india november 2015 gunlaug skjortnes and lene fosser minge - india 2015

India november 2015

Gunlaug Skjortnes and Lene Fosser Minge - India 2015

Teachers seminarAgenda - workshop

O Factors for learningO Assessment for learning O Learning methods



PresentationO Who we are – our backgroundO How we want to contribute these

days: O -teachO - facilitate processesO - cooperateO - listen


India Norway

Population: About 1,3 billion

Population: About 5,2 million

Languages: More than 1000

Languages: Two

Education: 69 % (age 15+) can read

Education: Nearly 100 % (age 15+) can read


PreconditionsO We will ensure that new knowledge

is based on the teachers existing knowledge.

O We want the students (the children) to be the best persons he / she possibly can be!

Goals: After the seminar…

O …the teachers has learned new, effective methods for learning.



Goals After the Seminar

O …each school has a culture for learning based on agreed values.


Goals After the Seminar

O …each school has an agreed, collective way of teaching.


Goals After The Seminar

O …the students has a predictable learning envirement where development happens through experiences of mastery.


Presentation each school

O This is what we are proud ofO This is what we want to improve


EducationO “Education is the

most powerful weapon which you can use to change the world.”

Nelson Mandela (1918-2013)


Education

Lucius Annæus Seneca(4 BC – AD 65)

O «We are not learning for the school, but for life!»


See them through The Fathers eyes

26 So in Christ Jesus you are all children of God through faith…. 28 There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in Christ Jesus.

(The Bible, Galatians 3)


The same goal in the end of the day?


Opportunities for everyone?

O Education is important for changing the community.

O Education is important for changing lifes.

O Jesus wants us to se the students through his eyes.

O Each student has his / her own value.


Reflection – our schoolThe same opportunities for everyone?

What is good? Why is it good?

What can be better? How can it be better?


Factors for learning

The student

The hom

e

The scho

ol


What does the researchers say about learning factors?

The s

chool /

teach

er• Care

• Knowledge of the students preconditions

• Knowledge of the students learning skills

• Collective teaching strategy

• Equal treatment

The s

tudent

• Motivation• Knowledge

of their own preconditions

The h

om

e /

pare

nts

• Basic needs; food, sleep

• Care• Motivation


VISIBLE LEARNINGO “Visible learning

and teaching occurs when teachers see learning through the eyes of students and help them become their own teachers.” – John Hattie, researcher


Think about it – and talk about it:

O What do we know about the students skills?

What is good? Why is it good?



Skills has to come from experience


Methods mathematics


Method: TabooO Language and concepts


TabooO Make a sentence

without using the taboo words.

O Your group is going to make the other ones understand which word you are trying to explain.

O If they guess the right word, your group will have one point. Try to collect as many points as possible.

Taboo words: Africa, continent, part.

Right word: Africa


It’s all about student learning

“Schools have an important role in helping parents learn the language of schooling so that the parents can provide every possible assistance to their children in terms of developing the child’s learning and love of learning, and in creating the highest possible shared expectations for learning.” (Hattie, 2009, p. 33)


From students work in Finstad primary school, Ski, Norway.

From the students conference 2015O Be engaged in my learningO Be patient with my learningO Talk to me about my learning goalsO Show me how to find the answerO Motivate me, and practice with meO Talk to me about my homework. Do I need you to be

around?O Listen to me, I don´t always need you to speakO I want to learn, but I don´t always know howO Be at home when I need you toO Give me the time and the place to do my homeworkO Support me – I will do my best



O What do we know about the homes? What is good? Why is it good?



The students

Motivation!


Collective teaching in the school…

… for individual learning for the students.


Assessment for learning


«Assessment is for learning»Scotland

O Assessment is for learning is aboutO Good learning and teachingO Good classroom practice O Engagement of studentsO Learning together


Curriculum for excellence (Scotland)

Four capacities:O Successful learnersO Confident individualsO Responsible citizensO Effective contributors


AssessmentO … is feedback.O … is guiding learning. O … is looking forward.


Teaching thinking skills(Newcastle University)


Pre- and posttesting?O Do we have a system for knowing

the students preconditions?- Generally- Introducing a new subject


Methode: IPGThink: How can I facilitate for using the childrens experiences / preconditions?

Individual

Pair

Group


Classroom practiceO SholderpartnersO Research – acting - active studying (GPS

cows)O Celebrating achievements

(Method: Adjective game)



Teaching a new subject:O What do I know about the pupils

competence / learning?O How do I know it?O What am I doing about it?


Summary day 1: Reflection – experience - skills


Teacher - who are you?Sir John Jones:O «This is the good

news: You make the difference. This is the bad news: You make the difference!»

O «You´ve got to haveO MissionO VisionO Passion»



IPG: Individual 1 minute, peer 2 minutes, group 10 minutes.

O Do we have a vision? If not, make the vision!

O How can the students experience / see the schools vision in our teaching?


Standard for Leading a high quality session

O The teacher starts on time



O The teacher shows positive expectations towards all students



O The teacher shows that he/she cares about the idividual student



IP: Individual 1 minute, peer 2 minutes.

O How do I show that I care about the idividual student?



O The teacher establishes and maintains necessary working peace



O The teacher presents the subject matter in a motivating and relevant way




O How do I introduce a new subject in a motivating and relevant way?



O Is this a method we can use in our school?

O How?



O The teacher communicates clear work requirements to the students.


Standard for leading a high quality session

O The teacher adjusts working methods, teaching materials and assignments to the students` level and learning abilities.



O The teacher gives students feedback that provides direction for further work.



O The teacher facilities the development of students` learning strategies.



O The teacher helps students to reflect on their own learning during or after the session.



O The teacher summarizes and concludes clearly and clarifies expectations for the next session.


Learning strategiesO Definition: The pupils` conscious

strategies regarding how they work with the curriculum materials.

( Weinstein & Mayer 1986)


Method: One out - why?


One out – why?Clue: Norway


Assessment for learning

O Provide mastery experiencesO Method: Two stars and a wishO Method of testing: Pre-testing and

post-testing


Assessment for learning?


Assessment for what? Assessment for learning!


Culture for learningO In all assessments made throughout

the training, it is important with a good culture for learning where students can feel confident that the purpose of the assessment they get along is to help them improve.




O How do we practice assessment in our school today?

O How do we want to practice assessment in our school after the seminar?


Culture for learningO Safety in the classroom is essential

to promote good learning ( Hattie 2009) .


Culture for learningO Researcher John Hattie from New

Zealand thinks students` fear of asking for help is a hindrance to learning.


If learning is the focus…


Culture for learningO He encourages teachers to ask

themselves how many of their students who are ready to ask for help, saying that they do not understand or ask for something to be repeated.


Culture for learningO If no student ask for help when they

do not understand, it will not be possible for you as a teacher to adjust the training process.


Culture for learningO This shows the importance that there

is a culture in the classroom where there is room to ask for help and where it`s okay to say anything wrong.


MethodsPlay games – try the methods

O Flocards - mathematicsO Wrap Ups - mathematicsO Add one out – reflection, for all subjectsO Taboo - reflection, for all subjectsO IPG - reflection, for all subjectsO Basic verbs – language and conceptsO Adjectives – language and conceptsO Prepositions – language and conceptsO Sometimes I feel – language and conceptsO Map puzzleO Pre- and posttesting


Culture for learningO The British scientist Black and

William ( 1998) describes two different learning cultures

O Culture for rewardO Culture for achiewment


Culture for rewardO It will not always be so that learning

culture in a classroom can be characterized by one or the other culture as describes here, but they illustrates the two extremes.


Culture for reward

O The cultures can be starting point for reflection and discussion in the effort to develop asessment practice in their own school.

O Think about it: How do we work here?


Culture for rewardO When classroom culture is

characterized by reward stars, smiley faces, grades and ranking, focus on results and characters sometimes overshadow the focus on students' learning needs.


Culture for rewardO In such classes students often use a lot

of time and energy searching for the right answers, which can lead to anxiety to ask questions for fear of failure.

O What often happens is that students choose to build your confidence in other ways. In such a culture will most gifted students do well, while the number of students with bad results may increase.


Culture for rewardO Students with poor results may

believe that they lack the skills, and that they can not do so much with it.

O They may withdraw and avoid learning and try because they experience that it only leads to disappointment.


Culture for reward

OWhat often happens is that students choose to build their confidence in other ways. In such a culture will the most gifted studente do well, while the number of students with bad resultes may increase.


Celebrate the achievements!

O How do you celebrate? - Thumbs up!- Say it: Well done, because…- Give cards, hang it on the walls (see the next picture).


Congratulations!

You are the class of the week because ____________________________________________________________________________________________________________________________________________________________


Idea: Tell the homes about the achievements…

… by inviting them into the school. Children guides the parents in the building, showing their skills.


Culture for achievement

O This classroom culture is characterized by the teacher and students believe that students can achieve goals.

O Appreciation is an important instrument for learning.



O Assessment information is used to help all students to learn better. This will particularly help students with special challenges.



O Using including clear goals and self-assessment will both students and teachers better understand the challenges faced by the pupil and what new targets must be set for improvement.



O Professional relevant feedback given to students along the way will provide students with information that they can use to manage their own learning.



O It has been demonstrated a clear correlation between pupils' learning environment in terms of the student survey and student learning outcomes.



O High motivation and work effort, satisfaction with schoolmates, the absence of bullying, quiet in class and a good physical working environment allows students perform better.



O In schools where there is structure of the teaching, tranquility and small behavioral problems, students have better learning outcomes. A culture of learning can thus help to strengthen the class learning environment


Think of a subject for teaching next week

Individual – then sharingO What are your students going to learn next

week? O Which goal is the students going to reach?O What method will you choose for reaching the

goal? O Does everyone have the same goal? O How do you assure that the students reach the

goal?

Goal Method / methods

Equipment

Assessment


AssessmentTwo stars and a wish

india november 2015 gunlaug skjortnes and lene fosser minge - india 2015

Documents

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learninggunlaug skjortnes

improvegunlaug skjortnes

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learning factors

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