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Becoming Invisible In My Classroom. Becoming Invisible In My Classroom by Jane Healey, Increasingly Invisible Teacher “She doesn’t do anything. She gets paid to babysit us while we do all the work.” I overheard the middle school students in the orthodontist’s office describing their teacher who “flipped” the classroom, and they were quite salty. “She walks around watching us, and she won’t even answer our questions. So I’m useless. I’ve always thought a good teacher is like a good referee in sports: they are at their best when people don’t even notice them. Beyond students, many parents and critics, especially those worried about accountability, don’t see the teaching and wonder what their taxes are paying for. They learned in classrooms with desks in rows, worksheets, and right answers. In an innovative classroom, observers might see a teacher wandering around from student to student answering questions about writing a paragraph.

As one of my favorite mentors said, “We build the sandbox, and they play in it.” How to Get Kids to Work as a Team If the Adults Around Them Can't - Finding Common Ground. Ideas and Thoughts | Learning stuff since 1964.

White boards

Marking. All in a Tweet: Teaching great lessons? It’s down to us. My most RTed Tweet. It gets recycled every few months. This is by far the most re-tweeted and recycled 140-character message I’ve thrown into the twittersphere. Every so often, it goes around again for a few more days – including a recent round initiated by @TeacherToolKit, Mr McGill. I was chuffed to find it quoted at the top of this blog by David Didau. From some of the responses I’ve had, I think it resonates with some people because it suggests a kind of rebelliousness: do what you like, do it your own way, express the freedom and autonomy you need to teach the way feel is right. It suggests being liberated from external forces that continually dictate how teachers should do their jobs. It sounds like a rallying cry: Choose how you want to teach and do that anyway, whatever the powers might say. My tweet was a call to teachers to escape from the cage – which is already wide open – and to take ownership of everything they do in the classroom.

It’s not up to them; it’s up to us.

Leraning styles

Forget About Learning Styles. Here’s Something Better. Tuesday, October 15, 2013 Whenever I speak to audiences about the science of learning, as I’ve been doing a lot this fall, one topic always comes up in the Q&A sessions that follow my talk: learning styles. Learning styles—the notion that each student has a particular mode by which he or she learns best, whether it’s visual, auditory or some other sense—is enormously popular.

It’s also been thoroughly debunked. The scientific research on learning styles is “so weak and unconvincing,” concluded a group of distinguished psychologists in a 2008 review, that it is not possible “to justify incorporating learning-styles assessments into general educational practice.” A 2010 article was even more blunt: “There is no credible evidence that learning styles exist,” wrote University of Virginia cognitive scientist Daniel Willingham and co-author Cedar Riener. This doesn’t mean, however, that teachers and parents should present material to be learned in just one fashion. The Pitfalls of Learning Styles and How We Got Duped Into Believing in Them.

Until about 10 years ago, I, like far too many educators, believed in learning styles, multiple intelligence theories and the like. Several scholarly articles and Daniel Willingham’s Why Students Don’t Like School (2009) enlightened me. Today I cringe when my well-meaning peers talk about using—sometimes even paying for—learning style inventories, or developing lessons to account for students’ different learning styles or creating student profiles that travel with students from middle school to high school.

So why do so many educators continue to believe in the notion of learning styles? We’re surrounded by “professional” resources An entire industry has developed around learning styles instruction. Inherently learning styles makes sense After attending one of these workshops about twenty years ago, I left feeling better prepared to teach. For the next decade, I developed lessons based on learning styles. The idea behind learning styles makes sense. Mazur Criticizes Forms of Assessments. Current academic assessments fail to teach students skills that are applicable in the real world, argued Area Dean for Applied Physics Eric Mazur during a lecture to a packed hall in the Science Center Tuesday afternoon.

During his lecture, which was titled “The Silent Killer of Learning” and was selected as this year’s Dudley Herschbach Scientist/Teacher lecture, Mazur also argued that assessments promote “inauthentic problem solving,” and thus fail to provide students with the skills most needed in the real world. Mazur said that assessments should focus on feedback, not ranking, and on skills, not memorization. With a picture of an exam room displayed on the board, Mazur asked, “Have you ever in your professional life encountered a situation where you were cut off from any source of information and from other people?” The remark drew chuckles from the crowd. Furthermore, Mazur argued that current assessments problematically rob students of the freedom to make mistakes. Leigh A. Katy A. BaBX8CRCUAIX6nK.jpg (JPEG Image, 450 × 698 pixels) - Scaled (94.

Ever tried. Ever failed. No matter. Try Again. Fail again. Fail better | Think for Yourself. This post acts as an introduction to the webpage betterteaching.ie/failbetter.html and will also be the first link on that page.Why will this post help to make me be a better teacher in my classroom? It will help you to realise that making mistakes/failure is a necessary part of the learning process for students.It will help you to help your students realise this.It will give you ideas to help your students overcome their fear of making mistakes and as a result your teaching and their learning will be more effective.

Your best teacher is your last mistake AnonFailure is a process…you have to fail over and over again to get anything worthwhile Jules FeifferEver tried. Ever failed. No matter. Try Again. Fail again. Fail better Beckett These are called ‘Show-Me’ boards or ‘mini-whiteboards’. Students love them. But it’s from a pedagogical perspective that they really come into their own. Imagine your family are held at gunpoint while you are here struggling with this problem. Like this: Why we’ve got differentiation wrong. | andywarner78. I hate the way that many of us teachers are encouraged to differentiate, and the way that many teachers understand the term. In contemporary education, differentiation has, for many practitioners, become synonymous with “dumbing down”.

Providing easier tasks for “weaker” students, displaying differentiated outcomes (especially of the “must, should, could” variety) and texts where “difficult” words have been removed or replaced to allow the “weakest” to read them, is all symptomatic of a lowering of expectations and the acceptance that many students just can’t access complex material. To me, this approach is defeatist and is the root of the problem where low levels of literacy are to be found. Acceptance of such a view becomes a self-fulfilling prophecy whereby the students who are only ever expected to reach the “must” objective or who are never exposed to complex vocabulary will never push themselves to grapple with difficult concepts or great pieces of writing.

My response? Like this: Sjunkins : What is Professional Development? Center on International Education Benchmarking. Effective CPD - Evidence Based Teachers Network (EBTN) Repeated research shows that the effect on your student's learning a few months later is too small to measure. It was a waste of your time and the college's money. Effective CPD The same research also shows what does work: The whole staff (including managers) attend a training day and hear about evidence-based teaching methods.Staff are divided into groups of 3 or 4 who meet regularly to support each other.You identify learning needs and pick one or two methods which address these needs and try them out in your classroom. (Note: the lesson may go badly the first time you try something.)You discuss how things went with your team members and decide how to improve.You try the method again several times getting feedback by self-review, peer observation (no senior staff at this stage) or simply through discussion and reflection.After about 3 tries, you will know if this method will work with you/your subject/your students.After about 10 tries you will become competent.

Chi_molecule : Around #math table: Students... Collaborative learning | Toolkit. What is it? Collaborative or cooperative learning can be defined as learning tasks or activities where students work together in a group small enough for everyone to participate on a collective task that has been clearly assigned. This can be either a joint task where group members do different aspects of the task but contribute to a common overall outcome, or a shared task where group members work together throughout the activity. Some collaborative learning approaches also get mixed ability teams or groups to work in competition with each other, in order to drive more effective collaboration.

There is a very wide a range of approaches to collaborative and co-operative learning involving different kinds of organisation and tasks, but this summary does not include Peer tutoring which is reviewed separately How effective is it? The impact of collaborative approaches on learning is consistently positive, but it does vary so it is important to get the detail right. What are the costs? Home.