Power TeachingPower Teaching

Or as we like to refer to it:Or as we like to refer to it:

Co-operative LearningCo-operative Learning

It is all about concept not

content

William Glasser’s Institute research William Glasser’s Institute research says that we learn:says that we learn:

10% What we READ10% What we READ

20% What we HEAR20% What we HEAR

30% What we SEE30% What we SEE

50% What we SEE and HEAR50% What we SEE and HEAR

70% What we DISCUSS with others70% What we DISCUSS with others

80% What we EXPERIENCE personally80% What we EXPERIENCE personally

95% What we TEACH to someone else95% What we TEACH to someone else

What makes it work?What makes it work?Effective learning within teamsEffective learning within teams

Individuals become responsible for their own Individuals become responsible for their own learning and that of otherslearning and that of others

Relentless learning – students never really have Relentless learning – students never really have time to be off tasktime to be off task

Learners teach each otherLearners teach each other

Learners become more focused on mastering a Learners become more focused on mastering a skill rather than completion of tasksskill rather than completion of tasks

Students recognise understanding is their top Students recognise understanding is their top prioritypriority

How does it work?How does it work?

What is Power Teaching?

•Assigns students to four member teams containing mix of abilities

•The teams choose their own name, team cheer and receive recognition for progress and ability to work as a team

•Teachers use strategies to deliver active, well paced instruction – timing is essential when using a variety of activities

•Teams have the opportunity to practise new ideas in their teams, learn with and from each other on mastering new skills before working as an individual for assessment

•Teams are given a point scoring sheet that acknowledges their progress and achievement in key areas

•Students benefit from the team, sharing and developing ideas. They gain support from their peers which allows them to consolidate understanding through their discussion with others

What are the benefits?What are the benefits?It allows continual assessmentIt allows continual assessmentIt allows individual and team feedbackIt allows individual and team feedbackIt creates team interdependenceIt creates team interdependenceStudents are motivated by common goalStudents are motivated by common goalStudents take responsibility for their own learning and that of Students take responsibility for their own learning and that of othersothersStudents translate teacher talk into kid talk for one anotherStudents translate teacher talk into kid talk for one anotherLess teacher talk, more student leadLess teacher talk, more student leadStudents learn to see situations from another’s viewpoint Students learn to see situations from another’s viewpoint and justify their own viewpoint. They analyse and refine their and justify their own viewpoint. They analyse and refine their own understandingown understandingImproves classroom managementImproves classroom managementProvides resolutions to classroom conflictProvides resolutions to classroom conflictStudents (and teachers!) have fun with learningStudents (and teachers!) have fun with learningIt provides a reward system with points/certificates etcIt provides a reward system with points/certificates etcIt covers PELTS and OFSTED like it!It covers PELTS and OFSTED like it!

Why does it work?Why does it work?

It works on the basis of :It works on the basis of :

Equal opportunities for success

Individual accountabilit

y

Team Recognitio

n

Co-operative Learning Points Co-operative Learning Points

There are five main areas for which teams can be awarded There are five main areas for which teams can be awarded points in every lessonpoints in every lesson

Practise active listening skillsPractise active listening skills

Helping and encouraging each otherHelping and encouraging each other

Everyone participatesEveryone participates

Explain you ideas and tell whyExplain you ideas and tell why

Complete tasksComplete tasks

Bonus points can be given for homework tasks and Bonus points can be given for homework tasks and individual assessment scoresindividual assessment scores

Have a go!Have a go!Give your team a name – the students would create Give your team a name – the students would create

a team cheer, poster and engage in a number of a team cheer, poster and engage in a number of team building activitiesteam building activities

It’s a good idea to discuss what makes good It’s a good idea to discuss what makes good listening and speaking by considering:listening and speaking by considering:

What it looks like What it looks like What it sounds likeWhat it sounds like

Zero noise signal

Random Reporter Technique

Number yourselves 1 to 4

Active Instruction – teach and model

1.Team Huddle

2.Team Mastery – individual and check

3.Individual Assessment

Main TechniquesMain Techniques•Zero noise signal

•My turn, your turn

•Thumbs up

•Partner pyramid

•Rally robin

•Minute by minute assessments – thumbs up, traffic lights etc

•Think pair share

•Think aloud

•Think it through

•1-2-3 move

•Ask three before me

Why OFSTED like itWhy OFSTED like itStudents make greater progress: more challenging targets become more Students make greater progress: more challenging targets become more accessible, through team rather than individual learning accessible, through team rather than individual learning Visible and varied ways of assessing progress – thumbs up, peer/self Visible and varied ways of assessing progress – thumbs up, peer/self assessment, etc.assessment, etc.Variety of activities that engage students by using variety of teaching and Variety of activities that engage students by using variety of teaching and learning styleslearning stylesGood classroom managementGood classroom managementLearning is at the centre of lesson planningLearning is at the centre of lesson planningTeacher involvement is minimal – onus on the students to take responsibility Teacher involvement is minimal – onus on the students to take responsibility for their own learningfor their own learningTiming and structure of lesson is clearTiming and structure of lesson is clearStudents share a common goal and understand what they are learning and Students share a common goal and understand what they are learning and whywhyStudents are aware of strengths and weaknesses – peer assessment is Students are aware of strengths and weaknesses – peer assessment is constant, and the teams range of skills targets students misconceptionsconstant, and the teams range of skills targets students misconceptionsTeams explore a variety of methods to solve problemsTeams explore a variety of methods to solve problemsEffective group work where everyone contributes - PELTSEffective group work where everyone contributes - PELTS

1 is shown by a single stroke.

10 is shown by a drawing of a hobble for cattle.

100 is represented by a coil of rope.

1,000 is a drawing of a lotus plant.

10,000 is represented by a finger.

Ancient Egyptian Number Hieroglyphs

Queen Hatshepsut has ordered her Nubian general, Nehsi, to sail to the Land of Punt and obtain

planks of the finest cut cedar wood for the gates and doors of her new temple. Each ship can carry

planks of wood so how many ships will Nehsi have to take with him to transport all the wood back to Egypt?

Write your answer in numbers and hieroglyphics.

15 SHIPS

If pyramids have bricks

How many bricks are needed to build pyramids?

2500 bricks

TEAM HUDDLE

•Work as a team, completing each question together

•Use the same method, ensuring you agree on your answer

•Be sure each member could explain their answers

•Don’t move on until you are all happy

Random reporter to assess understanding, and develop team accountability

TEAM HUDDLE

1. 10310 – 424 = 9886

2. 100 feed 20, so 50 feed 10 in 4 days.

3. 1500 miles x 2 = 3000 miles in 10 years so 300 miles per year.

4. 40000 – 31210 =

8790

TEAM MASTERY

•Work individually, though check with a colleague that your answers match.

•If your answer matches – move on. If not, discuss and resolve with your partner. Call on the rest of the team if necessary.

Random reporter to assess understanding, and develop team accountability. Other questioning strategies might also be used.

TEAM MASTERY

1. 203 + 1222 = 1425

2. 22 years before 2242 BC = 2264

3. 2 x 42000 = 84000 bricks

4. 111 + 35 = 146

TEAM ASSESSMENT

•Work TOTALLY alone. This is the assessment on what you have ‘hopefully’ learnt.

•This could be a quick end of lesson quiz, or an end of unit assessment.

•An ‘end of unit assessment’ would provide ,team prep points’ or ‘team improvement points’

TEAM ASSESSMENT – give answers in standard form and using hieroglyphics.

1.Solve ÷ =

2. A camel carries up to children. How many camels are needed for a trip of students.

3. If Egypt suffered years of drought on different occasions, how many years of drought was this in total?

4. x x x x =

TEAM ASSESSMENT

1. 1500 ÷ 10 = 150

2. 130 ÷ 12 = 10 re. 10, so 11 camels

3. 4 x 14 = 56

4. 5 x 4 x 3 x 2 x 1 = 120

I like working in teams? Why?

‘Because it’s more fun and it’s a better learning system – if you don’t get something, you can ask a team mate and they’ll give you a simple explanation.’

‘Because everyone helps you when you don’t understand.’

‘‘Because it’s more clear when I am in groups and easier to explain and learn.’

‘Because you get to compare ideas and learn more.’

‘

‘Because sometimes hearing someone your own age explain the work makes it easier for you to understand. Also if you’re nervous about asking the teacher in front of everyone, you can just ask your group.’

‘Because if you don’t understand something you can get your problem explained by three different people.’

‘If you don’t understand then someone in your team probably will.’

‘Because when I struggle, I can ask for help from people my age. We can explain things together – it really helps.’

Because it’s more fun.’

‘Help from someone at a similar level is sometimes more helpful than help from a teacher.’

What do you look forward to most in your Maths classes?

‘‘Understanding something better’Understanding something better’‘‘I look forward to the challenge’I look forward to the challenge’‘‘Working in a team’Working in a team’‘‘You can enjoy it more’You can enjoy it more’

‘‘Learning new things in a fun wayLearning new things in a fun way’’‘‘Doing problem solving in your groups’Doing problem solving in your groups’

‘‘Being able to explain things at your own pace’Being able to explain things at your own pace’

Our favourite!Our favourite!

‘‘Learning something that I can tell someone and Learning something that I can tell someone and them going ‘Wow’ that’s great’them going ‘Wow’ that’s great’