showing co-teaching did not negatively impact performance on edTPA assessments compared to traditional placements
- Feedback indicating co-teaching interns felt more supported through collaboration, mentoring and feedback from clinical teachers
- Positive impacts on interns' readiness to teach, collaboration skills, and students' learning from additional support in classrooms
- The program has now adopted co-teaching as an official option based on the pilot study's successful results.
This document outlines the development and implementation of a community-based learning program called physical education learning centers. The program was created to address shortcomings in the experiential learning component of an elementary education program. Students would observe teachers at a partner school and complete assignments related to their coursework. An opportunity emerged to design this as a high-impact practice. The plan included student learning outcomes, activities, assessments, timelines and resources. Students observed teaching behaviors like lesson planning, classroom management, instruction and feedback. They reflected both during and after each observation visit. Feedback was positive, and organizers aimed to continue improving the program.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
This document outlines plans for ALL mentor groups to accelerate a group of target students over 15 weeks through additional literacy interventions. It discusses aiming to build understanding of the theory of action with two expected outcomes of accelerating students and developing a curriculum and achievement action plan. The intervention will be a minimum of 4 sessions per week supported by regular meetings. It will consider relevant research, known levers of change, and identify pathways of progress for each learner. There will be built in reviews of student progress and engagement with student and family voice. The approach will be based on the learners, teacher strengths, resources, and fit with other interventions.
The document describes Amy Gratz's work assessing instruction services at Mercer University's Jack Tarver Library from 2012-2015. It outlines efforts to gather student and faculty feedback, define student learning outcomes, design an assessment program, and implement various assessment methods on a four-year cycle. Challenges included low response rates to some surveys and piloting new tools like pre- and post-tests. The assessment work helped identify strengths and areas for improvement in library instruction.
Presentation by Mats Cullhed, University of Uppsala, Coimbra Group at the 2018 European Distance Learning Week's fourth day webinar on "New Learning Spaces to Support the EU 2020 Learning-Intensive Society" - 8 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/prkoy4q728k1/
This document discusses moving towards more flexible learning environments (FLEs) at Whakarongo School to better prepare students for the future. It notes that the needs of students and the world they will enter have changed from past decades, requiring skills like cooperation, flexibility and teamwork rather than just remembering facts. The school has already taken steps like establishing a navigator center, visiting other schools with FLEs, and trialing some new aspects. The plan going forward is to reorganize the school into pods of 3-4 classes each with shared teachers in 2015, have teachers continue professional development, and fully implement FLEs across the school by 2016. FLEs are aimed to better meet individual student needs, make more
CLASS Data: Collect It and Use It Across Classrooms, Organizations, and SystemsTeachstone
This document discusses using CLASS (Classroom Assessment Scoring System) observation data to improve teacher-child interactions and support children's learning and development. It provides an overview of the history and research behind CLASS, describes the CLASS domains and dimensions, and offers guidance on implementing a strengths-based approach to using CLASS data to support teachers. Specific strategies discussed include celebrating strengths, providing leadership opportunities, developing communities of practice, building trust through honesty, collaboration and formative feedback, and creating an action plan. The overall goal is to help organizations improve teaching practices so that children achieve better outcomes.
EAP practitioner attitudes to collaborative assignments (BALEAP Conference, 2...Peter Levrai
This presentation introduced preliminary findings into practitioner attitudes to collaborative assignments and discussed some of the tensions and opportunities.
This document discusses the concept of co-creation of value in education. It defines co-creation of value as students and instructors working together as a learning community to create and complete the learning experiences necessary to achieve the desired course outcomes. The document advocates for transitioning from teacher-centered to learner-centered education and from passive to active, engaged learning. It also discusses the roles and responsibilities of both students and instructors in facilitating peer-to-peer learning and assessing individual and community progress in a co-created learning environment.
Interactive teaching methods engage students through participation and collaboration. They involve using techniques like questioning, hands-on activities, small group work, and multimedia to encourage discussion and critical thinking. The document outlines several interactive strategies for teachers, including think-pair-share, case studies, simulations, and role playing. When implemented effectively, interactive teaching benefits both students and teachers by promoting active learning, higher retention, and improved outcomes.
This document provides guidance for effective teaching in large classes. It discusses that while there is no set definition, most teachers consider a large class to be 50-60 students or more. The document then offers suggestions for how teachers can structure large classes, maintain discipline, develop class exercises, manage the class climate, engage in active learning techniques, improve lectures, and reduce feelings of anonymity among students. Suggestions include using small group learning, having clear rules and expectations, incorporating interactive activities, keeping students interested, getting to know students' names, and fostering bonds between students.
Preparation for peer observation of teachingUDLearning
This document outlines the process and benefits of peer observation partnerships between teachers. It discusses planning meetings between partners, observing each other's teaching, providing individual reflection and feedback, and changing roles. Partnerships can involve two teachers, groups, or coordinators. The goal is to provide constructive feedback, share ideas, develop teaching skills, and create an open approach to improvement. The observation process and post-observation discussions are structured. Critical reflection on teaching philosophy and practice helps drive ongoing professional development. Effective partnerships are seen through positive outcomes for personal and teaching skills and the ability to critically engage with feedback.
This document summarizes an assessment of Supplemental Instruction (SI) conducted at Northern Essex Community College. The assessment found that student attendance at SI sessions varied significantly across subjects, with the highest attendance in a math class and the lowest in an English class. Students who attended over half of the SI sessions were more likely to earn a C or better and less likely to fail. Based on these results, the college plans to take steps to better promote SI sessions to students and encourage attendance, with a goal of one-third of students attending over half of sessions. They will collect additional data in the fall to evaluate whether these measures improve attendance and student outcomes.
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
This document discusses acceleration and developing effective intervention practices to support student progress. It defines acceleration as faster-than-expected progress that allows a student to catch up to or exceed benchmarks. It addresses implementing systems of student support, monitoring progress, and developing curriculum and achievement plans. A curriculum and achievement plan brings together assessment, outcomes, and supplementary supports to plan for accountability and focus on effective strategies. The document provides examples of curriculum and achievement plan elements and evaluating their impact. It asks how schools can appropriately choose cost-effective interventions to improve literacy achievement for students below expectations.
Standardised testing - is it worth the trouble?Ramya Manoharan
This document summarizes a panel discussion webinar about whether standardised tests are worth the trouble. It introduces the panelists which include educators and a student. It then lists common questions about standardised tests, such as whether they encourage teaching to the test or marginalize alternative visions of education. Both benefits and disadvantages of standardised testing are outlined. Types of standardised tests are defined, including NAPLAN, ICAS, and state-specific exams. The purpose of standardised testing is also discussed around predicting performance, evaluating schools, and ranking students. Opinions from teachers on the focus and amount of testing in schools are also presented.
K-12 Math Program Update for Franklin (MA) School CommitteeFranklin Matters
The Franklin Public Schools K-12 Math Program overview discusses improving math instruction by aligning curriculum to state standards, emphasizing conceptual understanding and real-world application over rote learning. Elementary schools focus on guided math instruction using formative assessments and collaboration. Middle schools group students heterogeneously and facilitate teacher professional development on rigor and collaboration. The high school places students in courses based on criteria and emphasizes student-centered, collaborative learning using math practices. All levels aim to meet student needs and foster positive math attitudes through communication between teachers, students and families.
The document discusses implementing schoolwide positive behavior support (PBS) at the classroom level. It outlines eight essential classroom features for PBS: clearly defining and teaching classroom expectations/rules; establishing and teaching classroom routines/procedures; providing high rates of positive feedback; using respectful redirection for errors; actively supervising students; giving multiple opportunities for students to respond; offering choice and varying activities; and ensuring academic success through appropriately leveled tasks. It provides examples and assessment criteria for schools to implement each feature with fidelity across all classrooms to improve social/behavioral outcomes and academic achievement.
The document discusses effective strategies for behavior management by teaching assistants, including establishing clear ground rules, using rewards and sanctions, addressing common issues like defiance and disruptive behavior, and ensuring teachers and assistants present a united front and shared responsibility in the classroom. It provides tips on topics like understanding triggers for misbehavior, effective communication techniques, documenting incidents, and partnering with teachers and other staff. The goal is to support students, teachers, the curriculum and the school through consistent and research-backed behavior management practices.
This document summarizes a study on implementing co-teaching models during student teaching placements. It discusses:
- Implementing 1:1 and 2:1 co-teaching models over 4 years, expanding to more programs each year
- Data showing co-teaching did not negatively impact performance on edTPA assessments compared to traditional placements
- Feedback indicating co-teaching interns felt more supported through collaboration, mentoring and feedback from clinical teachers
- Positive impacts on interns' readiness to teach, collaboration skills, and students' learning from additional support in classrooms
- The program has now adopted co-teaching as an official option based on the pilot study's successful results.
This document outlines the development and implementation of a community-based learning program called physical education learning centers. The program was created to address shortcomings in the experiential learning component of an elementary education program. Students would observe teachers at a partner school and complete assignments related to their coursework. An opportunity emerged to design this as a high-impact practice. The plan included student learning outcomes, activities, assessments, timelines and resources. Students observed teaching behaviors like lesson planning, classroom management, instruction and feedback. They reflected both during and after each observation visit. Feedback was positive, and organizers aimed to continue improving the program.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
This document outlines plans for ALL mentor groups to accelerate a group of target students over 15 weeks through additional literacy interventions. It discusses aiming to build understanding of the theory of action with two expected outcomes of accelerating students and developing a curriculum and achievement action plan. The intervention will be a minimum of 4 sessions per week supported by regular meetings. It will consider relevant research, known levers of change, and identify pathways of progress for each learner. There will be built in reviews of student progress and engagement with student and family voice. The approach will be based on the learners, teacher strengths, resources, and fit with other interventions.
The document describes Amy Gratz's work assessing instruction services at Mercer University's Jack Tarver Library from 2012-2015. It outlines efforts to gather student and faculty feedback, define student learning outcomes, design an assessment program, and implement various assessment methods on a four-year cycle. Challenges included low response rates to some surveys and piloting new tools like pre- and post-tests. The assessment work helped identify strengths and areas for improvement in library instruction.
Presentation by Mats Cullhed, University of Uppsala, Coimbra Group at the 2018 European Distance Learning Week's fourth day webinar on "New Learning Spaces to Support the EU 2020 Learning-Intensive Society" - 8 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/prkoy4q728k1/
This document discusses moving towards more flexible learning environments (FLEs) at Whakarongo School to better prepare students for the future. It notes that the needs of students and the world they will enter have changed from past decades, requiring skills like cooperation, flexibility and teamwork rather than just remembering facts. The school has already taken steps like establishing a navigator center, visiting other schools with FLEs, and trialing some new aspects. The plan going forward is to reorganize the school into pods of 3-4 classes each with shared teachers in 2015, have teachers continue professional development, and fully implement FLEs across the school by 2016. FLEs are aimed to better meet individual student needs, make more
CLASS Data: Collect It and Use It Across Classrooms, Organizations, and SystemsTeachstone
This document discusses using CLASS (Classroom Assessment Scoring System) observation data to improve teacher-child interactions and support children's learning and development. It provides an overview of the history and research behind CLASS, describes the CLASS domains and dimensions, and offers guidance on implementing a strengths-based approach to using CLASS data to support teachers. Specific strategies discussed include celebrating strengths, providing leadership opportunities, developing communities of practice, building trust through honesty, collaboration and formative feedback, and creating an action plan. The overall goal is to help organizations improve teaching practices so that children achieve better outcomes.
EAP practitioner attitudes to collaborative assignments (BALEAP Conference, 2...Peter Levrai
This presentation introduced preliminary findings into practitioner attitudes to collaborative assignments and discussed some of the tensions and opportunities.
This document discusses the concept of co-creation of value in education. It defines co-creation of value as students and instructors working together as a learning community to create and complete the learning experiences necessary to achieve the desired course outcomes. The document advocates for transitioning from teacher-centered to learner-centered education and from passive to active, engaged learning. It also discusses the roles and responsibilities of both students and instructors in facilitating peer-to-peer learning and assessing individual and community progress in a co-created learning environment.
Interactive teaching methods engage students through participation and collaboration. They involve using techniques like questioning, hands-on activities, small group work, and multimedia to encourage discussion and critical thinking. The document outlines several interactive strategies for teachers, including think-pair-share, case studies, simulations, and role playing. When implemented effectively, interactive teaching benefits both students and teachers by promoting active learning, higher retention, and improved outcomes.
Findings from the Steelcase Active Learning Classroom pilotTanya Joosten
This document summarizes findings from a study on the use of active learning classrooms (ALCs) at UWM Steelcase Innovation Hub. Student surveys showed high levels of agreement that the ALCs provided a comfortable learning environment, appropriate space, and flexibility. Instructors reported that ALCs allowed for student-driven learning and enhanced engagement. Regression analysis found that interactivity and satisfaction predicted perceived learning, while active learning activities and instructor expectations predicted learning and satisfaction. Overall, both students and instructors responded positively to the use of ALCs.
This document provides guidance for teachers on developing and implementing effective student centers in the classroom. It outlines several key elements of pre-planning including forming flexible student groups based on assessment, identifying appropriate center activities based on assessment, and designing a center management system. It provides guidelines for grouping students and identifying activities, and stresses the importance of modeling procedures, establishing accountability, and consistently monitoring students. The overall message is that using data to plan targeted centers, clearly establishing expectations, and closely supervising students can help centers run smoothly and support learning.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)Dwitya Aribawa
This document provides an overview of problem-based learning (PBL). It discusses that PBL is an active learning approach where students work in small groups to solve real-world problems. It contrasts PBL with the traditional lecture approach. The roles of tutors, students, chairs, and secretaries in the PBL process are described. Steps in the PBL process like understanding the problem, learning new information, and applying the solution are outlined. Evaluation of the PBL process is also discussed.
Active Learning Methods in Teaching.pdfThanavathi C
This document discusses active learning methods in teaching. It begins by defining active learning as any instructional method that engages students in the learning process by having them apply or practice the concepts being taught. Some key active learning methods discussed include think-pair-share, roundtable brainstorming, circular questioning, one minute papers, jigsaw method, concept mapping, peer teaching and team quizzes. The document emphasizes that active learning increases student engagement, participation, retention and higher-order thinking compared to passive lecturing. It concludes by stating active learning creates a more vibrant learning environment when teachers involve students and partner with them to energize the classroom.
This document discusses key aspects of teaching and distance education. It outlines a shift from teacher-centered to student-centered learning and explains the difference between distance learning and distributed learning. Distributed learning allows instructors, students, and content to be located in different locations so instruction can occur independent of place and time. The document also discusses structuring instruction, instructional methods like synchronous and asynchronous strategies, using a course management system, policy issues, student support, and legal concerns like plagiarism.
Unit V Active Learning Methods - Dr.C.ThanavathiThanavathi C
This document provides information about Dr. C. Thanavathi and outlines an active learning lesson plan on advanced teaching techniques. It introduces several active learning methods including just-in-time teaching, listening teams, and structured sharing. Just-in-time teaching involves students completing preparatory assignments before class that inform the teacher's lesson plan. Listening teams divide students into groups assigned different roles to encourage focused listening and discussion. Structured sharing is a review technique where students identify the most important points from the lesson.
The following presentation is to spread awareness amongst the masses about the HeforShe campaign a UN Women initiative to empower Women and make men stand in favour for Women.
Improving Teachers’ Learning and Classroom Practices Workshop
Who is David PEDDER?
Professor David Pedder is Professor of Education and Director of Research at the University of Leicester, School of Education. Between 2000 and 2010 he was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in the quality of teaching and learning in classrooms, schools and networks.
About the workshop
Understanding the effectiveness of teachers’ professional development hasbeen an important focus for researchers and policy-makers because of its potential for contributing to improvements in school development and the quality of teachers’ support for enhancing students’ learning experiences. The focus and purpose of this exclusive workshop was to critically consider different professional learning approaches to improve the quality of teachers’ and students’ learning in the classroom. We explored and analysed the patterns of professional learning orientation among teachers in the schools of England and compared different practical strategies for increasing the effectiveness of professional learning for improving the quality of student’s classroom 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.
Evaluating the impact of the Pandemic on departmental uses of learning techno...RichardM_Walker
The coronavirus pandemic led to a dramatic increase in the use of online learning tools and techniques across the globe as higher education providers moved to maintain teaching provision through lockdowns and social distancing requirements. Emergency Remote Teaching (ERT) required teaching staff to engage with new skills as online learning designers and tutors with unprecedented speed, whilst students were expected to equally quickly develop the skills to engage as fully online learners.
As the sector moved out of the remote phase of the pandemic, there has been a lively debate about what the lasting impact of this ‘crash course’ ERT experience might be on learning supported through the use of technologies. Up to now, however, much of the research attempting to take stock of the post-pandemic impact has been anecdotal and theoretical. There has been little empirical research and questions remain over how pandemic experiences might inform future practice and a sustainable use of learning technology.
This presentation reports on research undertaken at the University of York, exploring how experiences of ERT were carried forward into the academic years 2021-22 and 2022-23. Our study focused on the Departments of Psychology and Biology which took contrasting approaches to the development and delivery of post-pandemic provision. Through structured interviews with teaching leaders in each department, we explored the factors shaping decisions and we compared staff experiences of ERT and its legacy with the perceptions of students and their expectations for how learning technology should be used in the future.
In this presentation we provide an overview of the staff and student focus group findings which suggest that the impact of the pandemic itself was shaped as much by factors which were already in play when it emerged. To differing degrees and at different times, it served to both interrupt and accelerate progress in the integration of learning technologies within departmental learning, teaching and assessment approaches by:
• Changing attitudes and approaches to standardisation, and the management and organisation of teaching and use of learning technologies;
• Re-focusing attention on the importance of academic community building;
• Influencing the ways in which departments perceive student needs, preferences, and engagement patterns;
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UWM Steelcase Innovation Hub and Active Learning Classroom
1. UWM Steelcase Innovation Hub
and Active Learning Classroom
Findings by UWM eLearning
Research and Development
Tanya M. Joosten | tjoosten@uwm.edu | @tjoosten
2. Student reactions
• Survey administered Spring 2014
• N=50
• Descriptive statistics
– Agree (Strongly agree and agree)
– Neutral (Neither agree/disagree)
– Disagree (Disagree and strongly disagree)
3. Agree Neutral Disagree
Recommend Instructor
Continue Use
76 16 8
Comfortable Learning
Environment
84 12 4
Appropriate Space for this
course
84 14 2
0
10
20
30
40
50
60
70
80
90
100
Satisfaction
8. Why Use ALC’s?
• Allows for “student-driven” methods of learning
• Enhances “student-centered” pedagogy
• Represents “the future” for classroom learning
14. Furniture
• Moveable furniture allows for small group
work
• Different design (i.e., U-Shaped) Choices
• Small table groups under each monitor
“allowed for flexibility of students to
change groups, work within groups and
pairs, and confer with the instructor”
15.
16. What about the students?
• Students report:
– Closer interpersonal relationships
– Instructors are decententralized
– More accountability placed on students
– Comfortable atmosphere conductive to active
learning
– Perceived richer discussion
17. Conclusion
• Positive outcome
• Requires instructors to rethink pedagogy
• Students excited about the unique learning
space
• Biggest suggestion for instructors: Experiment
18. Last Remarks
“Overall it was extremely positive. [T]he space is thoughtfully laid
out, we were well supported in thinking through innovative uses of
the space, and it influenced by teaching in positive ways.”
“The space by its nature compels you to think differently and more
flexibly about how you use instructional resources and support
discourse in the classroom.”
19. Questions?
Please contact tjoosten@uwm.edu or
el-RD@uwm.edu for more information.
Thanks to the eL R&D team, Rachel Cusatis and
Lindsey Harness for their analysis efforts.
Editor's Notes
How was using the ALC different than using a “typical” classroom?
-Room to move around/ Flexibility in class management and course structure (i.e., lecture-based, group activities, mixture)
-Project screens allowed ease of viewing material no matter one’s location
-Provided flexibility of learning. “The whiteboards allowed for drawing and other types of illustrations.”
-Created an atmosphere focused on the student’s comfort increasing their likelihood of participation.
How did the ALC Change how you taught from previous semesters?
In the past, the humanities course had to be taught in a typical classroom and then an Enderis lab. The students and teacher were required to move between these two rooms in order to meet the learning objectives of the course. The ALC setting enabled enhanced flexibility and without having to switch spaces, disrupting the learning experience.
“It allowed me to move towards deeper and richer analyses and discussions of mathematics teaching and learning. Conversations involved multiple sources of evidence, moved across communication contexts to include visual, gestural, and discursive components, and stayed grounded in evidence rather than drifting into opinion and evaluations (a common tack when discussing teaching).
In a typical classroom, participation and discussion can be lacking but in the ALC students used the whiteboards at the beginning of the class to write down the questions. “I tried to sort the boards into categories of questions, which made me think on my feet…there is an honest to” seeing a teacher giving spontaneous, serious consideration to answers.
Whiteboards:
“The small whiteboards turned out to be the ‘key’ technology. I keep thinking how similar this is to the slate boards in a 19th century, one-room school house. Having students write out their questions beforehand helped to shape the class agenda”
How used:
Students wrote down questions about the course material before the class began on their own whiteboards this helped them “engage and get into the swing of things.” Also, it “helped to form the agenda for the class discussion. I make the assumption that asking questions opens cognitive pathways ot larning. Asking students to write their questions on the whiteboards was very effective at ensuring participation.”
“allowed for small group work to be shared without using flip boards, etc. Additionally the whiteboards allowed for drawing and other types of illustrations”
“Rather than solving a mathematical task and summarizing or reproducing those responses again for a whole-class discussion, could be used both to do initial work and to immediately display and discuss their work.”
Effective Practices:
Require students to write down initial questions on the individual project boards at the beginning of class
Use individual project boards to share ideas with one another
Outcomes:
Assists students in visually comprehending the material
Enhances active listening and critical thinking
Requires student accountability
Whiteboards:
“The small whiteboards turned out to be the ‘key’ technology. I keep thinking how similar this is to the slate boards in a 19th century, one-room school house. Having students write out their questions beforehand helped to shape the class agenda”
How used:
Students wrote down questions about the course material before the class began on their own whiteboards this helped them “engage and get into the swing of things.” Also, it “helped to form the agenda for the class discussion. I make the assumption that asking questions opens cognitive pathways ot larning. Asking students to write their questions on the whiteboards was very effective at ensuring participation.”
“allowed for small group work to be shared without using flip boards, etc. Additionally the whiteboards allowed for drawing and other types of illustrations”
“Rather than solving a mathematical task and summarizing or reproducing those responses again for a whole-class discussion, could be used both to do initial work and to immediately display and discuss their work.”
Effective Practices:
Require students to write down initial questions on the individual project boards at the beginning of class
Use individual project boards to share ideas with one another
Outcomes:
Assists students in visually comprehending the material
Enhances active listening and critical thinking
Requires student accountability
Various Learning Technologies
The learning technologies helped “stay grounded in evidence rather than drifting into opinion and evaluation”
The coolest thing we did was scan a picturebook into the Flipbook website and then all read it together as it projected on the screens- that was a very powerful tool because we only had one copy of the book in the library and to model the type of reading activity that we learned that day, it was necessary for everyone to see the book together – instead of using the analog version of this approach where the instructor reads each page aloud and then walks around the room to share the pictures – hoping that everyone remembered what was read.”
“AirMedia capabilities afforded some teachers the opportunities to tell a stronger, richer story in those 5 minutes, through displaying their lesson plan, task, and student work in ways that were easily accessible to all”
“Discussions of narrative and video cases- analyses were posted via Google Forms through D2L, then group responses were shared out via AIrMedia to allow rather than being shared out verbally and having me make a summary char at the front of the room”
“Analyses of student work could be accomplished rather than through copied packets, through the use of PDFS linked on D2L, discussed on individual devices in small groups and discuss with the student work displayed on the large monitors to a whole group”
Center screen:
“Used to review student projects. Most of the time, we relied on the smaller whiteboards and the larger white board”
“Allowed almost everyone to view material easily – from D2L discussions, Google documents, and videos”
Moveable furniture:
“Tables allowed for the students to have space for their reading and research materials in addition to space for their laptops, tables, or smart phones while they worked together. And- they needed space for the larger picturebooks many of them read.”
“The ALC provided appropriate spaces for us to break into groups and do this work without being overwhelmed/distracted by the discussions of other groups”
“Later in the semester, we rearranged the tables to form a horseshoe in order to focus more on the writing of the blackboard. I also found that remaining seated helped to facilitate discussion”
Moveable furniture:
“Tables allowed for the students to have space for their reading and research materials in addition to space for their laptops, tables, or smart phones while they worked together. And- they needed space for the larger picturebooks many of them read.”
“The ALC provided appropriate spaces for us to break into groups and do this work without being overwhelmed/distracted by the discussions of other groups”
“Later in the semester, we rearranged the tables to form a horseshoe in order to focus more on the writing of the blackboard. I also found that remaining seated helped to facilitate discussion”
“Decentralizing my position in the room was helpful in this regard. Additionally students reported feeling more comfortable in the space and more willing to talk – this is particularly impressive as these student teachers were working full 8-hour days in classrooms before coming to class”
“students were generally more comfortable, more engaged and produced thoughtful, rich responses to assignments both in class and out of class…ALC facilitated deeper engagement and stronger performance”
Most instructors in the pilot report absolutely recommending the space to colleagues. One instructor stated, “Absolutely. The space by its nature compels you to think differently and more flexibly about how you use instructional resources and support discourse in the classroom.”
The biggest suggestion professors in the pilot have for future instructors using the ALC is to “experiment.” As on stated, “Experiment and improvise while you are teaching in the space – look for opportunistic moments to use the resources in different ways than what you had anticipated”
Another instructor stated, “Overall it was extremely positive. AirMedia issues aside, the space is thoughtfully laid out, we were well supported in thinking through innovative uses of the space, and it influenced by teaching in positive ways.”