20 Collaborative Learning Tips And Strategies For Teachers 20 Collaborative Learning Tips And Strategies For Teachers by Miriam Clifford This post has been updated from a 2011 post. There is an age old adage that says “two heads are better than one”. Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google). Yes, those two were of course Bill Gates and Paul Allen, the founders of Microsoft. Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually. Groups tend to learn through “discussion, clarification of ideas, and evaluation of other’s ideas.” Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually. Many consider Vygotsky the father of “social learning”. What are some ways to include best practices for collaborative learning in our classroom? 1. 2. 3. 4. Successful interpersonal communication must exist in teams. 5. 6. 7. 8. 9.
Going SOLO: An introduction to the taxonomy everyone’s talking about This article originally appeared in Innovate My School's September 2012 digital magazine. The Structure of Observed Learning Outcome (SOLO) taxonomy aims to show pupils how to develop sophisticated responses to questions by getting them to examine their thought-process as their understanding of a topic improves. I began using SOLO in 2011, and it is now integral to my teaching. SOLO defines five stages of understanding for any topic: prestructural, unistructural, multistructural, relational and extended abstract. The first three involve gathering relevant information. The other two are about using that information: linking facts and findings, questioning existing ideas about the topic, and forming new theories. All well and good. SOLO LEVEL: PRESTRUCTURAL (the pupil has missed the point) PUPIL RESPONSE:I think Johnny Depp is a Shakespeare character because we watched a film featuring both of them. TO MOVE ON:The pupil must begin to gather basic information on the topic. Implementing SOLO
Inquiry-Based Learning - About Us Taking the ‘temperature of learning’ in lessons: a few tried and tested strategies | @mrocallaghan_edu ‘Progress’ appears to be the buzz word in schools at the moment, especially during lesson observations. The new Ofsted framework specifically looks at how teachers enable students to make progress in lessons and over a series of lessons. I believe progress is only as good as the learning objective you measure it against, so making sure your learning objectives are clear and differentiated is vital. This should not be a hoop you jump through for observations but a means to take the ‘temperature of learning’ in a lesson. The information obtained from students can then be used to direct the course of the rest of the lesson. Below is a range of strategies I have used in lessons to try and get students to take a more active role in their learning and take some ownership of the progress they are making. 1. This is very easy to set up and use in lessons. 2. This works by displaying a scale on the board under a learning objective with a happy face at one end and a sad face at the other. 3. 4.
Inquiry, Innovation and ICT Inquiry is process whereby learners wonder about and explore the world around them, investigate personally meaningful problems, issues or situations, construct new understandings and reflect on and share what they have learned with others. As Kuhlthau succinctly puts it, "[Inquiry] espouses investigation, exploration, search, quest, research, pursuit, and study." (Guided Inquiry: Learning in the 21st Century by Carol C. This web site was developed to support a session at ECOO 2012. What do teachers, teacher-librarians and students need to do to implement an inquiry-oriented program? When looking at the use of technology in the area of inquiry there are a number of ways in which it can be used. as a channel though which learners find and explore informationas a tool to facilitate the development new understandingsas a means of communication amongst learnersas a platform for sharing new understandings
Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes As an advocate of the potential of the flipped classroom, it’s rewarding and encouraging when student and teacher feedback supports the benefits of this approach, and this happens quite often. However, a wealth of measurable evidence that the technique can improve learning outcomes would go a long way towards convincing educators everywhere that this is an important technique to consider leveraging further in our schools. Not long ago I stumbled across an article about San Jose State University that discusses measurable improvements in test scores in a course in which some students used a flipped model. “San Jose State U. The Chronicle of Higher Education, October 17, 2012 “In an effort to raise student performance in a difficult course, San Jose State University has turned to a “flipped classroom” format, requiring students to watch lecture videos produced by the Massachusetts Institute of Technology and using class time for discussion. “Flipping the Classroom” Cara A. About Kelly Walsh
Educational Technology and Mobile Learning: 6 Great Videos on Teaching Critical Thinking Critical thinking is a skill that we can teach to our students through exercise and practice. It is particularly a skill that contains a plethora of other skills inside it. Critical thinking in its basic definition refers" to a diverse range of intellectual skills and activities concerned with evaluating information as well as evaluating our thought in a disciplined way ". Critical thinking is part and parcel of what is called critical theory and hence critical literacy. 1- A Quick Guide to 21st Century Critical Thinking Skills for Teachers2- What Does Critical Thinking Mean in Education3- Great Critical Thinking Poster for your Class4- 7 Great iPad Apps to Improve Kids Critical Thinking5- A Clever Tip to Easily Develop Students Critical Thinking What we have for you today is a great series of videos on critical thinking. 1- Critical Thinking Part 1: A Valuable Argument 2- Critical Thinking Part 2 : Broken Logic 3- Critical Thinking Part 3 : The Man who was Made of Straw
Great Lessons 1: Probing Introduction In all the talk of improving teaching and learning, sometimes – no often – there is too much talk about the model OfSTED lesson. Too often this leads teachers into thinking of idealised lessons than can only be turned out in special circumstances or that Outstanding lessons require us to devise an elaborate box of tricks to show off with. However, as I have said elsewhere,it is the 99% of lessons that are never observed that really matter. So, we need to focus on things that we do every day. Two related ideas: 1) It is the spirit of an idea that is important, not the letter. 2) In improving as teachers, we are not collecting tools, we seeking to change our habits… the things we do automatically every day. I am planning to create a series of short posts called Great Lessons that focus on aspects of routine practice – because lessons can be routinely outstanding. Probe probe probe…. Great Lessons 1: Probing Questions That’s interesting, what makes you say that? Please read them.
Ten Things I've Learned in Going Project-Based It's a few days before Christmas and I expect a challenge. Students will be checked-out or hyper. However, to my surprise, they are fully engaged in a project that combines reading, writing, global awareness and critical thinking. I've mentioned before that this year has been challenging. Here are some things I've learned over the last few years as I've transitioned toward a more project-based approach: Students need to be a part of the planning process.
AfL: Tight but loose…. Over the last few weeks there have been some very thought provoking posts on AfL on various teacher blogs. Two in partcilular resonated most with me – firstly, this one from Joe Kirby and then this from Tom Boulter. Both focus on cutting out the ‘gimmicks’ that have polluted the waters of AfL in recent years and get to the nuts and bolts of what it is all about – good teaching. They put me in mind of a quote from Jimmy Page of Led Zeppelin fame, who when asked about how they functioned as a band, answered that they were ‘tight but loose’. This to me, is an approach that schools should take when looking to develop AfL……or great teaching - have a shared understanding of what effective AfL/teaching is all about (the tight bit), but allow teachers to deliver this in their classrooms in different and creative ways (the loose bit). Developing a shared understanding of what effective AfL is Around 2007, I saw Dylan Wiliam talking about this at a conference in London. Keeping it tight but loose
The Global Read Aloud Do you know how Generation Z pupils learn? I write this post having spent the morning on Skype to China, talking about their attempts to get teachers responding to Generation Z learners. In order to equip us with a creative and enterprising workforce, this generation needs 21st century teaching and learning. As a nation with the largest manufacturing output in the world, China has realised if students are educated using rote-learning and conventional teaching they won’t develop creative, enterprising people like Steve Jobs. That is their goal. I wrote last year about Gen Z but now I want to focus on how they learn and the implications it has for educators. They are radically different to previous generations but we risk educating them in the same way. They are “tech-savvy” so life is filled by mobile gadgets that access the world. They are kids with brains rewired by the internet – answers to questions come from Google and YouTube, but they lack the critical-thinking skills to evaluate sources.
Deeper Learning: Performance Assessment and Authentic Audience In a conversation with a veteran educator -- a man with years of experience teaching English and acting as a headmaster -- I was confronted with a prejudice so ingrained in my teaching that I was almost embarrassed to admit it. He said, "You know, when I ask a student to write a paper and turn it in to me, that's ridiculous; I'm the worst audience they could have." I was intrigued. He went on, "Who am I to assume that someone will want to write their best work, something truly personal and creative, for me? A single-person audience is a pretty lame audience, let alone the fact that I'm a middle-aged white guy." That hit me like a rolled-up newspaper. As I absorbed this veteran educator’s words, I realized that not only was I wrong in my assumption that I (or any teacher) is a meanigful audience, but also that my assumptions about how grading and assessment work were so far removed from modern research that I might as well have been a 21st-century doctor treating humours. This matters. 1. 2.