Output

classroom WILL NOT work!

Never respond to challenging behaviour Do not plan any activities Always ask the same 2-3 students the questions Do not make class rules clear to students Always use plain white paper for handouts, no pictures Do not worry about being sensitive to any individual needs Never encourage students to support each other Never bother to check whether anyone has learned anything!

What book would you recommend to a colleague?

1.) Begin a lesson with a short review of previous learning. 2.) Present new material in small steps, with student practice after each step. 3.) Ask a large number of questions and check the responses of all students. 4.) Provide models for problem solving and worked examples. 5.) Guide student practice.

Rosenshine, B. (2012) Principles of Instruction, American Educator. p.12-39&nbsp;

Question Matrix – use to differentiate your questioning or students use to ask questions or set questions.

Employability – Reference to employment, where does this topic fit into local job market.

Mindmaps – showing knowledge, before and after learning as well as any questions for follow up.

Group work – using different colour pens to show progress and contribution of different students.

Mini&nbsp;Wipeboard – students create a grid to answer questions, increases pace and reduces the need to erase each answer.

Use of purposeful open ended questions Coach demonstrates global listening Acknowledges coachee's values Recognises and handles coachee's limiting beliefs sensitively Establishes and builds rapport Challenges coachee when appropriate Clarity of feedback (evidence-based, summarise, paraphrase) Draws out coachee's strengths Allows silence for coachee to think and reflect Coach remains Non-judgmental / Respectful / Empathetic Refrains from offering advice or suggestion Maintains balance of listening / talking (70% - 30%)

Provide learners with a KWL question card at the start of a new module (as shown below) and ask them to complete the first two columns.&nbsp; The know part allows to pre-assess their current level of knowledge; it also enables you an opportunity to spot and challenge any misconceptions.&nbsp; The want part will help you to plan what the class can investigate as part of their learning. The third column, the learn part, should be used at the end of the module to check for learning.&nbsp;

Pre-assessment allows a teacher to establish a learner’s subject-specific skills and knowledge.&nbsp; At the beginning of the academic year, if your learners are new to you, there are a number of tasks you can carry out to get identify gaps in their knowledge and skill set.&nbsp; Once you have established these your planning can then be tailored to their individual needs.&nbsp;

Disclaimer: This publication reflects only the author’s views and the European Commission and UK NA are not responsible for any use that may be made of the information it contains.

How can you measure learning? Is Learning at heart of your lesson?

Knowledge grids are a quick and easy way to find out what a learner knows about a topic before they begin to teach it.&nbsp; Ideally you should give these to your learners a week or two before a new module of learning (to give you plenty of time to plan for differentiation!). Using obesity as an example, a template grid is shown below:&nbsp;

Providing good or high standard examples of work for learners to examine can help to identify features in their own work that are good or need improving.&nbsp;Teachers often hold back from using modelled answers in fear that it will encourage learners to merely copy what has been shown to them but, inspired by others’ work, learners can use imitation as the first step towards mastery.&nbsp;

WAGOLL stands for What A Good One Looks Like.&nbsp;Displaying a ‘good’ piece of work and annotating the positive features that make is so is an easy way to demonstrate to learners the standard of work they are aiming for.&nbsp;By leaving the work on display, learners can refer to it when they need to, promoting independent learning and, if the piece of work is from another member of the group, peer support.&nbsp;

Try these exercises to stimulate your thinking about teaching. 1. Think of the best teacher you ever had, or a composite of several good teachers. What characteristics made them good? Do the same for the worst teacher(s) you have had. 2. Mind-mapping. Take a large sheet of paper. Write the word teaching in the middle. Around that word write other words, phrases, or pictures that relate to teaching. Then, for each of those words, etc., write words, phrases, or pictures that come to mind. The result may be a complex picture (map) of your ideas about teaching. Use colours or lines to link these ideas.

Create a Success Criteria&nbsp;

Including learners in setting a success criteria ensures they understand it and will engage with it.&nbsp;By using an exemplar piece of work to determine a criteria learners are given an opportunity to identify the features of a good piece of work and can then use this criteria to develop their own piece of work.&nbsp;

Writing a Philosophy of Teaching (Korn, 2003)

YOUR PHILOSOPHY should be your philosophy, not that of some expert. It should be yours in form as well as content. You are not starting from a blank slate, but from years of experience as a student and perhaps with some teaching experience.

Changing student’s perception of what’s going on in the class room

Using conformity to your benefit

There is lots of research (Cialdini et al. (2007)) to show what a conformist bunch we humans are.&nbsp; Teenagers are especially malleable when it comes to conformity.&nbsp;The trick is to get them to conform to the standards you are aiming for rather than the true picture of what might be happening in your class room.

One way to manage student’s perception of the class room is with a seating plan.&nbsp;It’s good to have a seating plan from the start.&nbsp;Moving students after makes them feel they have had something taken away from them. Use the seating plan to give the impression that attendance, submission of work and staying on task is the norm in your class.

In order for learners to make good progress with their learning it is important that they are able to identify areas of strength and development.&nbsp; This can be done independently, with guidance, or with input from a more experienced person (peer or teacher).&nbsp; Helping learners to recognise the level they are currently working at and the steps they need to take to progress further can help promote independence, responsibility and motivation.&nbsp; Asking learners to self-assess their understanding on a concept can be done using many methods.&nbsp;A simple traffic light system in a good resource to use that can be done individually or in groups.&nbsp;

Door challenges – what can the students be doing before they enter your room – could you send questions via text or pose questions / show images on the door.

The coach believes that individuals possess huge potential to resolve their own issues. The coach brings no pre-conceived ideas or judgements, but acts as a catalyst for change. The coachee remains responsible at all times for the situation and the solutions. The focus is always on what the coachee thinks and experiences. The coach believes that the coachees can generate great solutions that best fit their circumstances. Coaching is about helping coachees to learn, rather than teaching them. Coaching focuses on future possibilities, and treats past failures as learning experiences. The coach believes in the value and uniqueness of every coachee.

A Venn diagram is a simple way of helping learners to visually compare which aspects of their work is good (against an exemplar piece) and where it needs improvements. By identifying positive features of their work in one circle and comparing it to the positive features of the modelled answers, learners should be able to identify shared features in the overlapping circles.&nbsp;This then help learners to clearly see what is missing from their work

“Every teacher needs to improve, not because they are not good enough, but because they can be even better.” Dylan Wiliam

The Department for Education set out in the Standard for teachers’ professional development (July 2016) the following standards of CPD

1. Professional development should have a focus on improving and evaluating pupil outcomes. 2. Professional development should be underpinned by robust evidence and expertise. 3. Professional development should include collaboration and expert challenge. 4. Professional development programmes should be sustained over time. 5. Professional development must be prioritised by school leadership.

Rather than sit your distractors and chatters at the front to keep an eye on them place them at the back where they can see the hard workers.&nbsp; Try to place serial poor attenders near the back so their absence is less noticeable.&nbsp; Take a glance around the class before taking the register.&nbsp; Do not call the names of the ones who are absent giving the impression that everybody is present. &nbsp; Changing behaviour with role models can also work but try to select students that the underperforming students can relate to, this will have maximum impact.&nbsp; For example getting A graders in to explain how they got their A grades may make student feel that this is not a message that can benefit them, getting in someone who went from a U or E grade to a C grade may have a more of an effect.

For some scientific back up to this see: Cialdini, R., Demaine, L., Sagarin, B., Barrett, D., Rhoads, K. &amp; P., Winter.&nbsp;(2007) 'Managing social norms for persuasive impact',&nbsp;Social Influence,&nbsp;1(1), p.&nbsp;3-15. Goldstein, N., Cialdini, R., &amp; Griskevicius, V. (2008) 'A Room with a Viewpoint: Using Social Norms to Motivate Environmental Conservation in Hotels',&nbsp;Journal of Consumer Research, 35 (3), p. 472 - 482.

Ways to guarantee that your

Do not bother to learn any names Never greet students as they enter the room Never share the purpose of the lesson Always use liberal amounts of sarcasm Ensure you humiliate students in front of others Continually talk to the same 2-3 students and ignore the rest Never praise students for their efforts Do not bother having enough resources for the class Always use the same teaching method

No Passengers ‘Give it some thought.&nbsp;I’m coming back to you.’ No rush, have a think.’ ‘I’m going to ask you…in a minute so get thinking.’ What did…say?’ ‘You’ve heard two answers, which one do you like the best? Why?’ ‘Have a guess…’

Improving literacy ‘Give me another word for…’ ‘Give me that answer in a sentence.’ ‘Now give me that answer again using formal language.’

Stretch and challenge ‘What makes that a good answer?’ ‘How could we improve that answer?’ ‘Can you link that to another idea?’ ‘What would a model answer include?’ ‘If that was an exam question, how many marks would you give it?’&nbsp;

6.) Check for student understanding. 7.) Obtain a high success rate. 8.) Provide scaffolds for difficult tasks. 9.) Require and monitor independent practice. 10.) Engage students in weekly and monthly review.

Reducing Intra-Group Conflict

If you have individual members of a group that don’t get on Aronson (1978) developed a technique called the jigsaw class room.&nbsp;He found this was a very effective way to reduce prejudice. The important aspects of the jigsaw classroom are: 1.&nbsp;&nbsp;&nbsp;A common goal. 2.&nbsp;&nbsp;&nbsp;The group can only reach that goal if everybody contributes. The success of the group is dependent on each member. To change attitudes change behaviour!

Name

Safari may block some audio or video from playing automatically and ‘read to me’ will skip these. You can configure this in Safari’s preferences.