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Professional development for early teachers

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Cambridge. TeachingEnglish | British Council | BBC. Home – MUSIC Model of Motivation. 'Disciplined Discussion' – As Easy as ABC. This practical post on a couple of teaching and learning strategies is wholly indebted to an excellent trio of posts from Doug Lemov, of ‘Practice Perfect‘ and ‘Teach Like A Champion‘ fame. His series is based on the concept of ‘disciplined discussion‘.

I love this simple phrase as it neatly summarises an essential component of learning that we should think deeply about: carefully constructed and scaffolded student talk, with high quality feedback. There is a whole world of difference between students simply chatting away with the alleged intent of learning and the focused, disciplined discussion that Lemov advocates. Lemov trio begins with part 1. This post explores how in some lessons that Doug observes he notices a tangible difference in the quality of student talk. In Part II Lemov packs his post with practical ideas for discussion and quality feedback. Part III includes a useful video example of Socratic discussion. Response to Doug Lemov: High Impact Questioning and Feedback Q1. Getting started with Assessment for Learning. Glossary Active learning Learning which engages students and challenges their thinking, using a variety of activities.

Assessment for learning Essential teaching strategies during learning to help teachers and students evaluate progress in terms of understanding and skills acquisition, providing guidance and feedback for subsequent teaching and learning. Closed question A question that can be answered with either a single word (usually ‘yes’ or ‘no’) or a short phrase and the choice of answers is limited.

Cold calling Questioning technique in which the teacher selects a learner at random to answer a question, instead of learners putting up their hands to answer a question. Critical thinking The ability, underlying all rational discourse and enquiry, to assess and evaluate analytically particular assertions or concepts in the light of either evidence or wider contexts.

Ego-specific feedback Feedback to the learner that focuses on their personal qualities. School behaviour management case studies report. - Home. School workload reduction toolkit. How to use the toolkit The resources in this toolkit have been produced by school leaders, teachers and other sector experts in conjunction with the Department for Education (DfE), and have been tested with a range of schools across England. You can use these resources to: identify workload issues in your school address workload issues in your school (such as feedback and marking) evaluate the impact of workload reduction measures You can adapt these resources to fit your school context. They can help you start to reduce workload, or can complement what you’re already doing to reduce workload. They were designed for schools, but can also be used in colleges and other settings.

Just download the resources you find helpful. If you’re a school leader, you can use this toolkit with teachers and staff in their directed time, for example: as part of their INSET in a staff or leadership team meeting in a network session with other schools as part of school improvement planning Data management.