Practice Shared by Colleagues @sheffcol 16/17. How do you plan your lessons? Whenever I ask colleagues the question, ‘How do you plan your lessons?’ I never get the answer I expect to get. Their immediate starting point is often to describe the comprehensive written lesson plans they might produce for an observation or Ofsted. The kind where they pull all the stops out, justify their every move and add the cherry on top. A dancing, singing figure prances across my vision before I respond, ‘No, I don’t care about that kind of ‘planning’. ‘I’m interested in how you plan your lessons week in, week out – the planning you do for your students, not the big O.’ Then I’m invariably met with ‘Well I haven’t got time to write 4 page lesson plans for every single one of the hours I teach…’ After wondering how better to rephrase my question in order to avoid this in the future… yet again!
This, as you’d expect, varies wildly- What does the process of planning a lesson actually involve? What are the most important things for us to plan in advance and why? The end point (PS. PS. VIDEO - Doug Lemov - Entry Routine. READING - Doug Lemov- Systems and Routines Archives. READING - Marzano - Clear Learning Goals. Create the right kind of learning goal for the right kind of knowledge The Power of Dr. Marzano’s Design Question 1 As teachers across the country embark on a new school year, it’s the perfect time to reflect on the power of clearly defining learning goals so students know what they are learning and why. Design Question 1 in Dr. Marzano’s Teacher Evaluation Model incorporates specific strategies to achieve just that: • Providing Clear Learning Goals and Scales • Tracking Student Progress • Celebrating Success When a classroom teacher embraces these strategies and involves students in an authentic way, the combination can boost student success, invigorate the teaching/learning process, and create a classroom culture where students take more responsibility for their own learning. 1. 2. 3. 4. 5. 6.
The start of school is just around the corner. In my next post, I’ll focus on creating the scales that will accompany your goals as a means to provide feedback on student performance. READING - Maximising the Impact of Teaching Assistants. Teaching assistants (also known as TAs or classroom support assistants) are adults who support teachers in the classroom. Teaching assistants’ duties can vary widely from school to school, ranging from providing administrative and classroom support to providing targeted academic support to individual pupils or small groups.
How effective is it? Evidence suggests that TAs can have a positive impact on academic achievement. However, effects tend to vary widely between those studies where TAs provide general administrative or classroom support, which on average do not show a positive benefit, and those where TAs support individual pupils or small groups, which on average show moderate positive benefits. The headline figure of one additional month’s progress lies between these figures. Where overall negative impacts have been recorded, it is likely that support from TAs has substituted rather than supplemented teaching from teachers. How secure is the evidence? Guidance report. The 7 habits of highly effective lesson plans – Peps Mccrea – Medium. Every year for the last six years, I’ve worked with over 50 teachers to help them become outstanding planners and teachers. This is what I’ve learned: Lesson planning is the development of a set of habits of thought, not the filling in of a lesson plan template.Some habits have more impact than others.Anyone can learn to be a highly effective lesson planner.
You just have to identify, practise and improve those habits which make the most difference in your context. So the big question is: which ‘habits of thought’ have the greatest impact? Cue the 7 habits of highly effective lesson plan(ner)s: This may sound obvious, but it’s not how all teachers start. Activity-oriented planning starts by identifying an activity and reverse engineering the learning intentions. The alternative is backwards planning: taking time to get excessive clarity about what you want your students to have learned by the time they walk out the door at the end of the lesson. There is always less to be done. READING - Displays – The Sheffield College. Displays can be powerful tools to: Extend learning spaces in order to maximise learningShow industry standards and expectations to influence learners’ personal AND professional developmentCelebrate success in order to increase expectationsShowcase future possibilities in order to raise aspirationsHighlight diversity in order to create an inclusive environmentPresent relevant aspects of English and maths to further develop learners’ skills in these areas Some questions Displaying, commenting upon and celebrating success?
Promoting work-related skills and industry standards/values? Do you have: The old college marketing? Celebrating Success This can be one of the most powerful ways in which you can raise the aspirations of your learners. Display students’ work- have a gold award or a wall of fame.Where have past students progressed to? TOP TIP: Give a small group of students responsibility for updating boards regularly (as part of a work experience commitment for instance).
Ideas to explore. RESOURCES - Build Employability skills. CPD - Learning Objectives. A guide to making them effective What is the purpose of learning objectives? Learning objectives should describe what the student will be able to do once they have left your session. They may just be able to do it a little better, they may have begun to grow in confidence with it, or they may have fully mastered it. Learning objectives should not be used to describe activities during the class but the learning taking place; knowledge, skills and/or attributes students gain as a result of being in your lesson. Avoid a to do list of tasks! Click here to view lesson objectives colleagues have already shared with one another through the 'Expectations' units. What follows are a range of approaches that can support you in your use of learning objectives. Begin by watching the video below: Bloom's Taxonomy to Write Objectives It's important that learning objectives are structured in a way that enables progress for all students.
You will be able to list the features of a volcano. Questions Wish List. RESOURCES - Starters and Plenaries. Cornerstones of teaching - Using elearning technology to prepare you lessons. Cognitive Load Theory. It was around 18 months ago that I first came across Cognitive Load Theory (CLT) and shortly after, I blogged about its application in my practice. Recently CLT has gained a lot of traction on social media; helped by the fact that Dylan Wiliam cited it as the most important thing for teachers to know earlier this year: Oliver Caviglioli also recently created one of his fantastic illustrative summaries on Sweller’s book and this reignited the CLT flame for me.
A few weeks ago I posted about CLT on the Society for Education and Training’s Blog, in an attempt to further promote what I and many others consider to be an essential learning theory. I thought I’d share it on my blog in an attempt to reach a few more practitioners, so here it is: What is the one learning theory that I feel all teachers should be made aware of?
Why have I chosen this theory? We’ve all been in learning sessions where the teacher has whizzed through the content, leaving us with little to remember. Sweller, J. (1988). Using EdPuzzle to create quizzes in videos. Using Google Forms for tests. Moodle - Getting the basics right. 10 Tips for using G Suite. Plan for learning. – @mrocallaghan_edu. Image via @gapingvoid If learning happens when we are made to think hard. If learning happens over a period of weeks, months and years. Is lesson planing always carried out with student learning in mind? Recently I have led a series of talks/sessions/workshops on the challenges of leading teaching & learning across a school. What has struck me as somewhat odd is the number of people that hear the phrase ‘teaching & learning’ but only really register the ‘teaching’ part. Teaching without any understanding of how people learn or what learning is, conjures up thoughts of the blind leading the blind.
What does your school focus on? What does your school focus on? After reading books like ‘Why students don’t like school’ and ‘the hidden lives of learners’ I can’t help but think about learning whenever I’m planning a lesson or reflecting upon my teaching. 1. 2. 3. 4. 5. What I think about when I plan a lesson. Image via Shaun Allison What is the quickest path to the learning? 1. 2. 3. 4. 5. 6. 7. Literacy booklets @FKRtson. STUDENT ACTIVITIES - DARTS Information booklet. STUDENT ACTIVITIES - English and maths starter activities. STUDENT ACTIVITIES - Embedding E&M. STUDENT ACTIVITY - How to plan your writing. STUDENT ACTIVITIES - 3 Strategies to Improve Student Writing Instantly.
Editor's Note: A version of this post first appeared on Techie Teacher and Character Coach. "But Miss Parrish, I can't think of anything to write! " Haven't we all heard similar lines in our classrooms? We see hesitant writers sit with a pencil in their hands and a paper on their desks, almost as if they have been handicapped by the task we asked them to do. How is it that some students have so much to say when talking out loud, but when a pencil is put into their hand they suddenly hesitate, struggle and have nothing to say?
How can you help those hesitant writers eliminate the "handicap" or barrier that suddenly appears when asked to write? The answer is to simply have them produce "writing" without technically "writing" at all. That's right, the way to get hesitant writers to produce as much "writing" as they do "talking" is to have them do exactly that -- talk. Strategies That Work 1. Have your student stand up while you sit in his or her seat. 2. 3. Communication Before Craft. RESOURCES - English. RESOURCE - Countdown Conundrum. READING - Teaching vocabulary – a whole school approach | must do better… In my last post, I queried whether schools should focus their vocabulary programmes on teaching tier two words, or if they would be better served directing their limited resources on improving the teaching of tier one words, particularly in the first instance.
My reasoning was that, whilst there are undoubtedly clear benefits for students of having a wide general vocabulary, perhaps even greater impact on academic achievement might be achieved if students better understood the concepts embedded within subject-specific terminology. The correlation between achievement and background knowledge is well established, so getting the teaching of tier three words correct might be the best course of initial whole school action.
In Building Background Knowledge for Academic Achievement, Robert Marzano offers a six-step guide to the teaching of academic background knowledge through vocabulary instruction. At the heart of our approach is the vocabulary journal. The words were: The future Like this: READING - Embedding English: Using your glossary more effectively to develop vocabulary skills. Many teachers I meet are using glossaries as a repository for key vocabulary on their courses. It can be helpful to make explicit links between the language in the glossary and your delivery during the course and here are some quick activities to do this: In class, focus on the most difficult words from the glossary – the ones that are jargon, culturally loaded or conceptually complex – and try to explain, exemplify and check them with your groupChoose 7/8 words from the relevant unit in the glossary and get students to test each other – one student explains the word and gives an example and the other checks in the glossary/dictionary.
This works well as a revision exercise at the end of a unitMatch up exercises – students match the word to the definition on a card. Try to use the curriculum context in the definition. Things to consider when you write your own glossary Like this: Like Loading... READING - Active Listening. Active listening is a skill that can be acquired and developed with practice.
However, active listening can be difficult to master and will, therefore, take time and patience to develop. 'Active listening' means, as its name suggests, actively listening. That is fully concentrating on what is being said rather than just passively ‘hearing’ the message of the speaker. Active listening involves listening with all senses. As well as giving full attention to the speaker, it is important that the ‘active listener’ is also ‘seen’ to be listening - otherwise the speaker may conclude that what they are talking about is uninteresting to the listener. Interest can be conveyed to the speaker by using both verbal and non-verbal messages such as maintaining eye contact, nodding your head and smiling, agreeing by saying ‘Yes’ or simply ‘Mmm hmm’ to encourage them to continue. Listening is the most fundamental component of interpersonal communication skills.
Signs of Active Listening Smile Eye Contact. READING - Helping Students Believe That They can Write. I am an extremely fortunate teacher. My classes are filled to the brim with bright, capable and hard-working students. I am constantly impressed by the arguments they construct in essays and the points that they raise in class discussions. Although it might sound cliche, I can honestly say that I am proud of every single one of my students. Sadly, I am regularly told by some of my students that they do not have the ability to succeed in my class. When I ask them to explain why they think this might be the case, I am usually told that it is because they do not know how to communicate their knowledge. Due to the regularity with which I am confronted with these sort of statements, I have spent the last four months trying to help my students improve their self efficacy by showing them how to write.
Based on the feedback that I have received so far, these strategies have been quite successful. Discuss the Question Show them Samples Feedback and Feedforward. VIDEO - Develop your learners' speaking and listening skills. RESOURCES - Free Maths and Numeracy resources. RESOURCES - Maths starters, activities and games. RESOURCES - A Shed full of Maths. RESOURCE - Maths Everywhere. WEBSITE - A Website For Students Who Think They Hate Maths. The best resource for a student that thinks they hate math is a great teacher. But what about the best resource for that teacher? Beyond an active imagination, ability to relate to students, and an incredibly strong content knowledge themselves, it may not get much better than Numberphile . While the site is simple a crudely interactive graphic with links to videos, it has, in one fell swoop, creatively curated some of the most compelling and engaging “problems” in mathematics.
From Benford’s Law to French Numbers, to whether or not zero is an even number, it frames the content area of math–which is often riddled with rote practice of very traditional arithmetic and formulas–in a problem-based learning kind of approach. Fantastic resource for bell ringers, test questions, math project-based learning ideas, or as a model for students to curate their own curiosities about the incredible–and poorly marketed–world of mathematics. RESOURCE - Maths Calendars. Once again, a few of my favorite bloggers have come through with math calendars for our students to puzzle over. Check them out: Things to Do with a Math Calendar At home: Post the calendar on your refrigerator. Use each math puzzle as a daily review “mini-quiz” for your children (or yourself). In the classroom: Post today’s calculation on the board as a warm-up puzzle. Encourage your students to make up “Today is…” puzzles of their own.
As a puzzle: Cut the calendar squares apart and trim off the dates. Make up problems to fill a new calendar for next month. Claim your two free learning guide booklets, and be one of the first to hear about new books, revisions, and sales or other promotions. RESOURCE - Countdown Numbers Game. RESOURCES - TED-ED- Mathematics Lessons. RESOURCES - Revision - Access Maths. RESOURCE - Online maths activities.
RESOURCE - Sports related maths questions. RESOURCES - Maths worksheets to engage learners following a sports-related vocation. WEBSITE - Upworthy: Things that matter. READING - 20 Tips for Creating a Safe Learning Environment. READING - Teaching and Trust. READING/VIDEO - What are women? WEBSITE - Prevent for Further Education and Training. READING - Which British values are most important? READING - A powerful poem about race and gender. READING - Taking the courage to go beyond equality and diversity.
WEBSITE - Safeguarding women and girls from violence. READING - Digital Footprint. WEBSITE - E-Safety- Thinkuknow. WEBSITE - UK Safer Internet Centre. READING - Independent Thinking - Blog. DISCUSSION - Learning Support in Further Education - BCU PCET. READING - Autism and education: key points and resources | Optimus Education. READING - 10 tips to maximise learning support. VIDEO - Shedding Light on Learning Disabilities. VIDEO - Technology Tools to Support Learning. VIDEO - What's It Like Being Dyslexic? VIDEO - What is dyslexia? READING - An army of support staff is ready to go into action. LINKS - Special Needs Teaching Ideas. READING - 'Teachers must not assume that SEND always means challenging behaviour,' says the head of a special school.