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Follow Instructions. Learn about a tangerine. Kahoot.it. http://www.online-stopwatch.com/eggtimer-countdown/full-screen/. Spidergram or mindmap a tangerine. Paragraph plan for a tangerine essay. Make sure you follow the given brief (critical inciden(s) 2 subjects) Read Plan your work
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http://www.online-stopwatch.com/eggtimer-countdown/full-screen/http://www.online-stopwatch.com/eggtimer-countdown/full-screen/
Make sure you follow the given brief (critical inciden(s) 2 subjects) Read Plan your work Write in the right style Think about the mark scheme
Voice While I can see the dangers of any evangelical education movement, there is value in a ‘growth mindset’ (Dweck, 2011) approach.
Critical Dialogue This psychological theory is aligned to other ways of viewing how people think including social learning theory (Bandura, 1974) and self-concept studies (Rogers, 1956) which help to shape education and its policy. The National Curriculum Review (DfE, 2011) called ‘growth mindset’ a ‘classic work’ (DfE, 2011, p.47) and a desire to see it ‘replicated’ (DfE, 2011, p.47) in England. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175439/NCR-Expert_Panel_Report.pdf
In so-doing, they have put another theory of psychology at the centre of National Curriculum reform and promote ‘mastery’ (see Dweck, 2011; Black and Wiliam, 2010) as a way of improving education.
Creativity Adopting psychological models has its dangers…. Freud
Dweck’s ideas refute earlier psychological theories which were once also enthusiastically adopted by education policy makers including Eysenck’s (1994) work in intelligence quotient, Freud’s (1904) studies of deep human drives and earlier phrenological models of how the brain functions (Fowler, 1887). (Perhaps the maleness of the concept of ‘master’ (why no mistress?) reveals something of the need for humans to dominate and control, something Fowler (1887), Freud (1904) and Eysenck (1994) would fully understand). Dweck’s ideas also seem to replace the more up-to-date psychology-in-the-classrooom - the Gifted and Talented agenda - which has driven policy for over a decade (Gov, 2008).
It may be hard for teachers to make the change from over a decade of teaching the ‘gifted’ (and its implications of genetic ability) and Dweck’s (2011) theory of ‘malleable intelligence’ (p.3). Instead of a ‘gift, intelligence is viewed as the ability to ‘master’ certain skills in their present states and ‘everyone, with effort and guidance can increase their intellectual abilities’ (Dweck, 2011, p.23).
Patch Task Oct 5th
Thursday September 27th John Keenan John.keenan@newman.ac.uk
Tomorrow 10-2pm Tutorials Monday 12-4pm Tutorials
“The human mind prefers to be spoon-fed with the thoughts of others, but deprived of such nourishment it will, reluctantly, begin to think for itself - and such thinking, remember, is original thinking and may have valuable results.” Agatha Christie.
AfL http://www.youtube.com/watch?v=1qQL5L31-1E
Stimulate recall, mobilise existing knowledge in order to create new understanding and meaning To interest, engage and challenge Assess prior knowledge and understanding Reasoning Problem Solving Formation of hypothesis Evaluation Focus thinking on key concepts and issues WHY? To promote... Thinking about the way they have learnt Lead learners through a planned sequence Help learners extend their thinking Progressively establishes key understandings
What is the point? • Higher level questions are central to pupils’ cognitive development. Research evidence suggest that pupils’ levels of achievement can be increased by regular access to higher-order thinking (Borich, 1996; Muijs and Reynolds 2001; Black and Harrison, 2001) • Pupils will need to be able to analyse, synthesise and evaluate if they are to attain level 5 and above in the National Curriculum and Grade 4 and above at GCSE (Ofsted, 2017)
Bloom’s Bloom your questions up Appraise Argue Assess Critique Defend Evaluate Examine Grade Inspect Judge Justify Rank Rate Review Value Combine Compose Construct Create Devise Design Formulate Hypothesise Integrate Merge Organise Plan Propose Synthesise Unite
Task: You have a poem. Choose one aspect of the poem you are to teach: Comprehension Narrative structure Tone Theme Or use it to teach something NEW about a poetry technique: Enjambment
The Lesson Chaos ruled OK in the classroom as bravely the teacher walked in the nooligans ignored him his voice was lost in the din 'The theme for today is violence and homework will be set I'm going to teach you a lesson one that you'll never forget' He picked on a boy who was shouting and throttled him then and there then garrotted the girl behind him (the one with grotty hair) Then sword in hand he hacked his way between the chattering rows 'First come, first severed' he declared 'fingers, feet or toes' He threw the sword at a latecomer it struck with deadly aim then pulling out a shotgun he continued with his game The first blast cleared the backrow (where those who skive hang out) they collapsed like rubber dinghies when the plug's pulled out 'Please may I leave the room sir? ' a trembling vandal enquired 'Of course you may' said teacher put the gun to his temple and fired The Head popped a head round the doorway to see why a din was being made nodded understandingly then tossed in a grenade And when the ammo was well spent with blood on every chair Silence shuffled forward with its hands up in the air The teacher surveyed the carnage the dying and the dead He waggled a finger severely 'Now let that be a lesson' he said .KonaBody Roger McGough
The Process of Explication DOROTHEA LASKY 00:00 01:47 Use Up/Down Arrow keys to increase or decrease volume. I Students, look at this table And now when you see a man six feet tall You can call him a fathom. Likewise, students when yes and you do that and other stuff Likewise too the shoe falls upon the sun And the alphabet is full of blood And when you knock upon a sentence in the Process of explication you are going to need a lot of rags Likewise, hello and goodbye. II Nick Algiers is my student And he sits there in a heap in front of me thinking of suicide And so, I am the one in front of him And I dance around him in a circle and light him on fire And with his face on fire, I am suddenly ashamed. Likewise the distance between us then Is the knife that is not marriage. III Students, I can’t lie, I’d rather be doing something else, I guess Like making love or writing a poem Or drinking wine on a tropical island With a handsome boy who wants to hold me all night. I can’t lie that dreams are ridiculous. And in dreaming myself upon the moon I have made the moon my home and no one Can ever get to me to hit me or kiss my lips. And as my bridegroom comes and takes me away from you You all ask me what is wrong and I say it is That I will never win.
Then said a teacher, "Speak to us of Teaching." And he said: No man can reveal to you aught but that which already lies half asleep in the dawning of our knowledge. The teacher who walks in the shadow of the temple, among his followers, gives not of his wisdom but rather of his faith and his lovingness. If he is indeed wise he does not bid you enter the house of wisdom, but rather leads you to the threshold of your own mind. The astronomer may speak to you of his understanding of space, but he cannot give you his understanding. The musician may sing to you of the rhythm which is in all space, but he cannot give you the ear which arrests the rhythm nor the voice that echoes it. And he who is versed in the science of numbers can tell of the regions of weight and measure, but he cannot conduct you thither. For the vision of one man lends not its wings to another man. And even as each one of you stands alone in God's knowledge, so must each one of you be alone in his knowledge of God and in his understanding of the earth. . Teaching Xviii Khalil Gibran
Present your outcome to the class. Up and deliver outcome as if to a class
AfL– whole group teaching No YAVA Gadfly Ignoramus Stingray Midwife Cumulative Disputational Bloom it.
Back to AFL Tools Students write Questions For example – • About what they would like to know on a new topic • To ask the teacher or other students in order to assess their learning • To demonstrate their learning/misconceptions/areas they would like to further explore The classroom could have a question box where students drop questions at the end of a lesson. Or, a plenary could involve students writing questions that the class then work on together, or forms the basis of the next lesson.
Back to AFL Tools Exemplar Work When setting students a piece of work, show them examples that make it clear what it is they are being asked to do – and what they need to do in order to meet the assessment criteria. Students could mark exemplar work using the assessment criteria. This will help model what is being asked for and how it relates to the process of assessment.
Back to AFL Tools Post-It Use post-it notes to evaluate learning. Groups, pairs or individuals can answer: • What have I learnt? • What have I found easy? • What have I found difficult? • What do I want to know now?
Back to AFL Tools Show and Tell Use mini-whiteboards so that very student can write or draw their answer and show it to you (or their peers) immediately.
More… More… More… More… More… More… More… More… More…
My AfL method: Kahoot quiz
Challenge each other Kahoot. Must have been taught today. Prized.
Assessment Theory AfL Growth mindset Mastery AwL
The Language of assessment Types Scoring Norm-referenced Criterion-referenced Reliability Validity • Summative AoL • Formative AfL • Diagnostic • High-stakes • Ipsative/value added Glossary http://methodenpool.uni-koeln.de/portfolio/What%20Does%20Research%20Say%20About%20Assessment.htm
Purposes of assessment • Accountability: to make schools and teachers accountable for their work • Certification: which can be used by prospective employers and those controlling access to higher levels of education • To advance student learning: where the primary purpose of the assessment is to promote pupil learning and help them to improve (Black et al., 2003; Torrance and Pryor, 1998)
Problems of AfL Some pupils want to coast – get by (Perrenound 1991, p.2) Feedback might discourage them (Hattie and Timperly, 2007) ‘when a…concept is not fully understood…the teacher’s time would be best spent on modelling and instruction’ (Didau, 2005)
Review of research on assessment • Implications for motivation: • negative impact of high-stakes assessment on low –achieving pupils; • tests that are high stakes for schools rather than pupils can have just as much impact. • Pupils are aware of repeated practice tests and the narrowing curriculum; • high achievers are more persistent, use appropriate test-taking strategies and have positive self-perceptions; • Low achievers become overwhelmed by assessments and de-motivated by constant evidence of their low achievement. Harlen, W. and Deakin-Crick, R. (2002) Cambridge: The Assessment Reform Group.
John Holt How Children Fail ‘petty and contemptible rewards’
Ofsted Are pupils working independently? Are they self reliant? Do they make the most of the choices that they are given or do they find it difficult to make choices? To what extent to pupils take responsibility for their own learning? How well do students collaborate with others? Are pupils creative, do they show initiative?
