@Teacher tweaks pedagoolondon2014
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Transcript of @Teacher tweaks pedagoolondon2014
Taking the temperature of your classroom: responding to the needs of your students
Debbie and Mel @TeacherTweaks
We intend to discuss:• How do we spot progress problems?• What strategies can we use to deal with these problems?• The importance of modelling.• Use of scaffolding.• Expecting excellence through success criteria.
Debbie and Mel @TeacherTweaks
PANIC ZONETi
red
Tense
Stresse
d
Exhausted
Fed up
Annoyed
Frus
trat
ed
DisinclinedAnxious
STRETCH ZONE AnticipatingExhilarated
Alive
Challenged Expectant
Excit
edW
illin
g to
risk
COMFORT ZONE
Safe
LifelessSecure
StableBored
Comfortable
Unchallenged
EasyReflect on your lessons from last week:• Which ‘zones’
were your students generally in?
• Where does the most learning occur?
Fearful (Adapted from Senninger)
Debbie and Mel @TeacherTweaks
How do you spot comfort? Panic?
Debbie and Mel @TeacherTweaks
http://www.learningspy.co.uk/featured/great-teaching-happens-in-cycles/
This is part of our version of the 5 minute lesson plan. Depending on where you are in the sequence, you will need to change the level of input and differentiation for students.Debbie and Mel @TeacherTweaks
Comfort Zone:
• You’ve finished? How do you know it’s excellent?• Which task level did you choose? • Can you think of how I could’ve made this task more
difficult?• What do you think are the most common mistakes
people make with this? Why?• Have you compared your work with someone else’s?
Which questions do you think would be most useful?
Can you devise further questions?Debbie and Mel @TeacherTweaks
Panic Zone:
• What are you trying to do?• How long have you struggled for?• What have you tried?• If I could give you one resource/piece of
information but not the answer, what would it be?• What you’re doing is hard – I’ll let you think for 2
minutes and come back to see what you think you need to do.
How would you expect students to respond to
these questions?
Debbie and Mel @TeacherTweaks
Comfort zone:
• Silent feedback (Post it from Full on Learning)• Replace the words that have been circled with
better ones• ABC peer assess with a partner• New challenge (plenary prefect)• Do the hot or scorching task• Write instructions for……..• Rewrite this for a different audience• Present this information in a different way
Pick a top 3 for your subject!
Debbie and Mel @TeacherTweaks
Panic zone:
• Look in your book/ a textbook• Ask your group• Use a helpsheet• Read the exemplar answer on a similar area• Follow a set of instructions• Visit an expert in the class• Read what someone else has written so far• Use the sentence starters/question prompt sheet
Pick a top 3 for your subject!
Debbie and Mel @TeacherTweaks
Different challenge tasks: warm, hot, scorching
• Another thing in our lesson plan is planning in three types of task challenge to stretch all learners.• These tasks can be different OR they can be the same task but
with different levels of scaffold.• We prefer to share all tasks with students to help them make
an informed choice.• There is an expectation that if you choose ‘Warm’ you should
then move onto the ‘Hot’. If you choose ‘Hot’ then you should be aiming for ‘Scorching’ in the next lesson.• It’s easy to keep track of students’ choices in a Google Doc
which you can show at the start of each lesson/week/fortnight.
Debbie and Mel @TeacherTweaks
https://docs.google.com/spreadsheet/ccc?key=0AieVP95lhNzfdGJYUnVxeGFwQS1WRjJabS1JekRucFE&usp=drive_web#gid=0
Debbie and Mel @TeacherTweaks
Using teacher modelling• Modelling is one of the most underrated
skills a teacher has at their disposal to help a student understand how to work through a task.• You can model in three ways: in class at
the board, alongside the students as they write or a pre-made ‘flipped learning’ style video.
Discussion Questions• What are the pros and cons of the three
approaches?• When might you use these different
approaches?
http://www.youtube.com/watch?v=xGyG7X7Crkc
Debbie and Mel @TeacherTweaks
Appropriate scaffolding•What type of scaffolding do
you draw upon time and again in your classes?•What would be a high
challenge, mid challenge or low challenge scaffold?• How do you introduce
these scaffolds to your students – do you have them ready or do they decide what is needed?
Debbie and Mel @TeacherTweaks
Debbie and Mel @TeacherTweaks
Adapted from Learning Spy’s Reading LadderDebbie and Mel @TeacherTweaks
http://www.wordle.net/
Debbie and Mel @TeacherTweaks
Debbie and Mel @TeacherTweaks
Courtesy of Andy Day@Andyphilipday
Discussion sentence stems
If you are unsure about what you heard
•I found it a bit confusing when…..•I’m not sure what I think yet but….•I hear what you’re saying but what about……•Am I right in thinking….?
Developing your ideas after hearing other points of view
•I agree/disagree with you because……•If it was up to me, I would…….•I’d like to add……..•Some people might think that but……..•After listening to what you said, I think………
When expressing your ideas
•I feel……..•I believe…….•In my opinion……•After talking about it with the group, we decided…….
Debbie and Mel @TeacherTweaks
Ethical question (should/could):
‘For’ Argument 1:
Scientific evidence or quotes:
‘For’ Argument 2:
Scientific evidence or quotes:
‘Against’ Argument 1:
Scientific evidence or quotes:
‘Against’ Argument 2:
Scientific evidence or quotes:
Debbie and Mel @TeacherTweaks
Sequence HOT mapFirst/Earliest/Most
Least/Latest/Last
Sequence into order of time, importance or
significance
Debbie and Mel @TeacherTweaks
(Adapted from Hookhttp://pamhook.com/)
Prediction thinking map
Possible outcome
Possible evidence for this outcome
Possible evidence against this outcome
Actual evidence for this outcome
Actual evidence against this outcome
Judge likeliness of
possible outcome
Make a prediction
Imagine
Imagine
Find
Find
Debbie and Mel @TeacherTweaks(Adapted from Hookhttp://pamhook.com/)
1. Key words: 3. Bullet points:
2. Diagrams/equations: 4. Paragraph:
Six mark question:
Debbie and Mel @TeacherTweaks
Debbie and Mel @TeacherTweaks
Examples of excellence
• Do your students know what an excellent task outcome looks like?• You could give them an exemplar and use the success
criteria to identify why it is an excellent example.• If the student is struggling, they can use the model
and/or success criteria to break down the task and move forward.• If the student is coasting, you can direct them to the
model piece of work then get them to use the success criteria to annotate their own work.
Debbie and Mel @TeacherTweaks
Task: Write a letter in role as Benedick, describing the ball last night.
• Use a metaphor or a simile to describe the colours and textures of the costumes including your own. Is it comfortable to wear? (Warm)• Begin a sentence with an interesting adverb to describe something
you did at the ball. (Warm)• Use the senses to describe the dancing and the feast. (Warm)• Use speech marks to share part of a conversation you had with
another guest. (Hot)• Use connectives when describing something you saw happen at the
ball. (Hot)• Use one of the scorching complex sentences on the wall to describe
what happened with Don Pedro, Claudio and Hero. (Scorching)• Use a semi colon in the final line of your letter to you old friend.
(Scorching)
Debbie and Mel @TeacherTweaks
Investigation planSuccess criteria
WARM HOT SCORCHINGWrite an equipment list
and instructions of what you will do.
State the factor you will change and the factor
you will measure.
Explain what you will use the equipment for
and write a method that someone else
could follow.
State the factors that need to be kept
constant.
Justify your equipment choices by discussing
precision, accuracy and possible alternative
equipment.
Explain how the control variables will be kept
constant.
Debbie and Mel @TeacherTweaks
Thanks for listening!
www.teachertweaks.wordpress.com
Debbie and Mel @TeacherTweaks
@TeacherTweaks PedagooLondon2014 by Debbie Light and Melanie Aberson is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.