1

Module 2:Managing Teaching and

Learning

Unit 1: Leading and Managing a School as a Learning Organisation

Session 3

Presenter: Dr Muavia Gallie (PhD)

18 April 2009

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Content of the Unit1. Introduction;2. Preparing yourself as a curriculum

leader;3. The context for school leadership;4. Distributed leadership for effective

teaching and learning;5. Establishing a learning culture;6. Developing plans to manage and lead;7. Conclusion

3

Recap Session 2

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Cone of Learning

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Figure 4: Proportion of schools reporting a teacher absenteeism problem,

by school SES

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5

School SES quintileSource: SACMEQII, 2000

Teacher Absenteeism

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Teachers work an average 41 hours(out of 43)/week

• 41% of this on teaching: 3.4h/day

• 14% devoted to planning and preparation

• 14% on assessment, evaluation,reports and record-keeping

Chisholm et al, 2005Chisholm et al, 2005

Time in Class

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8 School Readiness Components

3. Educator information8. A negative school atmosphere

1. Teacher attendance7. High rate of staff absenteeism

3. Educator information6. High rate of staff turnover

5. Implementable and flexible timetabling

6. Quarterly teaching schedule

7. Organogram

8. Learner support material

5. Unclear academic standards

4. Annual planning4. High level of disruption and violence

2. Learner information3. High dropout rates of students

1. Learner attendance2. High rate of student absenteeism

2. Learner information1. Low student performance

SRCIndicators of LFS

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The Numbers Game

100%100%100%Total

80%50%33.4%Disposition

10%25%33.3%Skills

10%25%33.3%Knowledge

CBAScenariosV

aria

ble

Con

stan

t

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1. First five to eight years (as teachers);2. Second phase [nine to twelve years] as teacher;3. First five to eight years (as senior teachers/mentor);4. Second phase [nine to twelve years] as mentor;5. First three to five years (as Head of Department);6. First three to five years (as Deputy Principal);7. First three to five years (as Principal);8. Second phase [six to ten years] as Principal;9. Third phase [eleven to twenty years +] as Principal;10. Etc.

4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs

59-6255-5851-5447-5043-4639-4235-3831-3427-3022-26

DP5-8DP5-8DP1-4ST9-12ST5-8ST1-4

Pr13Pr9-12Pr5-8Pr1-4HoD9-12HoD5-8HoD1-4T9-12T5-8BT1-4

Teacher Professional Path

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Human Resources Management

Different Resource contributions

70%

40% 45% 50% 55% 60% 65% 70%

30%

0%5%

10%15%

20%25%

30%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Best 1 2 3 4 5 6 7

Human Cost Other resources

Total cost of education in your school?

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Why?, What?, How?Purpose and Function of Assessment

Assessment

Wha

t?

PurposeAttainment Diagnostic/Prescriptive

1. To establish present levels of functioning.2. To evaluate present knowledge of a subject.3. To assess progress (relative to peers or self).4. To build a profile of the whole person.5. To indicate future placement in class or employment.6. To award qualification from a recognised body.

1. To determine ability/disability.2. To determine potential.3. To indicate teaching programme.4. To assess personality traits (aptitudes and

attitudes).

Why

?H

ow?

MethodsFormal Informal

1. Continuous Assessment.2. Examinations.3. Standardised Tests.

1. Checklists.2. Objective Tests.3. Observations.4. Self-Assessment.

Profiles

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The content of subsequentslides (16 - 59), excluding theHomework, was taken from

Kyriacou C. (2001), Effectiveteaching in schools.Nelson Thornes.

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A. Framework for Thinkingabout Effective Teaching

• Input or Context variables

• Process variables

• Product or Outcome variables

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Input or Context variables• Teacher characteristics - gender, age, experience,

social class, training, personality, etc.;• Learner characteristics - age, ability, values, personality,

social class, etc.;• Class characteristics - size, range of ability, social class

mix, etc.;• Subject characteristics - subject matter, level of

difficulty, general interest, etc;• School characteristics - size, building, departments,

ethos, policies, intakes, etc.;• Community characteristics - affluence, population,

density, geographical location, etc.;• Characteristics of the Occasion - time of day, preceding

lesson, weather, period of academic year, etc.

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Process variables• Teachers perceptions, strategies and

behaviour;

• Learner perceptions, strategies andbehaviour;

• Characteristics of the learning task andactivities

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Product or Outcome variables

• Short and/or Long-term outcomes;• Cognitive and/or Affective educational

outcomes;- e.g. change in attitudes of learners towards schoolor subjects,- gains on tests and examination scores,- increased level of self-concept,- success in national examinations,- greater learner autonomy, etc.

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The Effective Teaching FrameworkInput or Contextvariables

• Teachercharacteristics• Learnercharacteristics• Classcharacteristics• Subjectcharacteristics• Schoolcharacteristics• Communitycharacteristics• Occasioncharacteristics

Process variablesTeacherperceptions,strategies andbehaviour

Learnerperceptions,

strategies andbehaviour

Characteristics ofthe learning task

and activities

Outcome or Product variables•Short and/or Long-term;•Knowledge, skills and behaviour educationaloutcomes e.g. change in attitudes of learnerstowards school or subject; gains on attainment tests;increased level of self-concept; success in nationalexaminations; greater learner autonomy; etc.

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B. Models for Thinking aboutEffective Teaching

1. A surface level of analysis;

2. A psychological level of analysis;

3. A pedagogical level of analysis

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1. Surface level of analysis

Teaching

MaximisingActive

LearningTime (ALT)

and theQuality ofInstruction

(QI)

LearnerLearning

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2. Psychological level of analysis

Teaching

Psychologicalconcepts,

principles andprocesses -e.g. attention,

memory,transfer,

reinforcement,expectations,motivation,information

processing, etc.

LearnerLearning

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3. Pedagogical level of analysis

TeachingGeneral

teaching skills(e.g. being

audible,managing

learners andactivities)--------------Contentspecific

teaching skills(appropriatelysound contentand structure)

LearnerLearning

Presentation,content,

structure,monitoring,

evaluation oflesson andactivities

Teacherperceptions,

strategiesand

behaviour

Learnerperceptions,

strategiesand

behaviour

Characteristics ofthe learning task

and activities

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C. Nature of Learner LearningFour major questions:1. What mental processes are involved

when a learner is engaged in learning?2. What changes occur in the learners’

cognitive structure which themselvesconstitute learner learning?

3. Which psychological factors (concepts,principles and processes) facilitatelearner learning?

4. What are the main types of learnerlearning?

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Gagne - Five main types oflearner learning

1. Verbal information e.g. facts, names, principles andgeneralisations;

2. Intellectual skills - ‘knowing how’ rather than ‘knowingthat’ e.g. concepts, rules, application;

3. Cognitive strategies - ability to control and managemental processes e.g. thinking and memorising, problemsolving, etc.;

4. Attitudes - feelings, emotions and behaviour;5. Motor skills e.g. playing a musical instrument, typing,

playing sports, etc.

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Exposition of Education Outcomes -Bloom’s Taxonomy

SpiritualFulfilment

Learning Domain

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Types of Learning - Ausubel

Meaningful Learning- essential characteristic of thelearning is that it can be related in ameaningful, non-arbitrary way towhat the learner already knows

Rote Learning- what is learned ischaracterised by arbitraryassociations with the learner’sprevious knowledge

2.21Reception

Learning- entire content is

presented to learner inits final form

32.1DiscoveryLearning

- content has to bediscovered by learner

through some learningactivity

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Information Processingduring Learning

Reception ofSensoryInformation

• Attention• Selective

perception

Long-termMemory

• Cognitivestructure

• Storage• Retrieval

Short-termMemory

• ‘Working’memory

• Cognitiveprocessing

• Consciousthinking

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Effective Teaching gets theseAspects of Learning Activities right!

1. Attentiveness - learner must beattending to the learning experience;

2. Receptiveness - learner must bereceptive to the learning experience,being motivated, willingness to learn andrespond to the experience;

3. Appropriateness - learning experiencemust be appropriate for desired learningto take place, take account of learner’sinitial knowledge and understanding.

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D. Setting up the learningexperience

Learners’ learning is school can be fostered intwo main ways:

1. Teacher exposition: listening to teacherexposition, which may include asking orbeing asked questions, watching ademonstration, and genuine teacher-learnerdiscussion.

2. Academic work: being instructed toundertake or engage in academic tasks andactivities, either on one’s own or togetherwith other learners.

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1. Teacher Exposition• Making clear the structure and purpose of the

learning experience - emphasise the essentialelements of the learning;

• Informing, describing and explaining - role ofteacher in direct instruction, or ascomplementary to academic tasks andactivities being undertaken;

• Using questions and discussion to facilitateand explore learner learning - simple andquick check or developing a dialogue andgenuine discussions (encourage thought; checkingunderstanding; gaining attention; review/revision; settling down; drawshyer learners; probe knowledge; allow expression of feelings/views).

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2. Academic work• Structured reading and writing tasks - still the main form of

‘outcome production’;• Investigational work - where learners are given a degree of

initiative, autonomy and responsibility towards planning andconducting their own learning;

• Individualised programmes of work - work extending overdays where learner undertakes it on individual basis;

• Small group work - activities undertaken by a group oflearner, which involves some degree of discussion,reflection and collaboration;

• Experiential learning - use of activities such as role-playing,spending some time working at a local business, in order toenable learners to better understand and appreciate, bothintellectually and emotionally, an issue being explored.

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E. Taking account of learnerdifferences

• Ability (intelligence; gifted; learning difficulties);• Motivation (upbringing; previous success and failure;

relationship between home and school; aspiration ofparents);

• Social class (professional; intermediate; skilled; semi-skilled; unskilled occupations);

• Gender (perceptions in society; biological differences;stereotypes);

• Race/Culture (‘apparent lower average educationalattainment of groups’; use as power/status);

• Special Educational Needs (physical, psychologicaland emotional).

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F. Key Classroom TeachingQualities and Tasks

• Ten characteristics having a strongassociation with success;

• Six qualities of high ‘performance’teachers;

• Five qualities of classroomteaching;

• Teaching Assessment RatingScales.

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Ten characteristics having astrong association with success

1. Explains points clearly and at learners’ level;2. Conveys an enthusiasm for the subject of learners;3. Has a genuine interest in the subject;4. Pays attention to assessment techniques;5. Tries to make lessons interesting wherever possible;6. Conveys high expectations for work learners produce;7. Teaches for understanding rather than reproduction of

learned material;8. Is confident and at ease with teaching;9. Stimulates learners to think for themselves;10. Is constructive and helpful in criticism of learners.

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Six qualities of high ‘performance’teachers

• Beginning the lesson - learners come quickly toattention;

• Clarity of presentation - content is understandableto learners;

• Pacing of the lesson - movement from one part oflesson to next - ‘teacher stays with class’;

• Learner participation and attention - class isattentive;

• Ending the lesson - lesson is ended when learnershave achieved the aims of instruction;

• Teacher-learner rapport - personal relationshipbetween learners and teacher are harmonious.

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Five qualities of classroomteaching

1. Quality of teacher-learnerrelationships and class management;

2. Quality of planning and preparation ofwork;

3. Quality of teaching process and matchof work to learners;

4. Quality of language used in theclassroom;

5. Quality of questioning techniques.

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Teaching Assessment Rating Scales(Kyriacou and McKelvey 1985)

1. Preparedness;2. Pace and Flow;3. Transition;4. Cognitive Matching;5. Clarity;6. Business-like;7. Withitness;8. Encouragingness. (see additional page)

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Teaching Assessment Rating Scales While the eight qualities overlap in some respects, they appear to represent the main key classroom teaching qualities that warrant particular attention in the consideration of effective teaching. The basic theme of each of these 8 dimensions: 1. Preparedness

The notion of preparedness was intended to be seen from the viewpoint of the learners in the class in terms of the appearance that the lesson gave of being well-organised, having a coherent structure, and creating the impression of purposefulness from the teacher. Attached to this notion was also the idea that the unexpected could be catered for in the lesson without disrupting its structure or intent.

2. Pace and Flow

This dimension dealt with two complementary notions. Pace concerned the idea of keeping up the rate of events within the lesson so that all learners are kept involved and attentive; the idea of flow was seen to have more to do with maintaining the lesson as a single unity. The key concept here is Kounin’s notion of overlapping: the teacher being able to deal with more than one thing at a time so that the thread of the lesson was not lost while an individual learner’s problem concerning work or discipline was dealt with.

TARS1

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TARS2

3. Transitions

Transitions focuses on two key ele ments in t he lesson. First, the establishment of attention at t he start a nd maintaining attention when moving between activities. Second, the teacher’s sensitivity in deciding when to move from one activity to the next.

4. Cognitive matching

This dimension contains three key elements: whether the lesson is suited to learners’ abilities and interests, whether the work is c hallenging and instructive, and whether individual differences between learners are accommodated.

5. Clarity

The notion of clarity refers to the extent to which the teacher’s instructions and explanations are clear and are pitched at the appropriate level for learner comprehension.

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TARS3

6. Business-like

This dimension is co ncerned with the manner in which the lesson is conducted. It f ocuses on matters of authority, reaction to m isbehaviour, and teacher expectations with together create a n impression that the teacher is in control. This impression is conveyed by a tone of confidence and firmness regarding teaching and control, together with positive expectations regarding the quality of work and behaviour occurring in the lesson.

7. Withitness

This notion, developed by Kounin, deals with the teacher’s monitoring of the lesson so that he or she is alert to and can p re-empt learner misbehaviour, or ta ke swift action when it does occur. Such monitoring includes taking note of inattention by learners and a n inability to do the work set.

8. Encouragingness

This dimension explicitly examines the nature of teacher-learner interaction in terms of the extent to which the teacher uses a mixture of praise, instructive criticism, enthusiasm and good humour to develop a positive and encouraging tone in the lesson that will foster and s upport learners’ self-confidence and self-esteem. (Source: Kyriacou C. (2001), Effective teaching in schools. Nelson Thornes.)

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Homework 3.1• Request your Heads of Department (HoDs) to use

the eight dimensions of the ‘Teaching AssessmentRating Scale’, and to rate all the teachers in yourschool on a scale of 1 - 5 (where 1 is lessdesirable and 5 is more desirable);

• Submit a table of the results (see Example);• Further, after discussing the results with your

HoDs, record on an A4 page the main discussionand recommendations of the conversation.

• If you are unable to ‘perform this task’, pleaseexplain on an A4 page the reasons, and how youwill go about remedying this situation.

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Example

4

8

4

7

4Ave.4HistoryT64Bus.Ec.T53Life Or.T45ScienceT35MathsT2

4443553EnglishT1

Ave.654321SubjectName ofTeacher

Total divide by 8

Total divide by number of Teachers

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G. Key ClassroomTeaching Tasks

1. Planning;2. Presentation and

Monitoring; and3. Reflection and Evaluation.

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1. PlanningTo ensure that the learning experience fulfils

three psychological conditions necessary forlearner learning to occur:

1. Attentiveness - learning experience mustelicit and sustain learner’s attention;

2. Receptiveness - learning experience mustelicit and sustain learners’ motivation andmental effort; and

3. Appropriateness - learning experience mustbe appropriate for the educational outcomesdesired.

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Some questions involved in planning:1. What level and range of ability is there in the class?2. What do I want the learners to learn in this lesson?3. What constraints need to be accommodated?4. Are there any other considerations of note?5. What teaching method will be foster the cognitive and affective outcomes

desired, given the context and constraints?6. Having chosen a particular method and general academic topic for the lesson,

what sequencing of the tasks/activities/experience, level of difficulty andstructuring of topic, and pace of lesson will be best for the lesson to besuccessful?

7. What level of learner performance will be expected, and how will the degree ofsuccess of the learning taking place to be determined?

8. What preparation is necessary before the lesson?9. What teacher behaviour is required during the lesson to ensure its success?10. How will the lesson be perceived and experienced by the learners, and what

problems might arise?

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2. Presentation and Monitoring

• Presentation refers to all aspects oflesson organisation and itsimplementation (effective use oftime);

• Monitoring refers to the ways in whichthe teacher needs to assess theprogress of a lesson to ensure itssuccess (knowledge, concepts, skillsand attitudes).

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Characteristics of effectivePresentation and Monitoring:

1. The teacher appears to be self-confident, is normally patient and good humoured, displays agenuine interest in the topic, and appears to be genuinely concerned with each learner’s progress;

2. The teacher’s explanations and instructions are clear, and pitched at the right level for learnercomprehension;

3. The teacher’s voice and actions facilitate learners maintaining attention and interest;4. The teacher makes good and varied use of questioning to monitor learners’ understanding and to

raise the level of learners’ thinking;5. The teacher monitors the progress of the lesson and learners’ behaviour, and makes any

adjustments necessary to ensure the lesson flows well ad that learners are engagedappropriately;

6. The teacher encourages learners’ efforts;7. Learner misbehaviour is minimised by keeping their attention maintained on the lesson, and by

use of eye-contact, movement and questions to curtail any misbehaviour which is developing;8. Potential interruptions to the lesson caused by organisational problems are dealt with in such a

way that the interruptions are minimised or prevented;9. Criticism by the teacher of a learner is given privately, and in a way likely to encourage and foster

progress; and10. Learner misbehaviour, when it does occur, is dealt with in a relaxed, self-assured and firm

manner.

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3. Reflection and EvaluationReflection and evaluation after a lesson

are essential if the teacher is tocontinue to improve the quality of thelearning experienced offered. Twomain tasks:

1. Consider whether the lesson hasbeen successful and to act on anyimplications for future teaching; and

2. Assess and record the educationalprogress of the learners.

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Questions for Reflection and Evaluation1. Did the lesson go well?

2. Did any learner or group of learners fail to benefit? If so, could this have beenavoided?

3. What changes can I usefully make before giving a similar lesson to another class?

4. What have I learnt about this class, or particular learners, that might influencefuture lessons with this class?

5. What have I learnt about this topic or subject matter that might influence futurelessons?

6. Are there any immediate actions I should take following this lesson?

7. Am I satisfied with my general planning of this lesson, and its presentation andmonitoring?

8. Did any problems occur in the lesson that I should take note off?

9. How can I consolidate the learning which occurred and relate it to future demandsand applications?

10. How did this lesson fit in with the teaching the department and school, and withcurriculum developments concerning teaching in this area?

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H. Relationships with Learners

1. The teacher’s authority;2. Mutual respect and rapport;3. Classroom climate; and4. Pastoral care.

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1. Teacher’s AuthorityFour main factors:

• Status;• Teaching competence;• Exercising control over the

classroom;• Exercising control over discipline.

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Status of Teachers• By appearing to be relaxed and self-assured -

one’s tone of voice, facial expression, use ofposture;

• By exercising rights of status - teachermoving freely around the room, picking uplearners’ exercise books and occasionallytouching learners;

• By communicating an expectation of imposingone’s will - tone of delivery of instructions andcontrol over who speaks and when.

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Teaching Competence

Three main elements:• Subject knowledge;• Interest in and enthusiasm for the

subject; and• Ability to set up effective learning

experiences.

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Homework 3.2• Like in Homework 3.1, request your Heads of

Department (HoDs) to use the three mailelements of ‘Teaching Competence’, and to rateall the teachers in your school on a scale of 1 - 5(where 1 is less desirable and 5 is moredesirable);

• Again, submit a table of the results (seeExample);

• Also, after discussing the results with your HoDs,record on an A4 page the main discussion andrecommendations of the conversation.

• If you are unable to ‘perform this task’, pleaseexplain on an A4 page the reasons, and how youwill go about remedying this situation.

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Example

4Ave.4HistoryT64Bus.Ec.T53Life Or.T45ScienceT35MathsT2

4553EnglishT1

Ave.Set uplearningexperience

Interest insubject

SubjectKnowledge

SubjectName ofTeacher

Total divide by 3

Total divide by number of Teachers

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Exercising control over theclassroom

Laslett and Smith (1984) identifiedfour key rules of classroommanagement:

• Get them in;• Get them out;• Get on with it;• Get on with them.

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2. Mutual Respect and Rapport• When the teacher fails on the four issues related

to ‘teacher’s authority’, mutual respect getsundermined;

• Good rapport refers to teacher and learnershaving a harmonious understanding of each otheras individuals;

• Three qualities to develop good rapport:- teacher shows quite clearly that he/she cares foreach learner’s progress;- teacher has respect for learners as learners;- teacher has respect for learners as individuals.

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3. Classroom Climate• Effective teaching can facilitate learning;• Influenced by the physical appearance and

layout of the classroom;• The way in which the teacher’s actions

convey information concerning his/herperceptions, expectations, attitudes andfeelings about the teacher’s role, thelearner’s role and the learning activity;

• Importance of Language for Learning.

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4. Pastoral Care• Focuses on the individual well-being of

each learner;• To ensure that each learner is able to take

advantage of what schools have to offer• Four aspects:

- academic progress;- general behaviour and attitudes;- personal and social development; and- individual needs.

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Exercising control overDiscipline

Setting up a learning experience that isexciting and challenging.

• Introducing an interesting anecdote orapplication of the topic - oral or written work,give individual help;

• Teacher exercising power in a dominantmanner - raise voice, imperative command(‘get on with your work’, ‘pay attention’),aggressive tone, posture and facialexpression.

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Quote of the Day!

““Even if the studentEven if the student’’s lifes lifeaway from school is bleakaway from school is bleakand miserable, she/he willand miserable, she/he willwork if what she/he findswork if what she/he findsin school is satisfying.in school is satisfying.””

William William GlasserGlasser