foundations of teaching for learning 1 - video lectures summary

8/9/2019 Foundations of Teaching for Learning 1 - Video Lectures Summary

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1

Week 1 Being a Teacher

1. About the course

2. Being a teacherIdentity

In this course we explore eight diferent aspects o being a teacher

(Introduction, Being a teacher, Learners and learning, Curriculum, Planning or

teaching and learning, Introduction to student assessment, Being a proessional

and Deeloping relationships!"

#hat do I already $now%

#hat do I not $now%

#hat would I li$e to $now%

#ho are the learners%

#hat do they $now, eel and do%

&ow can I engage my students in a way that is meaningul or them%

#hat are the most efectie strategies to promote learning%

#hat are the ma'or theories o learning%

Curriculum

Planning or teaching and learningormulating )oals

*ngaging +tudents

Planning Lessons

rgani-ing .esources

Deeloping +trategies

Communicating /chieement

/ssessment

Diagnostic

+ummatieormatie

Importance o eedbac$

Being a proessional

*thics

Codes o conduct and standards

Legal0administratie responsibilities


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Personal philosophy o teaching

Being part o a proessional learning community

+ee$ing adice on how to improe your teaching

Planning or your uture deelopment as a teacher

I want my children to understand the world, but not 'ust because the world isascinating and the human mind is curious" I want them to understand it so

that they will be positioned to ma$e it a better place" 1nowledge is not the

same as morality, but we need to understand i we are to aoid past mista$es

and moe in productie directions" /n important part o that understanding is

$nowing who we are and what we can do2 3ltimately, we must synthesi-e our

understandings or ourseles" 4he perormance o understanding that try

matters are the ones we carry out as human beings in an imperect world

which we can afect or good or or ill" (&oward )ardner 56667 589:585!

3. The World of Childhood#hat did you learn in school today% (not the same as what were you taught!"

4he three worlds o childhood7 academic, social and cyber"

#hat has the stronger efect on children%

&ow am I smart%

#hat do I $now about learning%

#hat wor$s best or me%

#hat are my strengths and wea$nesses%

#hat helps and hinders my learning%

#here and when do I learn best%

#ho do I learn best with%

4. Being a professionalPassion

Toxins

Ideas re'ected or stolen

Constant carping criticismBeing ignored

Being 'udged

Being oer:directed

;ot being listened to

Being misunderstood

Nutrients


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Being alued

Being encouraged

Being noticed

Being trusted

Being listened to

Being respected

Priorities

Importance and urgency

Week 2 Thinking about earning

1. !e"isiting learning

# kno$ $hat #

kno$

# kno$ $hat # don%t

kno$# don%t kno$

$hat # kno$

# don%t kno$ $hat #

don%t kno$

#hat is distinctie about human learning%

:Learn in reciprocity

:Construct abstractions

:+tore inormation outside the body

:4hin$ about thin$ing

:


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2. Thinking about thinking

4hin$ing s$ills7 mental processes we use to do things such as7

:4hin$ing about thin$ing

:Draw on a range o intelligences

:4hin$ diergently7 create new ideas

:Deelop problem soling strategies

:#eigh up diferent possible decisions

:Brainstorm Fuestions

:rgani-e inormation


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3. Teaching for learning+tic$y $nowledge7 the message that goes rom the teacher to the learner has

to pass a dicult way (sel:doubt, sel:tal$, inappropriate medium, lac$ o prior

$nowledge, misconception, peer norms!"

4hree $ey principles

C;;*C4

&ow does this new inormation connect with what you already $now, thin$

and0or can do%

*J4*;D

&ow does this new inormation extend, build on what you already $now, thin$

and0or can do%

C&/LL*;)*

&ow does this new inormation challenge what you already $now, thin$ and0or

can do%

:Connect, extend, challenge

:#hat ma$es you say that%

:#hat do you thin$ you $now%

:#hat pu--les you%

:#hat do you wonder about%

:4hin$ Pair +hare

:I used to thin$2 now I thin$

/ll learning is social, emotional and intellectual

4he teachable moment

4. Thinking about curriculu&ie $ey trilogies7

5" ormal, inormal, hidden

>" .omance K precision K generali-ation K romance2 (/" ;" #hitehead!


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@" *nactie, iconic, symbolic (Bruner!

A" 1nowing" Doing" eeling"

" Intended, implemented and attain curriculum

Curriculum7 in planning

Principle 57 selection o content, what is to be learned and taught%

Principle >7 deelopment o teaching strategy, how is it to be learned and

taught%

Principle @7 decisions about seFuence

Principle A7 diagnosing the strengths and wea$nesses o indiidual students,

diferentiating principles 5, >, @ to meet indiidual cases

Curriculum7 in action

Principle 57 studying and ealuating student progress

Principle >7 studying and ealuating the progress o teaching

Principle @7 reiewing adaptability o curriculum in arying school contexts,

pupil context, enironments and peer group situations

Principle A7 ealuating ariations in efect in difering contexts, on diferent

pupils and causes o the ariation

Curriculum, rom deliery to partnership

Week 3 'o$ good is &( classroo&)

1. What is a good school)

#hat ma$es a good school% #ho $nows% #ho should we as$% 4eachers,parents, students, politicians% #hat are the things that are common to good

schools% #hat counts% #hat ma$es a good teacher0 #hat ma$es a good

student%


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2. *uestioning/s a teacher what $inds o Fuestions do you as$ your students% /re they

always ones to which you already $now the answers% 4o what extent might

they be described as MopenH or MclosedH% &ow might you as$ better Fuestions%

Lie is ull o Fuestions

1inds o Fuestions7 open Fuestions, big Fuestions, high:order thin$ing

Fuestions, rich Fuestions, Fuestions lin$ed to resources or tas$s, no:hands:up

Fuestioning"

?uestion and answer, li$e ping pong or bas$etball"

Probing Fuestions"

Do I2% as$ challenging Fuestions% pose Fuestions in a non:threatening way%

gie pupils time to thin$ critically% ollow through on implications o pupilsH

answers% use and deelop probing answers% as$ Fuestions only to the brightest

or more li$eable% /s$ dicult Fuestions too early% /lways as$ the same type o

Fuestions% encourage pupil:pupil and pupil:teacher Fuestioning% /s$ Fuestions

to which I $now the answer%

Do students% /s$ challenging Fuestions% ta$e notes o what other students

say% /$s teachers about their learning% &ae a thin$ing0eeling0learning

ocabulary% Initiate improements%


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/ssessment or learning7 it is ongoing, diagnostic and ormatie" It is or

ongoing planning with a ocus on the nature and progress o learning"

/ssessment as learning7 actiely inoles students in thin$ing about and

shaping their own learning" It is ongoing and inoles sel and peer

assessment, proiding students with the opportunity to improe their learning"

4rac lights

.ed7 I donHt understand" 4his is too dicult"

/mber7 IHm not sure IHm doing this right" I could do with a little help"

)reen7 I can do this" ;o problem"

9:second thin$7 you can use it spontaneously in the classroom at any time"

/s$ students to stop what they are doing and ta$e a minute to thin$7

&ow many learning is going right now%

#hat hae I been doing%

#hat am I learning%

&ow am I learning%

#hat do I still need to do%

In A9Q o studies eedbac$ had a negatie efect on perormance (1luger and

De ;isi, 566!"

/ssessment is counterproductie when7 generali-ed or RcheapS praise (#aller,

56@5!, grade only mar$ing (Blac$ and #illiam, >996!, grade and comment

(students only loo$ed at the grade! (Blac$ and #illiams, >996!"

/dice7 gie as much as possible assessment or learning, helping students to

loo$ at the eidence o their own learning"

R/ssessment or learning is the process o see$ing and interpreting eidence or

use by learners and their teachers to decide where the learners are in their

learning, where they need to go and how best to get thereS /ssessment .eorm

)roup, >99>

http700www"'ourneytoexcellence"org"u$0ideos0expertspea$ers0assessmentorlea

rningdylanwiliam"asp

4. +lanning for i&pro"e&ent&ow good is my teaching% &ow good is the learning which I am trying to

encourage% &ow good is my classroom% &ow good is my school% 4hese are all

Fuestions which would be described as Msel ealuationT" Does this happen in

your school% &ow is the actiity managed% &ow might it change the way in

which your school wor$s%
http://www.journeytoexcellence.org.uk/videos/expertspeakers/assessmentforlearningdylanwiliam.asphttp://www.journeytoexcellence.org.uk/videos/expertspeakers/assessmentforlearningdylanwiliam.asphttp://www.journeytoexcellence.org.uk/videos/expertspeakers/assessmentforlearningdylanwiliam.asphttp://www.journeytoexcellence.org.uk/videos/expertspeakers/assessmentforlearningdylanwiliam.asp


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Imagine yoursel on a ship sailing across an un$nown sea, to an un$nown

destination" /n adult would be desperate to $now where he is going" But a child

only $nows he is going to school"""4he chart is neither aailable nor

understandable to him""" ery Fuic$ly, the daily lie on board ship becomes all

important """ 4he daily chores, the demands, the inspections, become the

reality, not the oyage, nor the destination"

(


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4he stic$iness actor7 +ome attribute o the epidemic allows it to endure long

enough to WcatchW, to become contagious or WmemorableW"

4he power o context7 4he physical, social and group enironment must be

right to allow the epidemic to then sufuse through the population" (


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Vean Piaget

3. +rofessional de"elop&ent

&ow do teachers learn

Co teaching


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/ll o us is better than one o us

ne $ey attribute o successul institutional learning programs is that they

consistently inole socially shared intellectual wor$, and they are organised

around 'oint:accomplishment o tas$s""" wor$, personal lie, and recreation ta$e

place within social systems, (.esnic$, 568E, p" 58!

22and each personHs ability to unction successully depends on what others

do and how seeral indiidualsH mental and physical perormances mesh

A75 .ule7 mention our positie things beore you mention one that is negatie

4. A !e"ie$- *uestions of +rofessionalis&

Deeloping relationships

#ith your students

#ith colleagues

#ith amilies

#ith the wider community

#ith the schoolHs leaders

#hat we do $now is i youHre not prepared to be wrong, youHll neer come up

with anything original" /nd by the time they get to be adults most $inds hae

lost that capacity" 4hey hae become rightened o being wrong" #e stigmati-e

mista$es and weHre now running educational systems where mista$es are the

worst thing you can ma$e"

(+ir 1en .obinson, Chair o )oernment 4as$ orce on Creatiity, 566E:

>995!

/ll o us is better than one o us


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?ui-

To avoid uncertainty is to stop learning

2 Being a Teacher

Week 1 What is a teacher)

1. What does a teacher do)4his lecture considers some o the important things that teachers do to support

student learning" It identiNes what students thin$ that good teachers do, tal$s

about some o the speciNc tas$s o a teacher in planning or learning and

considers how the classroom enironment contributes to learning by the way in

which it is set up, by the way in which we as$ Fuestions and by the way we Nnd

teachable moments or our students"

4eaching is a process intended to support learning by inducing a change in the

person taught"

4eaching is an art o communicating a message that will hae impact on youraudience"

Pedagogy is the art or proession o teaching"

#hat ma$es a teacher good and what ma$es a teacher not so good% (4hin$

about it!"

)ood teachers2 /re helpul and supportie

4a$e time to explain material in depth

/re riendly

3nderstand and $now the sub'ect well

3se a ariety o teaching style and innoatie approaches


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/re air and hae eFual standards and expectations o pupils, regardless o test

scores

/ teachable moment is an unplanned opportunity to recognise what is

happening within the class to ma$e connections and to extend and richlearning

4as$s o the teacher

+etting the enironment or learning

Clariying ob'ecties


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'as high expectations.#e all do better when we $now what is expected o

us" *fectie teachers expect their students to do well and let them $now this

#s kno$ledgeable.Gou donHt hae to $now eerything, but you hae

$nowledge and experiences your students do not yet hae

#s open to learning.4hereHs no better role model or a student than theteacher who says, RI donHt $now the answer to that one, letHs see i we can Nnd

it out togetherS

M#ithin their classrooms, efectie teachers create learning enironments which

oster pupil progress"H (&ay 995!

#ho are my students% / strategy or Nnding out"

+urey (as$ them about their lies!

4est (their $nowledge o the world around them!

+hare (what they $now and can do with others!

Incorporate (new material into what they already $now!

.econcile (diferent alues, opinions and iews!

Identiy options (or learning authentically!

4eaching or learning" I students donHt learn the way we teach them, letHs

teach them the way they learn (1enneth Dunn!"

4he learning pyramid"

4he more actie students are in their learning, the more they remember what

they hae learned"


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&elping students to learn how to thin$


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#here there is not a great deal o ariation between the best students and

the worst students #here school leaders, teachers, parents and students all wor$ together to

improe the school #here the school ealuates how well itHs doing on a regular basis and

ma$es ad'ustments where necessary or the uture

3. 'o$ can # best i&pro"e &( skills)Improement must begin in the classroom, by wor$ing to get efectie

research:based teaching strategies into eery classroom :)ordon Cawelti and

;ancy Protheroe &andboo$ on .estructuring and +ubstantial +chool

Improement

4eachers improing schools

&elp teachers to see each other as their most powerul resources or

improing teaching Increase teachersH belie : both indiidually and collectiely : that they can

hae a positie efect on learning or eery student 3se the research base to identiy elements o efectie teaching and

learning Increase each teacherHs repertoire o teaching strategies, so eFuipping

teachers to meet the needs o an increasingly dierse student body

#hat is continuous proessional deelopment%

4he attitude and process o being a lielong learner

4he conscious updating o proessional $nowledge and the improement o

proessional competence throughout a personTs wor$ing lie / necessary reFuirement or ensuring surial and Fuality in any proession

orms o proessional deelopment

courses0$orkshops (e.g. on sub'ect matter or methods and0or othereducation:related topics!

education conferences or se&inars (at which teachers and0or

researchers present their research results and discuss education

problems!

ualication progra&&e (e.g. a degree programme!


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obser"ation "isits to other schools

participation in a net$ork of teachers ormed speciNcally or the

proessional deelopment o teachers

indi"idual or collaborati"e research on a topic o proessional

interest

&entoring and0or peer obser"ation and coaching, as part o a

ormal school arrangement"

reading professional literature (e.g.'ournals, eidence:based papers,

thesis papers!Y and

engaging in infor&al dialogue $ith peers on how to improe

teaching

Proessional deelopment that wor$s is2

+ustained oer a period o time

Directly connected to teachersH wor$ with their students

Directly related to content and teaching strategies

Collaboratie, inoling actie participation in teacher learning communities in

which $nowledge is shared

)rounded in teachersH Fuestions, inFuiry, and experimentation

+upported by coaching and modelling

4. e"eloping a philosoph( of education/xiology in education as$s Fuestions about "aluessuch as2

#hat is the purpose o education%

#hat do we alue about education%

+hould some elements o the curriculum be alued more than others%

orming your own philosophy o education2


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+ome Fuestions you might consider in doing this are7

#hat do you beliee are the purposes o *ducation%

+hould eeryone hae access to education%

+hould students or teachers direct learning%

#hat content0s$ills should be taught at school%

&ow should schools teach content and s$ills%

&ow should learning be measured%

Gour teaching philosophy2

IdentiNes your thin$ing at a particular time

)ies you a starting point to examine your own teaching practices

/llows you to monitor your deelopment as a teacher

Is a personal document that should re=ect and represent you as an

indiidual

(


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Week 2 (self and &( learning4he second wee$ o this course loo$s at teachersH sense o identity, difering

reasons and motiations or becoming a teacher" #e as$ you to consider the

in=uences on you and particularly the people who may hae played a part in

your decision to 'oin the proession" Gou will be as$ed to re=ect on the nature o

transactions in the classroom and the difering ways in which students respondto how teachers address them" 4he ourth lecture draws on 1ouninHs $ey

strategies that expert teachers use to manage classrooms efectiely"

1. Thinking about $ho # a&&ow do you reconcile policies and what you beliee%

ie ways o being

5o&atic

Bodily senses

.hythm and musicality )esture Communication

(thic

+tory metaphor binary opposites 'o$ing and humour sense o

mystery games, drama, play

!o&antic

*xtremes limits o reality

heroes

wonder collections hobbies

idealism

+hilosophic

Drie or generality lure o certainty schemes

theory

search or truth search or authority

#ronic


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4esting limits o theory

Doubt

Context

/s a teacher &ow oten do I draw on this way o being% or mysel% or mystudents%

2. Wh( beco&e a teacher)#hy did I become a teacher%

&ow did I become a teacher%

#ho in=uenced me to become a teacher%

#hat $eeps me in teaching%

#hy do people choose to teach%

orce o circumstance (by deault!%

/ amily tradition%

/ loe o children%

/ desire to pass on $nowledge and s$ills%

rom the time I was in school I wanted to be a teacher because I wanted to

show that teaching could be much diferent rom what I had experienced as a

pupil"

(4eacher, Zimbabwe!

I teachers do not hae the opportunity to experience new and diferent wayso teaching they will tend simply to teach as they were taught when they were

at school, perpetuating bad habits and neer Fuestioning long embedded

traditions

Criteria or selection o teachers


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In selection o teachers I would hae to put at the top o my list the ollowing7

()lobal *ducation

foundations of teaching for learning 1 - video lectures summary

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