Dibattito argomentativo. Peer Supported Review of Learning and Teaching. The 4 Properties of Powerful Teachers - Advice. By Rob Jenkins American higher education seems to be experiencing a kind of teaching renaissance.
Articles on the subject proliferate on this site and others, suggesting a renewed interest and commitment to the subject across academe. As a faculty member for almost 30 years, I have been inspired and motivated by all of the online chatter. It’s made me think about the great teachers I’ve known — and I’ve known many, from kindergarten through graduate school and beyond. Several taught in my department when I served as chair, and I had the pleasure of observing them at work. Those experiences have led me to conclude that, when we boil down all the metrics, we’re left with four qualities that all powerful teachers possess. So what makes those teachers so great? Personality. Just what are those traits? If none of the above describe you, and you’re afraid that means you’ll never be a great teacher — well, maybe you’re right. Presence. Preparation. Passion. » Lesson Study. The Teacher Development Trust Network is a collaborative partnership of schools and colleges committed to innovation and improvement in staff professional development.
By engaging in existing evidence to develop world-class practitioner research, our members work together to improve, share and promote highly effective, evidence-based practice across the network and beyond. Membership is a powerful tool for sustainable, staff-led improvement. Our Network includes schools and colleges with world-leading reputations for outstanding professional development as well as schools and colleges that are just at the start of their journey – it is a network that can support you no matter what your level of experience. At the heart of the TDT Network is the idea that the best professional development occurs when teachers collaboratively plan lessons and observe and reflect on the effect of the teaching activities on learners.
Improving practice and progression through Lesson Study. Publication date: Mar 2008 NS ref num: Ref: Audience: Deputy headteacher, Head of school department, Headteacher, Leading teacher, Subject leader Function: Continuing professional development (CPD), Leadership, Progression, Training, Initial teacher training (ITT) Format: Key document The Improving practice and progression through Lesson Study booklet is a step-by-step guide on how to use Lesson Study to develop and refine teaching techniques.
The booklet contains information about: getting Lesson Study going in school planning, teaching and analysing the study lesson involving pupils in the process suggestions for distilling what the participants have learned, how practice has been improved and how to pass it on to others. Lesson Study has been used successfully in the UK to improve teaching techniques and pupil progress in core subjects in primary and secondary schools and to develop broader pedagogic approaches such as Assessment for Learning. Getting Started with Lesson Study. The NTEN Lesson Study Cycle.
As part of our CPD programme this year, we’ve joined the newly formed National Teacher Enquiry Network. It offers a superb framework to help us deliver the best CPD programme we can. A central feature of NTEN is the support offered for the development of Lesson Study. I’ve been reading about this for a while now but it was the clarity of the NTEN materials that made me feel we should embrace it. At KEGS our approach has been to follow our familiar ‘rainforest’ change process: to create the conditions, sow the seeds, and then allow the ideas to flourish organically supported by some modelling. Given that my Head of Science, Stephen, volunteered, I offered to join him and we then recruited a third member of the science team, Richard, to form a trio. Year 9 Science Lesson Study Meeting over lunch, with food provided, Stephen, Richard and I planned our first cycle. Lesson Studies - Camden LSEF Lesson Study Project.
Ofsted’s Dead: Long Live Peer Review. Over the past month I’ve been blogging out thoughts about Beyond Inspection.
Essentially, what we need to do next, in terms of accountability, if we are going to produce more effective schools. The current relationship between schools and Ofsted will start to change in September 2015 with the short inspection. However, the power and roles within the relationship still requires significant work. A self-improving school system needs to take a greater responsibility for the effectiveness of all schools, not rely on or be subjected to external inspection. The European Commission Life Long Learning Programme report The Impact of School Inspections (2014) is a three year study on school inspection systems across Europe. In moving beyond inspection there seems to be a strong case for the determining of national standards or benchmarks of school effectiveness.
Determine Benchmarks Ensure External Independent Validation Provide Feedback Establish Long Term Peer Support Build Internal Capacity.