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Quality Teaching

Quality Teaching. What does it look like?. How do we develop it?. How much difference does the teacher make?. This pie graph following represents the contribution that particular factors make to student achievement. Effect Size. Teachers. Students. Schools. Peers. Source: J.Hattie (2002).

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Quality Teaching

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  1. Quality Teaching What does it look like? How do we develop it?

  2. How much difference does the teacher make? This pie graph following represents the contribution that particular factors make to student achievement.

  3. Effect Size Teachers Students Schools Peers Source: J.Hattie (2002) Home

  4. In the classroom… You walk into a mathematics classroom. The teacher is brilliant, an expert! What does this teacher do that makes him/her an expert?

  5. Characteristics of Expert Teachers Compare your characteristics with those below that were synthesised from research.

  6. Create an inclusive classroom climate. Convey high but realistic expectations. Promote risk taking. Encourage discussion and active listening. Use a variety of assessment data in setting goals. Provide scaffolding and feedback to students. Provide sufficient, aligned learning experiences. Actively listen to and respond to individuals. Develop rich connections between ideas. Use powerful representations. Ask high order questions. Challenge students to critically reflect on their learning. Habits of Teaching Sources: BES Ministry (2003), Askew, Brown et al (2002).

  7. Critical Feedback Observe your colleague as he/she teaches. On the observation sheet note events as they occur against the habit you believe it reflects. Do not pass subjective judgment - just record the event.

  8. Examples Provide scaffolding and feedback to students. “That problem is a bit hard. How would you solve this problem? (2 x 99)” Use powerful representations. Animal strips to form array- linked to expressions; 6 + 6 + 6 + 6 and 6 x 4.

  9. Filtering Feedback In your groups : Present your summary of events to the teacher. Remember this is a sample of all that happened in the lesson. One member of the group to discuss with the teacher these questions: How did you feel the lesson went? Where would you go to from here with this group?

  10. Setting Your Own Goals By yourself focus on one or two of the habits. Choose them as goals for yourself. Pair up with a colleague. Arrange with your colleague when they can see you teach a group and provide the follow-up discussion, using the habits framework. Make an appointment!

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