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Developing Teaching and Learning - Day 1

Developing Teaching and Learning - Day 1. Paul Rowe, Pat Pinchin and Katie Ashcroft Dorset Secondary Strategy Consultants. Developing Teaching and Learning . Programme – 9.00 Coffee and welcome 9.15 Introduction 9.30 Session one – Engaging and motivating pupils 10.45 Break

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Developing Teaching and Learning - Day 1

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  1. Developing Teaching and Learning - Day 1 Paul Rowe, Pat Pinchin and Katie Ashcroft Dorset Secondary Strategy Consultants

  2. Developing Teaching and Learning Programme – 9.00 Coffee and welcome 9.15 Introduction 9.30 Session one – Engaging and motivating pupils 10.45 Break 11.15 Session two – Extending pupils’ thinking through questioning 12.45 Lunch 1.45 Session three – Planning for different learning styles 3.00 Plenary 3.30 Tea and close

  3. Sources of information – Using the ‘Ped Pack’ Pedagogy and Practice: Teaching and Learning in Secondary Schools 21 Booklets that teachers can use to develop specific aspects of Teaching and Learning Senior leaders, subject leaders and teachers in secondary schools

  4. Engaging and motivating pupils Pedagogy and Practice: Teaching and Learning in Secondary Schools Unit 1: Structuring learning And Unit 5: Starters and Plenaries Senior leaders, subject leaders and teachers in secondary schools

  5. Engaging and motivating pupils Objectives • To consider strategies that motivate pupils to want to learn. • To explore starters that engage pupils and plenaries that will consolidate their learning. • To identify possible next steps in developing your own classroom practice or the practice of your colleagues.

  6. Forewarned plenaries • Plenaries can be made more effective by giving pupils advance notice of what task they will need to undertake. • With this in mind the plenary for this session is for delegates to use THINK-PAIR-SHARE as a strategy to respond to this question: • How could you equip yourself or your colleagues to make better use of starters and plenaries in lessons?

  7. What ‘ingredients’ make a good lesson? • In the last year hundreds of pupils have been interviewed by the Dorset Secondary team across almost all our schools. • In pairs suggest the priorities pupils come up with when they are asked ‘what makes a good lesson?’

  8. What makes a good lesson A summary of findings: • A good lessons is… • When teachers feel positive about us and what we can achieve • When we know what we should be doing and it links up to what we should be learning • Where we can talk our ideas through • When the learning is structured • Where we get a variety of things to do • Where we do most of the work – rather than the teacher talking all the time • Where we get a sense of achievement • Where we know what we should be doing to be successful • Where we have fun • Where we can feel safe to try things out and get them wrong • A poor lesson is… • When teachers shout • When we can’t see what the lesson has to do with anything • When the teacher talks at us for most of the lesson- they’re always tired and we’re bored! • When we just listen and don’t do anything • When stuff is too easy • Where we never get any smiles or thanks • Where we get questions but the teacher answers them for us • Where we just have to do lots without knowing why • Where it is all about getting the right answer – and we don’t get to think much

  9. ‘When we know what we should be doing and it links up to what we should be learning’ – Using learning objectives • Look at page 6-7 of the Structuring Learning booklet. • Match the learning objectives below to five sets presented in the text. 1. To identify at least 2 strengths in our report and to pick out at least 2 improvements that need to be made. 2. To explore the arguments for and against abortion. 3. To interpret maps using grid references. 4. To explain how longshore drift formed Chesil Beach. 5. To identify the different subordinate clauses in complex sentences.

  10. ‘Where we know what we should be doing to be successful’ – Using learning objectives and outcomes To identify the different subordinate clauses in complex sentences. ACQUIRING KNOWLEDGE To interpret maps using grid references . ACQUIRING NEW SKILLS To explore the arguments for and against abortion. EXPLORING ATTITUDES To identify at least 2 strengths in our report and to pick out at least 2 improvements that need to be made. PERSONAL GROWTH, DEVELOPING INDEPENDENCE To find out how longshore drift changes the coastline. ACQUIRING CONCEPTS

  11. Using objectives and outcomes • Highlight the most important key messages on the handout. • What are the most fundamental considerations required before you use learning objectives and outcomes in the classroom?

  12. ‘Where we can talk our ideas through and when the learning is structured’ – Using starters and plenaries • Look at some of the suggested starter resources in your packs. • For at least one suggest what actions the teacher needs to take in order for them to be managed and used effectively. (Consider class groupings, possible questions and expected responses etc…)

  13. What makes an effective plenary? Good plenaries… • Occur at strategic moments in or across sequences of lessons • Summarise or take stock of learning so far • Consolidate or extend learning • Direct pupils to the next phase of learning • Highlight not only what has been learnt but also how it has been learned • Help determine the next steps in learning

  14. Planning plenaries – key considerations When you plan plenaries consider how you will • Enable pupils to remember the key learning from the lesson • Use the plenary responses diagnostically so that it can inform future planning • Enable pupils to articulate their learning • Enable pupils to see the progress that they have made (both in terms of knowledge and skills acquisition) • Equip pupils to identify the next steps in their learning • Support pupils in becoming more independent in their learning Look at the plenary question cards. • Consider how you would categorise them. Place the cards onto the table that you have been provided with.

  15. Planning plenaries – Using effective questions

  16. Session 1 - Forewarned plenary • The plenary for this session is for delegates to use THINK-PAIR-SHARE as a strategy to respond to this question: • How could you equip yourself or your colleagues to make better use of starters and plenaries in lessons? Share your ideas with the group Think about your own response to the question Discuss your ideas in pairs

  17. Extending pupils’ thinking through questioning Pedagogy and Practice: Teaching and Learning in Secondary Schools Unit 7: Questioning Senior leaders, subject leaders and teachers in secondary schools

  18. Objectives • To identify the features of good questioning • To enhance the planning for, and use of, questions in lessons • To identify possible next steps in developing your own classroom practice or the practice of your colleagues. What doesn’t make a good lesson? • ‘Where we get questions but the teacher answers them for us…’ Questioning OHT 4.1

  19. Why is Questioning fundamental to good teaching and learning? • Teachers ask on average two questions every minute. • That’s 400 a day, 70 000 a year and between 2 and 3 million in a career! • Questioning accounts for a third of all teaching time second only to teacher explanation. • Most questions are answered in less than a second, that’s the average time a teacher gives a pupil before passing it on. • Research suggests that for better quality responses we should wait about 3 seconds for a lower order question and 10 seconds for one requiring a higher order response! • Research also suggests that questions need to be more carefully planned and less improvised to have the greatest impact on learning. Steve Hastings TES July 4 2003

  20. Importance of questioning • Questioning is a critical skill for teachers and yet we often fail to invest time in improving our questioning. • It is a skill we take for granted and ultimately, one we don’t make effective use of.

  21. The problems with questioning… • In pairs sort out the questioning cards that you have been provided with. Identify • The examples of ineffective questioning • The negative impacts those questions will have on pupils • Alternative strategies that would help to avoid the problem in the first place!

  22. Making effective use of questioning • Skim read pages 8 and 9 of the Questioning booklet. These pages detail a number of classroom tactics that help make questioning more effective. • Watch the DVD clip (on Guided Work) and see if you can come up with some responses to these questions… • What does the teacher do to promote purposeful dialogue within the small group that she is working with? • Which classroom tactics does she make use of? • Whilst these tactics are used successfully at a group level – what challenges might these tactics present when using them with a whole class?

  23. Questions that ask pupils to apply knowledge • Explore a statement “To what extent do you agree with…” or “Do you think …..is true?” • Speculation “What would happen if…?” • Make a suggestion “How else could we have found this out…?” • Offer extra information “How does this extra information alter your views….?” • Clarify ideas “How can we tell that this is the case for…?” • Pupil questioning “Now, what questions would you like to ask…?” See page 10 for guidance In pairs select two approaches. Consider how these questions could be used to extend pupils’ thinking in your subject.

  24. Bloom’s taxonomy of questioning • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation • See pages 12-14 of the Questioning booklet

  25. Planning ahead • Use your ideas from today and plan questions that you could employ with one of your classes tomorrow

  26. Effective questioning • reinforces and revisits the learning objectives; • includes ‘staging’ questions to draw pupils towards key understanding or to increase the level of challenge in a lesson as it proceeds; • involves all pupils; • engages pupils in thinking for themselves; • promotes justification and reasoning; • creates an atmosphere of trust where pupils’ opinions and ideas are valued;

  27. Further next steps… • When you are next observed a focus could be on your questioning. Ask for there to be a focus on whether • you have a balance of open and closed, high- and low-order questions; • you provide chances for all pupils to ask and respond to questions. • you encourage opinion and tentative answers; • you provided thinking time. • Begin to build key questions or question sequences into your lesson planning.

  28. Planning for different learning styles Pedagogy and Practice: Teaching and Learning in Secondary Schools Unit 19: Learning Styles Senior leaders, subject leaders and teachers in secondary schools

  29. Planning for different learning styles • Read the extracts a-d below. • Explain what you think the connections are. • With the numbers of cars on UK roads expected to double by 2016 environmentalists are growing concerned with the falling air quality in many cities and towns. • In the Amazon rainforest an area the size of a football pitch is felled every second. • Bangladesh, one of the poorest countries on earth, has had severe flooding three times in the last ten years. • In Antarctica, the Larsen ice shelf is shrinking, many experts are worried that by the middle of the 21st century it may have disappeared altogether.

  30. What are the connections here?

  31. Planning for different learning styles Objectives • To explore teaching and learning strategies that appeal to different learning styles. • To consider how teachers can create an environment to support a range of different learning styles

  32. Planning to meet different learning styles- What should we be looking for? • In pairs you will be issued with an A3 sheet and a set of cards. On this are a number of different categories and learning styles. • Place the cards onto the sheet in the correct categories and under the appropriate learning style heading!

  33. What do we mean by learning styles? One definition…. Visual learners These pupils find it easier to receive info in the form of diagrams, pictures, charts or demonstrations. They also like to convert info into a visual form. Auditory learners These pupils learn through listening. Preferred activities include teacher explanations, lectures and discussions. They enjoy presenting things orally Kinaesthetic learners These pupils learn best when they are physically involved in the learning activities. They enjoy role play and practical work.

  34. Identifying pupils' preferred learning styles Source – Behaviour and Attendance Strand

  35. Building challenge through teaching to preferred learning styles • There is strong evidence that when pupils have to produce diagrams from text, or when text contains diagrams they will engage in dual processing – they will have to use both their linguistic and visual processing powers. • Research suggests that when pupils dual process information their levels of understanding and recall will be improved. • Furthermore, the creation of visual forms and visual representations is known to increase brain activity and the capacity for pupils to learn. (Paivio 1990, Gerlic and Jausovec 1999)

  36. Learning Styles … in practical terms… • In pairs look through the activities summarised on the sets of cards. • Put them into three piles – those strategies you use frequently, those that you use occasionally and those that you do not use at all. • For those in the ‘frequent’ pile now try and categorise which learning style they will appeal to, are they appealing to visual, auditory or kinaesthetic learners? • For those in the ‘occasionally’ or ‘never’ piles idenitfy which learning styles they appeal to. • Are there any learning styles that you feel are particularly well served or poorly served in your practice? • Are there any strategies you might try to include with your pupils to address any perceived imbalance?

  37. Why do we need to recognise pupils’ learning styles? Successful learning takes place when teachers play to pupils’ strengths and build their capacity to learn. For this to happen teachers need to: • have an understanding of the different learning styles within the classroom; • create learning opportunities through a variety of approaches. Pupils are then more likely to: • access easily the activities presented to them; • be enthusiastic and committed to the subject they are studying; • remain on task and focused during group or practical activities

  38. Creating a classroom environment for pupils’ different preferred learning styles • In pairs consider how your classroom might appeal to different preferred learning styles. • Consider the classroom layout, displays, resources and teaching methods you employ… • What adjustments could you make periodically to seating arrangements? • What resources do you wish to draw on in lessons? • How can the work you ask your TA to display on your notice boards validate pupils’ different learning styles? • What techniques lend themselves to teacher modelling in your subject area?

  39. Further reading - Other research on learning styles Gregorc’s Thinking Styles- Concrete sequential, concrete random, abstract sequential and abstract random Gardner’s Multiple Intelligences- Linguistic, Visual- Spatial Logical – Mathematical etc A summary of Gardner and Gregorc is available as a handout.

  40. Learning styles – planning next steps • Review the ideas presented in the session and the learning styles booklet. • Consider what steps you now need to take to develop your practice. • You could map out your ideas in the form of a diagram… research suggests that by doing that you may well remember it better!!

  41. Principles for planning for different learning styles Key Messages • Research the range of learning styles in your classroom. • Plan in some lessons a variety of tasks that appeal to different learning styles. (But accept the fact that you cannot accommodate all learning styles all of the time!) • Ensure that there are times when pupils are encouraged to work outside of their preferred learning styles. • Recognise that to appeal to kinaesthetic and visual learners new resources are likely to be needed and that developing them will take time.

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