THE WHAT AND THE HOWAn introduction to Teaching for Effective Learning Part 1

Teaching for Effective Learning It is important that all staff who work with

students gain an understanding of the concepts in the TfEL Framework.

For the purpose of this presentation the words ‘teacher’ or ‘teaching’ refer to all staff who engage students in their learning.

Today’s intended outcome – to get an understanding of why TfEL exists, and its broad content (the four domains of TfEL).

What’s the What and What’s the How?

The What The Australian Curriculum and SACSA

The How Teaching for Effective Learning (TfEL)

Learning to Learn:

What is Teaching for Effective Learning?

South Australian Teaching for Effective Learning Framework GuideEssentially it is about: Pedagogy – ‘The art of teaching’

Leaders and teachers seeing themselves as learners; reflecting on and developing their expertise. Domain 1

Developing teachers ability to : Create safe & rigorous learning conditions Domain 2 Develop expert learners Domain 3 Personalise and connect learning Domain 4

YouTube – What happens if teachers do not evolve and develop their pedagogy.

Although an extreme (& fictitious) example this teacher has never learnt to engage, motivate or develop students ability to learn.

As professionals we want to be the other extreme.

therefore ……………

Teaching for Effective Learning

Teaching for Effective Learning

We should be continually learning and developing

our craft

S.A. Teaching for Effective Learning Resource pg 7

Domain and quote matching activity.

Teaching for Effective Learning

TfEL Domains 1 & 2 Quote Matching Activity

Domain 1 – Learning for Effective Teaching 'My job is creating an environment where teachers continually learn'.

US Innovative Principal 'School improvement is most surely and thoroughly achieved when

teachers engage in frequent, continuous and increasingly concrete talk about teaching practices... capable of distinguishing one practice and it's virtue from another.' Judith Warren Little Education Researcher

Domain 2 – Teaching for effective learning: Create safe conditions for rigorous learning

'We should see schools as safe arenas for experimenting with life, for discovering our talents... for taking responsibility for tasks and others people, for learning how to learn... and for exploring our beliefs about life and society.' Charles Handy

'To live a creative life we must lose our fear of being wrong.' Joseph Chillons Pearce

TfEL Domains 3 & 4 Quote Matching Activity

Domain 3 – Teaching for effective learning: Develop expert learners

‘What a child can do today with assistance, she will be able to do by herself tomorrow'. Lev Vygotsky.

'We don't have to make human beings smart. They are born smart. All we have to do is stop doing things that make them stupid.' John Holt

Domain 4 – Teaching for effective learning: Personalise and connect learning

'Do not confine your children to your own learning for they were born in another time.' Hebrew

'You learn at your best when you have something you care about and can get pleasure in being engaged in.' Howard Gardner Proverb

'Children have real understanding only of that which they invent themselves, and each time that we try to teach them too quickly, we keep them from reinventing it themselves'. Piaget

Finding your way around the guide

Domain 1 – Learning for Effective Teaching (pg 10)

There are 6 Elements in Domain 1- Learning for Effective Teaching (1.1 to 1.6)

Each Element is across 2 pages.Each Element has the following: Essence In my role … Alert Practice check If teachers … Food for thought

Finding your way around the guide

Teaching for effective learning: Domain 2 Create safe &

rigorous learning conditions , Domain 3 Develop expert learners

and Domain 4 Personalise and connect learning (pg 11)

There are 4 Elements in each of the 2nd, 3rd and 4th Domains.

Each Element is across 4 pages.

Each Element has the following: Essence Story Teacher action Student action Justice alert Ways to … Language … Element not demonstrated … Practice check

Quick Express Poll – using Activote

A. I agree as professionals we should develop our pedagogy and TfEL looks interesting and useful.

B. I agree as professionals we should develop our pedagogy but I will reserve my judgment about the usefulness of TfEL.

C. I agree as professionals we should develop our pedagogy but TfEL looks boring and unhelpful.

TFELUNDERSTANDING DOMAIN 1Teaching for Effective Learning Part 2

Teaching for Effective Learning

Domain 1 – Learning for Effective Teaching

Teachers need a deep understanding and knowledge of their field and to be expert learners themselves. TfEL Framework pg 13

Leaders play a significant role with teachers in creating a learning culture and community. TfEL Framework pg 13

To have a learning organisation everyone within that organisation has to be challenged and continue to learn themselves. Peter Dredge, Principal Ballarat High School (completed tenure in 2010)

Teaching for Effective Learning

Domain 1 – Learning for Effective TeachingLeaders and teachers should:

1.1 Understand how self and others learn 1.2 Develop deep pedagogical & content knowledge 1.3 Participate in professional learning communities and

networks 1.4 Engage with the community 1.5 Discuss educational purpose and policy 1.6 Design, plan and organise for teaching and learning

http://www.youtube.com/watch?v=UlJXYwWRGUQ&NR=1 (effective/ineffective teaching)YouTube - Why is Professional Development Important for Teachers?

Teaching for Effective Learning

Domain 1 – Learning for Effective TeachingKey points from comedy sketch comparing

effective/ineffective teaching:Maverick clearly understands how others learn (1.1) and has developed deep pedagogical knowledge (1.2). Maverick designs, plans and organises his teaching (1.6) to get a high level of learning from his students. Mildred has no intention of participating in professional learning (1.3) with her colleagues while Maverick is very keen to listen to others. Maverick has committed to professional learning communities and net-works (1.3). He uses new technology to enhance his work while Mildred is scared to turn on a computer. Maverick would be a teacher who would be willing to discuss and debate educational purpose and policy (1.5) with his peers while Mildred would rather have a cigarette. Maverick also engaged with local business people(1.4) to get IT hardware for his classroom.

Teaching for Effective Learning

Domain 1 – Learning for Effective TeachingKey points from video Why is Professional

Development Important for Teachers?• 1.1 Understand how self and others learn - To

improve student outcomes then improving teachers abilities is were the action has to happen.

• 1.2 Develop deep pedagogical & content knowledge - Even though you may be outstanding as a teacher you can always improve.

• 1.6 Design and plan for teaching and learning - good teaching decisions made daily improves kids learning.

Leadership has a major role in motivating and developing staff learning.

Teaching for Effective Learning

Domain 1 – Learning for Effective Teaching Activity

Divide into 6 groups. Each group will receive one Element of Domain 1. Each group needs to determine what they feel are the

two most powerful key points made in their Element. Each group needs to present their Element back to

the group along with the two points and an explanation of why they are so important.

Please record this on the provided proforma and hand it up to Nick at the end of the session.

TFEL UNDERSTANDING DOMAIN 2Teaching for Effective Learning Part 3

Teaching for Effective Learning

Domain 2 – Teaching for effective learning: Create safe conditions for rigorous learning

All teachers create physical, social and emotional conditions for learners in their classrooms. TfEL Framework pg 27

2.1 Develop democratic relationships 2.2 Build a community of learners 2.3 Negotiate learning 2.4 Challenge students to achieve high standards

with appropriate supportYouTube - Rick Wormeli: Redos, Retakes, and Do-Overs, Part One

YouTube - Rick Wormeli: Redos, Retakes, and Do-Overs, Part Two

Teaching for Effective Learning

Domain 2 – Teaching for effective learning: Create safe conditions for rigorous learningKey points from video Rick Wormeli: Redos, retakes and

do-overs• 2.2 Building a community of learners – Focus is on

learning not due dates (although they are still considered important they are not an end point to a piece of learning).• 2.3 Negotiate learning - Allowing students to redo

work and reset due dates within guidelines set by the teacher and student.• 2.4 Appropriate support - We should support kids

where ever possible to get it right and expect that they will learn even if it may not be the first time they have a go. “No you’re not allowed to give up”.

Teaching for Effective Learning

Domain 2 – Teaching for effective learning: Create safe conditions for rigorous learning

Activity Divide into 4 groups. Each group will receive one Element of Domain 2. Each group needs to determine what they feel are the two

most powerful points made in their Element. Each group needs to present their Element back to the

group along with the two points and an explanation of why they are so important.

Please record this on the provided proforma and hand it up to Nick at the end of the session.

TFEL UNDERSTANDING DOMAIN 3Teaching for Effective Learning Part 4

Teaching for Effective Learning

Domain 3 – Teaching for effective learning: Develop expert learners

A central role for teachers is helping students become aware of how they learn and develop alternative learning strategies, approaches and skills. TfEL Framework pg 45

3.1Teach students how to learn 3.2 Foster deep understanding and skilful action 3.3 Explore the construction of knowledge 3.4 Promote dialogue as a means of learning

http://www.youtube.com/watch?v=3ILjhS4i2IU&feature=related (metacognition)

YouTube - WHERE GOOD IDEAS COME FROM by Steven Johnson

Teaching for Effective Learning

Domain 3 – Teaching for effective learning: Develop expert learners

Key points from video ‘Metacognition’:• 3.1Teach students how to learn - Thinking about your

thinking.

• 3.2 Foster deep understanding and skilful action - Demonstrating how we solve problems or understand a topic assists students to understand. “This is what I would do to solve the problem ……”.

• 3.3 Explore the construction of knowledge - Valuable for students to discuss their thinking – their strategies, how they got the answer.

Teaching for Effective Learning

Domain 3 – Teaching for effective learning: Develop expert learners

Key points from video ‘Where good ideas come from’• 3.4 Promote dialogue as a means of learning

- Hunches need to collide with other hunches to create a breakthrough.

- Kids have hunches/ideas/thoughts and need connecting with others to complete those hunches/ideas/thoughts .

- Create systems (classrooms) that allow ideas to mingle, swap and create new forms.

- Borrow other peoples hunches (learning) and combine them with your own hunches (learning) and turn them into something new (new learning).

Teaching for Effective Learning

Domain 3 – Teaching for effective learning: Develop expert learners

Activity Divide into 4 groups. Each group will receive one Element of Domain 3. Each group needs to determine what they feel are the two most

powerful points made in their Element. Each group needs to present their Element back to the group along

with the two points and an explanation of why they are so important.

Please record this on the provided (FLIPCHART – ‘P’drive - !MrTurra) and save. You will have to present your work back to the group.

Year 9 roomYear 8 roomYear R/1 roomYear 1/2/3 room

TFEL UNDERSTANDING DOMAIN 4Teaching for Effective Learning Part 5

Teaching for Effective Learning

Domain 4 – Teaching for effective learning: Personalise and connect learning

Curriculum that is connected to students’ lives and the communities in which they live enhances the relevance and rigour of learning. TfEL Framework pg 63

4.1 Build on learners’ understanding 4.2 Connect learning to students’ lives and

aspirations 4.3 Apply and assess learning in authentic contexts 4.4 Communicate learning in multiple modesYouTube - What Makes a Good Teacher? - Student Q&Ahttp://www.youtube.com/watch?v=5c7iOtsOA-E

authentic learning

Teaching for Effective Learning

Domain 4 – Teaching for effective learning: Personalise and connect learning

Key points from video What makes a good teacher?Ryan, Emma and Rick made points about effective teachers personalising and

connecting learning.• 4.2 Connect learning to students’ lives and aspirations - Ryan – get me involved in

the subject, connect on an individual or personal basis.• 4.2 Connect learning to students’ lives and aspirations - Emma – knowing how to

relate it (content) to the context of their students lives. If its not in the right context you don’t know how it relates to your life and makes it seem a bit pointless learning it.

• 4.4 Communicate learning in multiple modes - Rick – communication, my favourite teachers are the ones who can communicate with the class.

Key points from video Authentic Learning:• 4.3 Apply and assess learning in authentic contexts - Students need the opportunity

for authentic learning – “they need it to mean something and be based in real life”.• 4.3 Apply and assess learning in authentic contexts – Students need to be out in the

community: having a mentor, part time job, volunteer and service opportunities, working with people other than their teachers and parents.

Teaching for Effective Learning

Domain 4 – Teaching for effective learning: Personalise and connect learning

Activity Divide into 4 groups. Each group will receive one Element of Domain 4. Each group needs to determine what they feel are the two

most powerful points made in their Element. Each group needs to present their Element back to the

group along with the two points and an explanation of why they are so important.

Please record this on the provided Flipchart (‘P’drive - !MrTurra) and save. You will have to present your work back to the group.