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? 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. 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. 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. 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. 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.
READING - What Does Research Say About Assessment? R.J.
Dietel, J.L. Herman, and R.A. KnuthNCREL, Oak Brook, 1991. 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? 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. 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. 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. RESOURCE - Group Role Cards. VIDEO - Jim Smith - No Hands Up & No Hiding. READING - Group Work: An Essential Guide. Many people herald the wisdom of crowds, but ask a teacher about crowds of students and they will tell you a different tale that is often characterised by the polar opposite of wisdom.
Great group work in the classroom can similarly prove a boon or a burden for hard working teachers. Done well, group work can boost learning and help develop a host of communication skills and enrich our students’ understanding. 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. Adopting an appropriate pace has always been an important component of a successful lesson, particularly with groups of high-achieving pupils who are more than able to cope with at least an hour of rigorous challenge. These pupils thrive on the demands of a lesson that asks them to move quickly through exposition and review to get to new learning points and to spend time developing and extending new ideas and concepts.
However, it is extremely tempting to think of a lesson with ‘unrelenting pace’, where pupils are constantly engaged and productive all the time, as being a successful learning experience. I have observed numerous ‘all singing, all dancing’ lessons where pupils have barely had time to breathe before the next activity was presented to them. They work on the notion that if pupils are simply too busy to misbehave then the lesson is likely to go more smoothly. The planning stage. READING - Co-Constructing Success Criteria. Research in the area of assessment for learning – formative assessment plus the deep involvement of students in the assessment process – is not only broad and deep, it is also overwhelmingly positive in terms of its impact on student learning and achievement. When teachers use classroom assessment in support of learning, they find out what students know, are able to do, and can articulate. As they consider that evidence in relation to curricular standards and expectations, they plan learning experiences to help students close the gap.
Going one step further by involving students in assessment increases their learning. Assessment for learning is what teachers do during the learning. Teachers involve students in assessment by sharing clear learning destinations, using samples to help students understand quality and development, and involving students in co-constructing criteria and in self and peer assessment. READING - Level up Pre-Assessment. READING - The 20%: Questioning. This is Part One of a new 2-part blog exploring effective questioning in the classroom.In a previous post I talked about the Pareto Principle. I suggested we should focus on improving the 20% of classroom strategies which research shows yield 80% of results. In other words, we should focus on practising those interventions which most expedite student progress.I have already written about the role feedback can play.Now I shall turn my attention to questioning… Questions are bread-and-butter stuff for teachers, a way of extending students’ learning, fostering a sense of curiosity, and assessing the progress being made (or not) by our students.
READING - Questioning and Feedback: Top Ten Strategies. READING - Questioning and Oral Feedback - Our 'Bread and Butter' #techtuesday - Cornerstones Engage.