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Towards outstanding learning. Rachael Edgar Wednesday 22 nd January 2014. Part 1: What separates the best from the rest ? Part 2: What are the important things that make learning great?. What separates ‘Great Teachers’ from the rest ?. TIMER. 1.Passion/ Mindset. - PowerPoint PPT Presentation
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Towards outstanding learning
Part 1: What separates the best from the rest?
Part 2: What are the important things that make learning great?
Rachael Edgar
Wednesday 22nd January
2014
What separates
‘Great Teachers’ from
the rest?TIMER
1.Passion/MindsetCarol Dweck
Developing a Growth Mindset by Shaun Allison
2. Self Reflection
Becoming a better teacher: teachers doing it for themselvesAlex Quigley
Deliberate practice
Task: 10 minsWhat does ‘GREAT’ learning look like in a lesson?
What are the things that ‘make a difference’ to our students?
TIMER
Judging Highly Effective Learning
How far ? ‘Distance’
How well ? ‘Depth’
‘Secure’ ‘Sustained’
How many ? ‘Numbers’
‘Groups’ ‘Proportions’
Perspective
Objectivist(lesson ceiling: ’good’)
Constructivist(lesson ceiling: ‘outstanding’)
Teacher as all-knowing oracle. Teacher as organiser, and but one source of information.
Learning is teacher-centred, didactic, with carefully-guided activities to support learning.
Learning processes are student-centred and involve group and individual activities.
Teacher generated questions are used to elicit understanding.
Students construct their own learning questions.
Lesson-design rests with the teacher and correct conclusions mark success.
Students are co-designers of the learning episode and the attendant success criteria.
Perspective
Objectivist(lesson ceiling: ’good’)
Constructivist(lesson ceiling: ‘outstanding’)
Learning consists of stimulus –response relationship, and is passive in nature.
Learning is an active process.
Learning involves ‘filling empty vessels’ and ensuring retention.
Learning is a process of ‘fire-lighting’ and connection- and sense-making.
Effective learning stems from efficient transfers of information.
Effective learning arises from open-ended, challenging problem-solving exercises.
Intelligence is fixed. Intelligence is created.
DependencyIndependency Interdependency
ChangeWhat proportion of learners
find out moreknow more
understand / absorb moreare challenged to advance thinking
than at the ‘start’ of an experience
DEPTH
Supporting the Learning
- criteria for successful learning
‘what a good one looks like’
- modelling
- scaffolding
- self-supporting materials
HANDING
OVER
Good or Outstanding ? Quality of ‘change’ - informing
knowing understanding
Proportion of learners - all / almost all most / vast majority large majority some few
Importance of Talk
- learning is a social activity : talk is essential
- language, thinking & learning are interrelated
- understanding is at its deepest when co-developed
http://websofsubstance.files.wordpress.com/2013/04/deep-learning.png
Independence
Questioning
ChallengeCreativity
Feedback
Questions to consider
Which of the ‘big 5’ do you need to focus on?Which class will you practice on?How many times do you need to practice?(the research says 30 times for something to become a habit!)What strategies will you use?less is more
Via @leadinglearner
Lesson Study
Next week Wednesday 29th JanuaryAdopting a lesson study approachHow will you research?Critical friend?What method are you going to use to record/ reflect on your progress?
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