postgraduate certificate in education (international) pgceivalencia november 2010 anne convery
TRANSCRIPT
Postgraduate Certificatein Education (International)
PGCEi
Valencia November 2010
Anne Convery
Approaches to Teaching
An introduction to Module 3
AimTo develop understanding of key ideas in Module 3
To review understanding of the lesson planning process
To understand the nature and purpose of lesson aims, objectives and learning outcomes
To examine the importance of questioning To identify the purposes of assessment
Objectives
Module 3: Approaches to teaching
Planning for learning Collaborative learning Issues in assessment Managing classroom behaviour Learners as individuals
PGCE (I NTERNATIONAL)
COURSE GUI DE
2010
Effective teaching
“Our lesson observations revealed that
in classes run by effective teachers,
pupils are clear about what they are
doing and why they are doing it. They
can see links with their earlier learning
and have some ideas about
how it could be developed further”
Hay McBer, 2000: para 1.2.4
What makes a good lesson?
Lesson planning should…
be based on evaluations of previous lessons with the group
locate lessons in their wider context be focused on pupils’ learning identify learning outcomes for pupils be divided into episodes (phases) plan for pupils’ experience of the lesson
and their role in it consider teaching strategies/ organisation consider how to assess outcomes
Planning teaching for learning
Context for lesson sequence schemes of work learners’ prior knowledge teachers’ knowledge of pupils
Define the aims, objectives and outcomes in terms of knowledge, understanding,
skills, attitudes, values
Planning teaching for learning
Structure the lesson phases select teaching and learning
strategies organise each lesson phase
Plan for the lesson ending plenary and review of learning (AfL) homework
Aims, objectives and learning outcomes
What are the differences?
AIMS…
Long term Difficult to quantify Expressed in general terms Global in scope Tend not to be differentiated Cover a whole unit of work
OBJECTIVES….
Short term More easily quantifiable Expressed in precise terms Lead to precise learning outcomes Differentiated according to learner need Normally shared with learners
LEARNING OUTCOMES…
Expressed as what you want the students to have achieved by the end of the lesson:
By the end of the lesson
All students must........
In addition, most students should........
Some students might.........
These outcomes are differentiated
Examples of aims
To prepare students for life in a changing world
To develop skills in creative writing To understand feeding relationships in an
ecosystem To present the topic of food and drink in
French-speaking countries
Your own examples?
Examples of objectives
To consider the advantages and disadvantages of social networking sites
To examine how two writers evoke childhood in a short story
To consider two links in the food chain: insect - bird - fox
To compare meals in France with those in Algeria
Your own examples?
Examples of student learning outcomes
By the end of the lesson …..
All students must........(understand the differences between meals in France and Algeria)
In addition, most students should.......(be able to say in French the names of the main meals and some dishes)
Some students might.........(devise a menu in French for a restaurant in France or Algeria)
Bloom’s taxonomy- The cognitive domain
'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom, Engelhart, Furst, Hill, Krathwohl, 1956)
Defining objectives in the cognitive domain
Taxonomic Category Useful action verbs
KNOWLEDGEIdentify, name, list, describe…
COMPREHENSIONClassify, explain, convert, predict…
APPLICATIONDemonstrate, arrange, solve, relate…
ANALYSIS Order, separate, estimate,…
SYNTHESISCombine, create, design, compose, make…
EVALUATIONCompare, judge, conclude, justify, support…
“It is crucial for people to have skills in questioning, analysing, comparing, contrasting and evaluating so that they will not become addicted to being told what to think and do….”
(Freseman, 1990)
Evaluation
“Whether or not you learn is down to
me. If you don’t learn, I’ll go home and
revise what I am doing and try to teach
you differently”
[Jonathan Solity, (Educational Psychologist), Guardian 02.09.08]
Evaluation
How will you know whether your learning objectives have been met?
How will you know whether your pupils have achieved the learning outcomes?
What assessment strategies can you plan for?
Some Facts about Questions
• Teachers ask a lot of questions• They are mainly ‘low level’
questions• Average response time allowed is
less than 1 second• Only a limited number of pupils
respond• Teachers do not use pupils’
responses well
Why do teachers ask questions?
• warm up activity• organise and manage pupils and
resources• review prior learning• recall facts and collect observations• check understanding• elicit feelings or emotions or
opinions• develop pupils’ thinking skills
Types of Questions
• Organisation and management questions
• Open and closed questions
• Questions to elicit emotions and feelings
• Questions to make pupils think
Types of questions:
One classification - Bloom’s
• Knowledge (Remembering)• Comprehension (Understanding)• Application (Solving)• Analysis (Reasoning)• Synthesis (Creating)• Evaluation (Judging)
Use Bloom’s taxonomy to classify these questions
Given all the conflicting arguments, where would you build the refinery?
Which words do you already know in this sentence?
What repeating pattern can you see in this sequence?
How many different ways can you find to draw a triangle?
What does each of these symbols represent? What do you think is the main point the writer
is making in the second paragraph?
Which words do you already know in this sentence?
What does each of these symbols represent? How many different ways can you find to draw
a triangle? What repeating pattern can you see in this
sequence? What do you think is the main point the writer
is making in the second paragraph? Given all the conflicting arguments, where
would you build the refinery?
Questioning Skills and Strategies
Ground rules for speaking
Planned sequence of key questions
Distribute questions round the group
Phrase the question, WAIT, place with the named pupil
Identify the key questions in relation to the learning intentions for the lesson
Decide on the level, order and timing of questions
Extend the questioning - thinking of subsidiary questions to ask
Analyse anticipated answers and responses you might give
Planning for Questioning (Adapted from E C Wragg)
Questioning Skills and Strategies
• Use appropriate language: rephrase, prompt, reinforce
• Keep pace going: praise, encourage• Use body language, eye contact, visual aids
to motivate• Develop a supportive environment• Use differentiated questions for different
pupils• Encourage pupils to frame their own
questions
Questioning Skills and Strategies
• Think, pair, share
• Numbered heads
• No hands up rule
• Pupils asking each other
Points to ponder!
Fewer Questions
Better Questions
Time to Think
To conceive an educative questionrequires thought;To formulate it requires labour;To pose it, tact.None of this is mysteriousAnd all of it is within our reach.
(Dillon, 1983:8)
Assessment
Question: Assessment of learning or assessment for learning?
What is the difference?
TENDS TO:
BE SUMMATIVE IN NATUREJUDGE PUPIL PERFORMANCE AGAINST NATIONAL STANDARDS
EXAMPLES:FACT CHECKING OR VOCABULARY TESTSKEY STAGE 3 TESTSGCSE EXAMINATIONSLEAGUE TABLES
Assessment of learning
Assessment for learning
“Fundamental to AfL is that pupils have a clear understanding of what they are trying to learn (learning objectives), how they can recognise achievement (learning outcomes), what ‘good’ looks like (success criteria) and why they are learning this in the first place (that is, the big picture, sometimes linked to personal curricular targets). “
AfL, Secondary National Strategies (2007)
Assessment for learning
Shares learning goals
Uses effective questioning techniques
Uses marking and feedback strategies
Makes use of peer and self-assessment
10 Principles of Formative assessment is part of effective planning focuses on how students learn is central to classroom practice is a key professional skill is sensitive and constructive fosters motivation promotes understanding of goals and criteria helps learners know how to improve develops the capacity for self assessment recognises all educational achievement
after Black and Wiliam (1998)
Module 3 assignment: reviewing a lesson sequence
Think critically about the relationship
between planning and teaching:
1. proposed lesson sequence;
2. critical evaluation of your lesson sequence;
3. developing the lesson sequence;
4. reflective commentary.
PGCE (I NTERNATIONAL)
COURSE GUI DE
2010