Outstanding teaching and learning
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Transcript of Outstanding teaching and learning
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Outstanding teaching
and learning
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The amazing colour-changing card trick
https://www.youtube.com/watch?v=v3iPrBrGSJM
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Perception but NOT
deception
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Things you never want to hear
(or say) after a lesson observation…
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They missed the best bit.
If only they’d stayed a bit
longer.
They didn’t see the start.
But they didn’t see
where it was going
They didn’t see the
end.
We didn’t have time to
do the plenary…
They only watched my introduction.
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Cardsort
Divide the criteria cards into two groups.1. Criteria which you can easily demonstrate
within a lesson.
2. Criteria which will be demonstrated over time and not necessarily within lessons.
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What might the evidence in a lesson look like?
Choose two criteria and identify you would look for as evidence.
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What would observers see?
Start
Middle
End
TeacherPupils
TAs
TeacherPupils
TAs
TeacherPupils
TAs
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Into practice…..
Describe a lesson you have taught recently (or are planning to teach) to the person next to you by drawing a timeline of the lesson.
For each section of the lesson, discuss what is happening and note exactly what an observer would see:• the teacher doing• the pupils doing• support staff doing
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Into practice…..How would an observer know what the pupils were learning?
How would the observer know that the pupils know what they’re learning?
What is it about that activity that an inspector could identify as evidence for any of the criteria?
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PLANNINGObjectives
Activities
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Unscrambling eggs!
…but what are they learning?
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ICT Learning
objectives:We are learning to:
Use cut and paste to re-order the instructions for making scrambled eggs.
We are learning to:
Use cut and paste to re-order the instructions for making scrambled eggs.
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No plan survives contact with the enemy!
Helmuth Karl Bernhard Graf[1] von Moltke
Commander’s intent
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Spotting learning
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Assessment For Learning(Checking for learning?)
Destination
Checking for landmarks
Next directions
Re-calculation
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2 16
?
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Processing?
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To know if learning is happeningwe have to “shake” the box!
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To know if learning is taking place, learners have to do or say something.
“Shaking” the box
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Ask ‘harder’ questions!
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https://www.youtube.com/watch?v=WFvYZDR4OeY
Ever wonder what they’d notice?
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It’s not what you ask…..
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What do you notice?
What do you wonder?
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Meaningless maths
Richard had whispered to Dean for a total of 345 minutes in 15 days. How long do they whisper together each day?
Mary can stay underwater for 53 seconds, Omee for 35 seconds and Joan for 42 seconds. How much is that altogether? Who cares?
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Questioning
Test
Diagnose
Stimulate
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Discuss in pairs/groups what is it about the question that puts it into that category?
• What response could you expect?• What thinking processes will the learner have
to employ?• What would you know about their learning
from that question?
Sample questions (Bloom’s)
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Tweaking the wording
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Whose answer is it?
Dylan William - IRE• Initiation• Response• Evaluation
Pause – Pounce – Bounce
Beware of taking over the answer
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Questioning
Test
Diagnose
Stimulate
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“Hinge” questions
A “Hinge” question is based on the concept that it is critical for pupils to understand key topics before moving on
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“Hinge” questions
What is 14 489 to the nearest 1000?
Students’ answers:
14000
15000
Why?
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“Hinge” questions
• Quick way to assess a large group.• Answers have enough similarity to appear to
be correct.• Learner has to understand in order to be able
to identify the answer.
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http://www.slideshare.net/GTMGS/dylan-wiliam-breakout-1-questioning
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A rhombus is…..
a. A 2D shape with two pairs of parallel sides
b. A quadrilateral with two pairs of parallel sides, each side being of equal length
c. a quadrilateral where all four sides have equal length. Opposite sides are parallel and opposite angles are equal.
d. a quadrilateral where all four sides have equal length. Opposite sides are parallel and all angles are right angles.
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Always, sometimes, never
If you double the lengths of the sides of a shape, you double the area.
---------When you cut a piece off a shape, you reduce its area and perimeter.
---------The square of a number is greater than or equal to the number
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Questioning
Test
Diagnose
Stimulate
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True, False, Maybe?
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What impact will the question have on my learners?
How will they react, respond, feel and think?
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Let’s all do creativity!
Teaching creatively or teaching for creativity?(Narrowing the synapse gap)
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Engagement or enthrallment?
Creative teaching!
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Teacher =
Architect
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Learner=
Builder (and architect)
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Teaching for creativity
Encourage learners to see themselves as being creative.
Identify their creative capacity.
Foster that creativity.
National Advisory Committee on Creative and Cultural Education
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Means
Motive
Opportunity
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How might people’s lives be different where there are 6 compared to 12 hours of daylight?
How many different ways might we help each other to remember…..?
If you were to rename our numbers – what names might you have and why?
How many things and ways might you measure using a camera?
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“Science” in a minute - Create a one-minute video to explain e.g. night and day/mitosis.
Devise a pocket guide to carrying out a fair test.
Summarise the lesson/concept/process in 140 characters. (i.e. short enough for twitter.)
Create a minute trailer for this topic/subject for the next class.
How might we keep a snowman cold
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Changed viewpoints
?How might a geographer,
artist, athlete approach this
problem?
If the problem was a country, which would it
be?
What if we wanted the opposite?
What might I do if I was that
person?
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Individually, give each graph a score between 1 and 5.1 = Not good at all 5 = Very good
Evaluation
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Analysis
Discuss your scoring with your partner and discuss how you decided on your scores.
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Creativity
Generate rules for judging graphs.
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Evaluation
Review your original scores against your criteria for a good photograph.
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Three Little Pigs
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Three Little Pigs
Sketch a line graph to show the changing emotions of the wolf throughout the story of the three little pigs.
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The wolf’s emotional roller-coaster
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SNAPPY STARTS……
• Ask a group of pupils to sum up the last lesson.
• Pose a controversial question.
• Ask groups to “flipchart” what they understand about the lesson objectives.
• Top-ten list related to the theme or lesson. E.g Top ten tips for great stories.
• Use timed activities – “You have two minutes to write down…..10.…”
• Give children a “What do you notice, what do you wonder?” activity.
• Forced analogies e.g. How is an maths like an onion?
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…..AND ENDINGS• Ask pupils to think of questions to ask other students about the lesson.
• Ask pupils to suggest the three most important things they need to remember for the next lesson.
• Ask pupils to suggest a starter for next lesson.
• Link learning in the lesson to other curriculum subjects.
• Ask pupils to represent their learning in a picture or diagram.
• Would you end this lesson with ? . , ! and why?
• What might be next?
• “Taster” for the next lesson…
• How might the lesson be different for the next group?
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Be careful what you wish for….
https://www.youtube.com/watch?v=47p59c-euuU
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There are many small engineers.