Developing Teaching and Learning - Day 1

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Developing Teaching and Learning - Day 1

• Paul Rowe, Pat Pinchin and Katie Ashcroft
• Dorset Secondary Strategy Consultants

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Developing Teaching and Learning

• Programme
• 9.00 Coffee and welcome
• 9.15 Introduction
• 9.30 Session one Engaging and motivating pupils
• 10.45 Break
• 11.15 Session two Extending pupils thinking
  through questioning
• 12.45 Lunch
• 1.45 Session three Planning for different
  learning styles
• 3.00 Plenary
• 3.30 Tea and close

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Sources of information Using the Ped Pack
Pedagogy and Practice Teaching and Learning in
Secondary Schools 21 Booklets that teachers can
use to develop specific aspects of Teaching and
Learning
Senior leaders, subject leaders and teachers in
secondary schools
4
Engaging and motivating pupils
Pedagogy and Practice Teaching and Learning in
Secondary Schools Unit 1 Structuring
learning And Unit 5 Starters and Plenaries
Senior leaders, subject leaders and teachers in
secondary schools
5
Engaging and motivating pupils

• Objectives
• To consider strategies that motivate pupils to
  want to learn.
• To explore starters that engage pupils and
  plenaries that will consolidate their learning.
• To identify possible next steps in developing
  your own classroom practice or the practice of
  your colleagues.

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Forewarned plenaries

• Plenaries can be made more effective by giving
  pupils advance notice of what task they will need
  to undertake.
• With this in mind the plenary for this session is
  for delegates to use THINK-PAIR-SHARE as a
  strategy to respond to this question
• How could you equip yourself or your colleagues
  to make better use of starters and plenaries in
  lessons?

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What ingredients make a good lesson?

• In the last year hundreds of pupils have been
  interviewed by the Dorset Secondary team across
  almost all our schools.
• In pairs suggest the priorities pupils come up
  with when they are asked what makes a good
  lesson?

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What makes a good lesson

• A summary of findings

• A good lessons is
• When teachers feel positive about us and what we
  can achieve
• When we know what we should be doing and it links
  up to what we should be learning
• Where we can talk our ideas through
• When the learning is structured
• Where we get a variety of things to do
• Where we do most of the work rather than the
  teacher talking all the time
• Where we get a sense of achievement
• Where we know what we should be doing to be
  successful
• Where we have fun
• Where we can feel safe to try things out and get
  them wrong

• A poor lesson is
• When teachers shout
• When we cant see what the lesson has to do with
  anything
• When the teacher talks at us for most of the
  lesson- theyre always tired and were bored!
• When we just listen and dont do anything
• When stuff is too easy
• Where we never get any smiles or thanks
• Where we get questions but the teacher answers
  them for us
• Where we just have to do lots without knowing why
• Where it is all about getting the right answer
  and we dont get to think much

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When we know what we should be doing and it
links up to what we should be learning Using
learning objectives

• Look at page 6-7 of the Structuring Learning
  booklet.
• Match the learning objectives below to five sets
  presented in the text.

1. To identify at least 2 strengths in our report
and to pick out at least 2 improvements that need
to be made.
2. To explore the arguments for and against
abortion.
3. To interpret maps using grid references.
4. To explain how longshore drift formed Chesil
Beach.
5. To identify the different subordinate clauses
in complex sentences.
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Where we know what we should be doing to be
successful Using learning objectives and
outcomes
To identify the different subordinate clauses in
complex sentences. ACQUIRING KNOWLEDGE
To interpret maps using grid references
. ACQUIRING NEW SKILLS
To explore the arguments for and against
abortion. EXPLORING ATTITUDES
To identify at least 2 strengths in our report
and to pick out at least 2 improvements that need
to be made. PERSONAL GROWTH, DEVELOPING
INDEPENDENCE
To find out how longshore drift changes the
coastline. ACQUIRING CONCEPTS
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Using objectives and outcomes

• Highlight the most important key messages on the
  handout.
• What are the most fundamental considerations
  required before you use learning objectives and
  outcomes in the classroom?

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Where we can talk our ideas through and when the
learning is structured Using starters and
plenaries

• Look at some of the suggested starter resources
  in your packs.
• For at least one suggest what actions the teacher
  needs to take in order for them to be managed and
  used effectively. (Consider class groupings,
  possible questions and expected responses etc)

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What makes an effective plenary?

• Good plenaries
• Occur at strategic moments in or across sequences
  of lessons
• Summarise or take stock of learning so far
• Consolidate or extend learning
• Direct pupils to the next phase of learning
• Highlight not only what has been learnt but also
  how it has been learned
• Help determine the next steps in learning

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Planning plenaries key considerations

• When you plan plenaries consider how you will
• Enable pupils to remember the key learning from
  the lesson
• Use the plenary responses diagnostically so that
  it can inform future planning
• Enable pupils to articulate their learning
• Enable pupils to see the progress that they have
  made (both in terms of knowledge and skills
  acquisition)
• Equip pupils to identify the next steps in their
  learning
• Support pupils in becoming more independent in
  their learning

• Look at the plenary question cards.
• Consider how you would categorise them. Place
  the cards onto the table that you have been
  provided with.

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Planning plenaries Using effective questions
Questions that enable pupils to remember the key learning from the lesson Questions where answers can inform future planning Questions that help pupils to articulate their learning Questions that allow pupils to discuss their skills acquisition) Questions where answers will allow pupils to see their next steps Questions that encourage pupils in becoming more independent
What happens when? Why is x an example of y? When did the.. happen? What key facts do you need to remember? What information do you think you will need to use again? On your whiteboards give me the answers to these questions. Thumbs up, thumbs down to these questions. How did you get that answer? What are the most important things to have learnt today? What activities have you done today and why did I want you to do them? How does the work youve done today help you in meeting the learning objective? What are the golden rules to remember the next time you (for example write a paragraph)? How were you able to get things done? What do you want to find out next? What have you done well? What do you need to improve on next time? What do you want to remind yourself of the next time you complete a.? What was the most difficult part of the lesson? Why? What should be the learning outcomes / success criteria for todays lesson? What actions did you take that helped you to succeed? What questions should we ask to review our learning against the objectives? (We will use think-pair-share for this.)
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Session 1 - Forewarned plenary

• The plenary for this session is for delegates to
  use THINK-PAIR-SHARE as a strategy to respond to
  this question
• How could you equip yourself or your colleagues
  to make better use of starters and plenaries in
  lessons?

Share your ideas with the group
Think about your own response to the question
Discuss your ideas in pairs
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Extending pupils thinking through questioning
Pedagogy and Practice Teaching and Learning in
Secondary Schools Unit 7 Questioning
Senior leaders, subject leaders and teachers in
secondary schools
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Objectives

• To identify the features of good questioning
• To enhance the planning for, and use of,
  questions in lessons
• To identify possible next steps in developing
  your own classroom practice or the practice of
  your colleagues.
• What doesnt make a good lesson?
• Where we get questions but the teacher answers
  them for us

Questioning
OHT 4.1
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Why is Questioning fundamental to good teaching
and learning?

• Teachers ask on average two questions every
  minute.
• Thats 400 a day, 70 000 a year and between 2 and
  3 million in a career!
• Questioning accounts for a third of all teaching
  time second only to teacher explanation.
• Most questions are answered in less than a
  second, thats the average time a teacher gives a
  pupil before passing it on.
• Research suggests that for better quality
  responses we should wait about 3 seconds for a
  lower order question and 10 seconds for one
  requiring a higher order response!
• Research also suggests that questions need to be
  more carefully planned and less improvised to
  have the greatest impact on learning.
• Steve Hastings TES July 4 2003

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Importance of questioning

• Questioning is a critical skill for teachers and
  yet we often fail to invest time in improving our
  questioning.
• It is a skill we take for granted and ultimately,
  one we dont make effective use of.

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The problems with questioning

• In pairs sort out the questioning cards that you
  have been provided with. Identify
• The examples of ineffective questioning
• The negative impacts those questions will have on
  pupils
• Alternative strategies that would help to avoid
  the problem in the first place!

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Making effective use of questioning

• Skim read pages 8 and 9 of the Questioning
  booklet. These pages detail a number of classroom
  tactics that help make questioning more
  effective.
• Watch the DVD clip (on Guided Work) and see if
  you can come up with some responses to these
  questions
• What does the teacher do to promote purposeful
  dialogue within the small group that she is
  working with?
• Which classroom tactics does she make use of?
• Whilst these tactics are used successfully at a
  group level what challenges might these tactics
  present when using them with a whole class?

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Questions that ask pupils to apply knowledge

• Explore a statement To what extent do you agree
  with or Do you think ..is true?
• Speculation What would happen if?
• Make a suggestion How else could we have found
  this out?
• Offer extra information How does this extra
  information alter your views.?
• Clarify ideas How can we tell that this is the
  case for?
• Pupil questioning Now, what questions would you
  like to ask?
• See page 10 for guidance

In pairs select two approaches. Consider how
these questions could be used to
extend pupils thinking in your subject.
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Blooms taxonomy of questioning

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• See pages 12-14 of the Questioning booklet

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Planning ahead

• Use your ideas from today and plan questions that
  you could employ with one of your classes tomorrow

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Effective questioning

• reinforces and revisits the learning objectives
• includes staging questions to draw pupils
  towards key understanding or to increase the
  level of challenge in a lesson as it proceeds
• involves all pupils
• engages pupils in thinking for themselves
• promotes justification and reasoning
• creates an atmosphere of trust where pupils
  opinions and ideas are valued

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Further next steps

• When you are next observed a focus could be on
  your questioning. Ask for there to be a focus on
  whether
• you have a balance of open and closed, high- and
  low-order questions
• you provide chances for all pupils to ask and
  respond to questions.
• you encourage opinion and tentative answers
• you provided thinking time.
• Begin to build key questions or question
  sequences into your lesson planning.

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Planning for different learning styles
Pedagogy and Practice Teaching and Learning in
Secondary Schools Unit 19 Learning Styles
Senior leaders, subject leaders and teachers in
secondary schools
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Planning for different learning styles

• Read the extracts a-d below.
• Explain what you think the connections are.
• With the numbers of cars on UK roads expected to
  double by 2016 environmentalists are growing
  concerned with the falling air quality in many
  cities and towns.
• In the Amazon rainforest an area the size of a
  football pitch is felled every second.
• Bangladesh, one of the poorest countries on
  earth, has had severe flooding three times in the
  last ten years.
• In Antarctica, the Larsen ice shelf is shrinking,
  many experts are worried that by the middle of
  the 21st century it may have disappeared
  altogether.

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What are the connections here?
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Planning for different learning styles

• Objectives
• To explore teaching and learning strategies that
  appeal to different learning styles.
• To consider how teachers can create an
  environment to support a range of different
  learning styles

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Planning to meet different learning styles- What
should we be looking for?

• In pairs you will be issued with an A3 sheet and
  a set of cards. On this are a number of different
  categories and learning styles.
• Place the cards onto the sheet in the correct
  categories and under the appropriate learning
  style heading!

Visual learner Auditory learner Kinaesthetic learner
What characterises their talk?
How do they recall or memorise things?
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What do we mean by learning styles?

• One definition.

Visual learners These pupils find it easier to
receive info in the form of diagrams, pictures,
charts or demonstrations. They also like to
convert info into a visual form.
Auditory learners These pupils learn through
listening. Preferred activities include teacher
explanations, lectures and discussions. They
enjoy presenting things orally
Kinaesthetic learners These pupils learn best
when they are physically involved in the
learning activities. They enjoy role play and
practical work.
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Identifying pupils' preferred learning styles
Source Behaviour and Attendance Strand
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Building challenge through teaching to preferred
learning styles

• There is strong evidence that when pupils have to
  produce diagrams from text, or when text contains
  diagrams they will engage in dual processing
  they will have to use both their linguistic and
  visual processing powers.
• Research suggests that when pupils dual process
  information their levels of understanding and
  recall will be improved.
• Furthermore, the creation of visual forms and
  visual representations is known to increase brain
  activity and the capacity for pupils to learn.
• (Paivio 1990, Gerlic and Jausovec 1999)

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Learning Styles in practical terms

• In pairs look through the activities summarised
  on the sets of cards.
• Put them into three piles those strategies you
  use frequently, those that you use occasionally
  and those that you do not use at all.
• For those in the frequent pile now try and
  categorise which learning style they will appeal
  to, are they appealing to visual, auditory or
  kinaesthetic learners?
• For those in the occasionally or never piles
  idenitfy which learning styles they appeal to.
• Are there any learning styles that you feel are
  particularly well served or poorly served in your
  practice?
• Are there any strategies you might try to include
  with your pupils to address any perceived
  imbalance?

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Why do we need to recognise pupils learning
styles?

• Successful learning takes place when teachers
  play to pupils strengths and build their
  capacity to learn. For this to happen teachers
  need to
• have an understanding of the different learning
  styles within the classroom
• create learning opportunities through a variety
  of approaches.
• Pupils are then more likely to
• access easily the activities presented to them
• be enthusiastic and committed to the subject they
  are studying
• remain on task and focused during group or
  practical activities

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Creating a classroom environment for pupils
different preferred learning styles

• In pairs consider how your classroom might appeal
  to different preferred learning styles.
• Consider the classroom layout, displays,
  resources and teaching methods you employ
• What adjustments could you make periodically to
  seating arrangements?
• What resources do you wish to draw on in lessons?
• How can the work you ask your TA to display on
  your notice boards validate pupils different
  learning styles?
• What techniques lend themselves to teacher
  modelling in your subject area?

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Further reading - Other research on learning
styles
Gregorcs Thinking Styles- Concrete sequential,
concrete random, abstract sequential and
abstract random
Gardners Multiple Intelligences- Linguistic,
Visual- Spatial Logical Mathematical etc
A summary of Gardner and Gregorc is available as
a handout.
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Learning styles planning next steps

• Review the ideas presented in the session and the
  learning styles booklet.
• Consider what steps you now need to take to
  develop your practice.
• You could map out your ideas in the form of a
  diagram research suggests that by doing that you
  may well remember it better!!

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Principles for planning for different learning
styles

• Key Messages
• Research the range of learning styles in your
  classroom.
• Plan in some lessons a variety of tasks that
  appeal to different learning styles. (But accept
  the fact that you cannot accommodate all learning
  styles all of the time!)
• Ensure that there are times when pupils are
  encouraged to work outside of their preferred
  learning styles.
• Recognise that to appeal to kinaesthetic and
  visual learners new resources are likely to be
  needed and that developing them will take time.