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Engage for progress

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TLT15 C Spalding - Teaching and learning resources to magpie. Practice Shared by Colleagues @sheffcol 16/17. Engagement. Over the years, I have seen engagement take a variety of forms. When I first began teaching, I was an Associate Lecturer and was therefore handed whatever bits and pieces the College I worked in at the time couldn’t get covered by other members of staff – NEET (Not in Education, Employment or Training) groups on employability courses, Functional Skills classes at odd times of the day or week (Saturday mornings anyone?) And on other sites. With the majority of these groups, engagement was the main purpose- re-engaging them in education, re-engaging them with English, maths and ICT, re-engaging them with learning in general (making the assumption that there had been a time when they were engaged to begin with). More often than not, engagement was about distracting these young people from the major life challenges they faced, moving them away from previous failures in education and preventing them from hurting one another (trust and relationships weren’t generally their strong suit).

Dylan Wiliam - 5 Formative Assessment Approaches. READING - Doug Lemov - Cold Call is Inclusive. Waiting to be Engaged? Cold Call is a technique that instantly brings accountability to the classroom. That’s pretty obvious. But at its best it brings a distinctly positive form of accountability. We’ve been focusing on this idea in our trainings–emphasizing that moments of accountability are often ideal for warmth and positivity. Put another way, the Cold Call has already done the hard work—it’s established that students should always be ready to share their thoughts and participate, that to be in class is to be a part of the conversation.

Given that, part of the teacher’s job is to add a smile and some warmth, to message, ‘Yes, I expect you to participate when I call on you, but I am doing that because I want to hear what you are thinking, I care about what you are thinking.’ Really, a Cold Call is a good thing. But Cold Call is more than just making accountable engagement a warm and positive thing. Wanting to be called on and being willing to raise your hand are different things. READING - Involving students in assessment conversations. For students to be actively engaged in their own learning journey, they need to know what they are learning, why they are learning it, how to learn it, how well they are learning it, and how to take the next steps to advance their learning. These are the skills of lifelong learners that can positively contribute to their performance now and into the future.

This process however is more easily said than done. Understanding some of the factors involved in supporting students to develop these skills is a start. Adie and Willis have been working alongside teachers over the past three years analysing how they develop a common understanding of the standard required for a year level (Adie & Willis, 2013), and how they share this understanding with their students (Willis & Adie, 2014). It is important for teachers to develop a shared understanding of the standard from the start of teaching a specific year level cohort as this influences how they teach and work with their students. References. VIDEO - Dylan Wiliam - The Classroom Experiment: lollipop sticks.

READING - Collaborative learning - Research summaries. 'If individualistic learning dominates your classroom, your students will behave accordingly, even if you put them temporarily into cooperative groups.' Johnson, Johnson and Holubec (ASCD 1994) Teachers need to control less In collaborative learning the role of the teacher changes. Although pupils become the crew rather than the passengers, the teacher still remains the pilot, setting the classroom on course and ensuring that the pupils work and learn together effectively. The goals are different Helping young people to work and learn well together becomes an important aim in itself. To create a learning communityto improve our knowledge togetherto help each other learnto learn how to learn together. Students need to be taught new skills The social skills for effective collaborative working must be taught to students, just as professionally and precisely as academic skills.

No one is suggesting that all learning should be collaborative. Teachers must foster positive interdependence. READING - What Does Research Say About Assessment? R.J. Dietel, J.L. Herman, and R.A. KnuthNCREL, Oak Brook, 1991 Assessment may be defined as "any method used to better understand the current knowledge that a student possesses. " This implies that assessment can be as simple as a teacher's subjective judgment based on a single observation of student performance, or as complex as a five-hour standardized test. Purposes of Assessment The reasons why we assess vary considerably across many groups of people within the educational community.

Effects of Traditional Tests Billions of dollars are spent each year on education, yet there is widespread dissatisfaction with our educational system among educators, parents, policymakers, and the business community. The higher the stakes, the greater the pressure that is placed on teachers and administrators to devote more and more time to prepare students to do well on the tests. Characteristics of Good Assessment Other characteristics of good assessment for classroom purposes: Cognitive Psychology 1. 2.

The Retrieval Roulette – A Chemical Orthodoxy. A lot of people on Twitter have recently been talking about the importance of mini-quizzes and how they are carried out. I’ve been working on a little program to help me out with this and you’re more than welcome to use it. What it is A simple Excel program that uses a list of questions and answers to generate a random 10 question quiz. You can set it to ask 5 questions from any point in the course and 5 questions from the current topic (this is what I do). How I use it For each topic I write flashcards on Quizlet in question and answer form.

The cards are lean and focussed to only have the material necessary and nothing extraneous (occasionally I include practice questions for improving procedural technique). Every three lessons, the class receives a mini quiz generated by the Roulette. (At the beginning of the year there are only a few questions and a high likelihood of repeated questions. Strengths: Weaknesses: Retrieval roulette Like this: Like Loading... READING - The Perfect Assessment. The Perfect Assessment by Terry Heick Nothing is perfect, but we can dream. So let’s dream about assessment. First, what is an assessment? A measurement? A snapshot?

A kind of bar for students to clear? If the goal of our collective craft is understanding, than the tools we use should promote understanding, both directly and indirectly. So what would the perfect assessment be like? How would it be used to improve learning? How can it promote understanding without haunting students? There’s no single answer here because there are too many moving parts. Below, I guess at some of these indicators. I was more interested in the function of assessment as a tool for learning, and what we might be missing. The Perfect Assessment… …will be in the form and mode that will help the students reach their goals, not the institution reach its goals …will provide data to revise planned instruction …will show both short and long-term progress …will use transfer as an indicator or degree of understanding. READING/ RESOURCES - Behaviour Management.

READING - Relationships. This series of #backtoschool blogs summarises much of my thinking as it’s developed over the past few years and is aimed at new or recently qualified teachers. Each area has been distilled to 5 ‘top tips’ which I hope prove useful to anyone embarking on a career in teaching. That said, I’ll be delighted if they serve as handy reminders for colleagues somewhat longer in the tooth. Once clear and sensible routines are in place, there’s space for positive relationships to form; without them, we are merely fire-fighting. Somewhat surprisingly perhaps, pupils prefer teachers they perceive as ‘stricter’ and want the reassurance of feeling safe, and knowing exactly where they stand. For some advice on managing behaviour, I refer you to Part 1 of this Back to School series. A lot has been said and written about the power of relationships, and some have even gone as far as stating that all teaching can be reduced to how well we know our pupils. 1. 2. 3. 4. 5.

Back to School Part 3: Literacy. Ten Questioning Strategies | Teacher Gratitude. “The wise man doesn’t give the right answers, he poses the right questions.” Claude Levi-Strauss Einstein would be rather chuffed: I have spent the last two weeks questioning everything about my approach to questioning in the classroom. Having written about the questioning traps that I kept finding myself stumbling into with new groups, I have made developing questioning in the classroom my pedagogical mission for this year. To narrow this mission down, below are the ten strategies I will be focussing on: 1. Embracing the wait time: This was initially coined by Mary Budd Rowe in 1972, where she identified the silence that teachers left at the end of questions as integral to improved learning.

Her research (Slowing Down may be a way of speeding up) found that the periods of silence between teacher questions and student responses rarely lasted more than 1. 5 seconds. (a) Teacher question: Pose the question then pause. 2. Which two are incorrect and why: B: Metaphor: a direct comparison C. Engagement: Just because they’re busy, doesn’t mean they’re learning anything. – chronotope. I’ve long thought that one of the weakest proxy indicators of effective learning is engagement, and yet it’s a term persistently used by school leaders (and some researchers) as one of the most important measures of quality. In fact many of the things we’ve traditionally associated with effective teachers may not be indicative of students actually learning anything at all. At the #ascl2015 conference last Friday, the always engaging Professor Rob Coe gave a talk entitled ‘From Evidence to Great Teaching’ and reiterated this claim.

Take the following slide – How many ‘outstanding’ lessons have been awarded so based on this checklist? Prof. Now these all seem like key elements of a successful classroom, so what’s the problem? This paradox is explored by Graham Nuthall in his book ‘The Hidden Lives of Learners,’ (2007) in which he writes: “Our research shows that students can be busiest and most involved with material they already know.

Slides: Prof. Nuthall, Graham (2007). Like this: Related. Research Based Training - Proven Impact - Thinking Reading. Clear Teaching (Shepard Barbash 2012): Education Consumers Foundation This short book effectively outlines the development of Direct Instruction, its core principles, what it looks like in practice and how it is supported by a large body of evidence. Go to PDF → What is Direct Instruction? (from Exceptional Children: an introduction to special education) (Heward W L 2000) Retrieved from wps.prenhall.com A short, lucid and salient description of Direct Instruction, what it isn’t and what makes it effective.

Go to PDF → Direct Instruction is Applied Philosophy (Kozloff, M 2004): ADI News Martin Kozloff explains the roots of Direct Instruction and shows how it is built upon a system of logic. Go to website → Engelmann’s Theory of Instruction: Athabasca University A succinct and crystal-clear outline of the principles of Direct Instruction. Go to website → Critique of lowercased d i (direct instruction) Middle-Class Follow Through Students (Siegfried Engelmann 2012): Zig Site Go to PDF → Go to PDF → Engaging students in learning | Center for Teaching and Learning. Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills and promotes meaningful learning experiences. Instructors who adopt a student-centered approach to instruction increase opportunities for student engagement, which then helps everyone more successfully achieve the course’s learning objectives.

Flipping the classroom A pedagogy-first approach to teaching in which in-class time is re-purposed for inquiry, application and assessment in order to better meet the needs of the individual learners. Read more Promoting student engagement through active learning Active learning requires students to participate in class, as opposed to sitting and listening quietly. Read more Leading dynamic discussions While “good” discussions can be a powerful tool for encouraging student learning, successful discussions rarely happen spontaneously. Read more Large lecture instruction Read more. Two Cold Calls from the First Days of First Grade. This morning we watched two great clips of first grade teacher Jennifer Crucetti Cold Calling her first graders on the second day of school at Abram Lansing Elementary in Cohoes, NY.

Cold Call, as you may know, is a hugely powerful tool in the classroom when it’s a normal and positive part of the lives of students. When a teacher calls on students whether or not they’ve raised their hands, she builds a culture where everyone is included and invited into the conversation—even the shy kids.

And she builds a culture where everyone is accountable for what happens in the lesson—even those who might otherwise tune out. It allows a teacher to check for understanding by steering questions to just the right student. And it allows her to control the pacing of her lesson—speeding up or slowing down exactly as she wishes. But teachers sometimes wonder—at what age can you start Cold Calling and how do you start so that it’s a positive experience?

Here’s Jen’s first Cold Call of the day, for example. Engage for Progress - Slides. READING - A to Z of... Group Work. Starting with B for behaviour, this video takes an alphabetical journey through the key issues affecting group work, featuring 13 teachers who share their strategies for success, in ‘The Secondary A-Z Of...’ How important are attainment levels when it comes to choosing your groups? Is there an appropriate time to let students work in friendship groups? How do you decide when to intervene and when not to? Are there ways of controlling the noise? The teachers also look at different strategies for organising groups and how to encourage students to develop group work skills. Error occurred while adding this resource to your favourites list. Please try again later. Ages This resource has not been assigned any Ages. Categories Whole school / Behaviour and classroom management (2588)

READING - Top Ten Group Work Strategies. If I am continually vexed by any one question in education it is ‘how can we enhance student motivation? ‘ Of course, I do not have the answer, and if there is one it is multi-faceted, complex and, frankly, not going to be solved in this blog post! From my position as a classroom teacher, I am always on the look out for those strategies that create a state when students are motivated and in their element, where they work furiously without even realising they are doing so, without realising the clock is ticking down to the end of the lesson. There is no better compliment than when students question how long there is left and express genuine surprise at how fast time has passed, and that they have actually enjoyed that lesson! My, admittedly non-scientific, observations are that many of the times students are in ‘flow‘, or their element, in my lessons is when they are collaborating in group work. Why is this then? Don’t get me wrong, there are pitfalls and obstacles to group work. 1. 2.

RESOURCE - Group Role Cards. VIDEO - Jim Smith - No Hands Up & No Hiding. READING - Group Work: An Essential Guide. STUDENT ACTIVITY - Record Your Own Starters/Plenaries. STUDENT ACTIVITY - 9 Ways To Get Students Up & Moving. STUDENT ACTIVITY - Progress Review. READING - Level up Questioning. VIDEO - Target Setting and Measuring Progress. STUDENT ACTIVITY - 53 Ways to Check for Understanding. READING - Introducing pace and purpose into your lessons. READING - Co-Constructing Success Criteria. READING - Level up Pre-Assessment. READING - The 20%: Questioning. READING - Questioning and Feedback: Top Ten Strategies. READING - Questioning and Oral Feedback - Our 'Bread and Butter'

#techtuesday - Cornerstones Engage.