Part Five: How do you develop a strong learning culture amongst staff? | teachertweaks So the results are in: the teachers have spoken! In the last post, I was eagerly awaiting teachers’ votes for the different options to develop our learning culture. We have 68 teachers at my school and 52 of them voted. Terrence Deal and Kent Peterson, in Shaping School Culture: the heart of leadership state: Every organisation has a culture, that history and underlying set of unwritten expectations that shape everything about the school. Presently, it is difficult for me to define our school culture. So what kind of teachers do we want to be? Making a change: listening to teachers’ concerns The most common feedback I received from staff when they were viewing the taster videos was: ‘I think that’s a great idea but I don’t know where I’m going to get the time to get involved.’ Time for an anecdote. - Plan large-scale change but don’t change everything at once Next steps: implementing the change
22 Easy Formative Assessment Techniques for Measuring Student Learning I came across Terry Heick’s blog – 10 Assessments You Can Perform In 90 Seconds – at TeachThought from earlier this year and really enjoyed the formative assessment strategies that he outlined. Using formative assessment techniques in class – or “simple assessments” as Terry calls them – are easy to administer and provide the instant feedback teachers need to identify which students need more help, and then adjust their instruction and lesson plans to help them. Visit Terry’s blog above to get more detail on the following ten formative assessment techniques: 1. New Clothes 2. Combining Terry’s ten with the ten we’ve blogged about can give teachers 20 great formative assessment strategies for measuring student learning. 11. Here are a couple more assessments you can use to elicit evidence of student learning. 21. 22. All of these 22 formative assessment techniques are simple to administer and free or inexpensive to use. Do you have a favorite?
8 Great Videos About the Flipped Classroom Following is a selection of eight videos that discuss the flipped classroom and why it makes so much sense. Learn how the flip enables teachers to truly personalize the classroom and differentiate learning. Discover how flipping the classroom can go hand in hand with mastery learning. Take a deeper dive into flipped instruction and questions that many teachers raise when they first learn about it, in a flipped class panel discussion. 1. 8th grade math and Algebra 1 teacher Katie provides an excellent explanation of why she flipped her classroom in this 3 and a half minute video. 2. This video is from one of the leading proponents of the flipped classroom. 3. This video from “mathjohnson” clears up misconceptions about the flip by explaining a lot of what the flip classroom isn't (which interestingly gives a lot of perspective on what the flipped classroom is). 4. The Flipped Classroom Workshop in a Book by Kelly Walsh, available now! 5. 6. 7. 8.
Overthinking my teaching | The mathematics I encounter in classrooms Max asks in the comments of the original hierarchy of hexagons post (and, if you are new to this, see also the follow up post)… In defining Bobs, Stacys, and the like, did you run into situations where your definition admitted shapes the students didn’t actually want. For example, once you defined a Stacey as a hexagon with three congruent acute angles, did you draw some other Stacys and have students blurt out “wait, that’s not a Stacy — that’s not what I meant!” If not, how did you privilege the *definition* over some sense of “I know a Stacy when I see one.” Is it because their definitions were based on some property they liked about one example, rather than trying to say what was the defining quality of some *group* of hexagons? Yes, yes, yes. This instructional sequence is all about moving through the van Hiele levels. An important learning goal for these lessons is for students to separate what it looks like from its mathematical properties. That’s OK on day 1. Addendum
6 Steps to Add Voice Comments to Google Docs Here is a step by step guide to show you how you can add " Voice Comments " within your Google Docs. This application is developed by 121 Writing. Here is how you can do it : 1- Head over to your Google Docs and click on " Create". scroll down to the bottom and click on "connect more apps " 2- Type in the word " voice " in the search panel then click on connect in front of " voice comments " 3- Go back to your Google Docs and right click on the document you want to add voice comments to then select open with voice comments 4- The document will open in a new window, click on the record button as shown in the screenshot below. 5- To share your voice feedback click on " share with collaborators ". You and your collaborators can access it Google Docs via the "Comments" button on the top-right corner beside the Share button.
Learning Phases: Putting your OARR in | Teaching + How can we plan our lessons to ensure students understand concepts and retain knowledge more effectively? How can we prevent our learning objectives from falling on deaf ears? How can we effectively build objectives into the DNA of the lesson? Putting OARR (Objective, Activity, Review, Repeat) into each lesson can help. So how does OARR work? The idea is based on Ebbinghaus’ Forgetting Curve – which reflects on the need to review to build in knowledge retention and deeper understanding. Hattie’s notion of spaced learning also builds on this very idea. Like this: Like Loading...
Answer Frames | EveryLanguageLearner.com Answer Frames How do I do it?When asking and answering questions about literature, language learners may need support to cite the specific evidence that supports conclusions or inferences. After reading a text the laminated frames can be used as a whole class model and a volunteer can fill in the blanks with dry erase marker or individual students can use the frames when working in a small group or in pairs. They are a good tool to scaffold speaking and writing in literature discussions. The larger text size can make it easier for language learners to utilize the tool. Variations & ExtensionsStudents can create their own answer and question frames for one another. Common Core ELA Reading Standard 1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Reference for example in photo: Seidler, T. (1986). Related Products Tricia Gallagher-Geurtsen
6 Online Tools That Will Help The Writing Process Writing can be a difficult task for many students. Some have trouble getting started, others have trouble staying on task, and many struggle with both. Staying focused when you’re sitting at your computer and somewhat uninspired can be a disaster waiting to happen – there’s a lot of stuff to waste time with on The Interwebs! The Internet can be a huge distraction, but it can also be the tool that helps to make you a more efficient and better writer. In fact, there are many online tools you can start using today and start getting the work done more quickly, efficiently, and effectively. Citelighter Citelighter is a great way to build your bibliography simply – so you don’t spend all of your time worrying about correctly formatting a bibliography in APA, MLA, or Chicago formatting. Write Monkey Write Monkey helps to make the writing process cleaner by providing the user with a distraction free writing environment, and by streamlining keyboard and mouse use . Focus Writer Omm Writer WriteRoom
Narrowing the gap: Pupil Premium and CPD | Teacher Development Trust This blog follows my talk given at the Westminster Briefing ‘Narrowing the Gap’ event in Leeds on Thursday 27th June, 2013. I will be delivering a similar talk at the Westminster Briefing London event on Tuesday 9th July. When narrowing the attainment gap, Sutton Trust research highlights why we should be focusing on the quality of teaching: We can see that the average student makes significantly greater progress as we improve the quality of teaching, but that this effect is magnified for pupils from disadvantaged backgrounds. However, for school leaders to simply take this as grounds to be increasingly prescriptive about how their teachers should be delivering lessons would be a mistake, as research from Viviane Robinson shows us: This research clearly shows that the most important role that a school leader can play is to be a leader of teacher learning and development. But where should teachers be focusing their efforts when engaging in professional devleopment? 1. 2. 3. 4. 5. 6.
Secondary Solutions » Blog Archive » How to use Socratic Seminar: As English teachers, we are always looking for different strategies to engage our students in the core literature that we’re teaching. Today’s strategy spotlight is on the Socratic seminar. I’ve used Socratic seminar with low and high level classes with tremendous success and it is always one of the high points on my annual student evaluation forms. It’s a great tool to have in your toolbox along with the other amazing resources and assessments from Secondary Solutions. Reasons to use Socratic Seminar: Student led questioning leads to meaningful reflection and connection.Higher-level analysis questions engage students in critical thinking.Supporting answers with textual evidence is an important underpinning to good writing.Lively dialogue can bring even the most reluctant student into the lesson.Students learn etiquette for polite conversation in which multiple viewpoints are expressed, which is an essential life skill. Step by Step How to Facilitate a Socratic Seminar:
How To Use Formative Assessment With (And Without) Technology - Edudemic - Edudemic Teaching and Learning Bulletin This great idea comes from Sarah Kahan, Head of MFL at Elthorne Park. Firstly the teacher marks a piece of work with highlighters for different aspects of the agreed success criteria. For example, in MFL, it might be connectives, specific vocabulary, use of different tenses etc. Admittedly, this can take a while but the hope is that effective modelling of this way of assessing work will lead to students being able to critique their own work or that of their peers using the same method. Then students get their work back, look at the different highlighting, complete corrections and see what they needed to have done to improve their work. To close the gap, the teacher then identifies particular students who exemplify excellent work of a particular aspect of the criteria and they become the designated teachers for the lesson. The students are put into groups according to their target for improvement and the peer ‘teacher’ leads the learning.