WIGTWhat is good teaching?

A Good Teacher (HAYMcBER Report 2000)

Is kindIs generousListens to youEncourages youHas faith in youKeeps confidencesLikes teaching childrenTakes time to explain thingsHelps you when you’re stuckTells you how you are doingAllows you to have your sayDoesn’t give up on youCares for your opinionMakes you feel cleverTreats people equallyMakes allowancesStands up for youTells the truthIs forgiving

Good Teachers

Like teachingTreat people equallyLet us know how well we are doingAre encouragingMake their subject interestingListen to our opinionsMake allowances if we have problemsTake time to explain thingsDon’t give up on usKeep confidencesHelp us to feel self confidentExpect us to work hard and do wellKnow how to help us when we don’t understand work

Year 3 Children – Ideal Qualities of a Good Teacher

Happy and HelpfulClever at Everything

PatientA Bit Crazy and Funny

Wears Glasses and Looks Smart

“Good at important papers, strict but not too strict, friendly, able to explain things well and let us have a go at things”

“New deputy head must be able to tell genuinely funny jokes”

TES 21/09/01

WIGTIs it still used?How is it used?

WIGTSeen as out of date – written in 2004

Teaching and Learning not linked

New WIGT thinkingDevelop a product for teachers Interactive and very user friendly

Easy way of accessing a vast amount of useful informationFun to use and ideal for self-training purposes.

“ Must have” product for teachers especially NQTs

Some initial thoughts for New WIGTCovers all aspects of teaching

Some examples of good practice seen workingCould contain much information from

the good to outstanding T&L packIdeal for staff who want to improve aspects

Lots of new ideas to try outFocus clearly on improving learning and

raising attainment

Product content?Definition of good teaching

What pupils think good teaching looks likeRange of headings to cover all aspects of teaching

Layers of examples and information to support headings

Possible Main headings – not in any particular order - for discussion

“

Learning strategiesQuestioning

Collaborative learningLearning Environment – creating visual materials

Keeping a discussion going – strategies like open ended questions, exploring feelingsFeeding forward – anticipating aspects and events

FeedbackMotivation – how to sustain interest

Cross-curricular learning especially literacy, numeracy and ICT key skillsSeizing opportunities

Look for a “way in” to HTR groupsGroupings

Practical activities- fun and games in learningReflection time

Music helps to open minds and extends concentrationLesson flow- dovetailing activities

Developing independencePace

ExpectationsDeath by worksheet

Features of good teachingAccelerated learning

DifferentiationTarget setting – eg must, could, should

Thinking hatsBrain gym

Learning techniquesWOW factors

Using learning for lifeBrainstorming/spider diagrams

Self-assessmentUseful tips on how to teach the different groups of learners

Lesson structure Starters

LO/success criteria/WALT/WILF/TIBSInclusion strategies

Lesson plans /planningLesson middles

Lesson ends/plenaries

ECMBehaviour management- consistent approaches, positive behaviour for learning, classroom ethos, post-incident aftermathInclusion- issues with resources, learning styles, questioning, meeting all needs –SEN, LDD, G&T, BME, EAL, PD, sensory impairmentNQTs and student teachers- mentoring, networking, coaching, observing, sharing good practicePerformance management- planning CPD, types of professional developmentDesirable learning outcomes- grid with learning styles, pupil voiceAssessment- systems, marking, day to day assessment, peer and self- assessment, verbal feedback, praise sandwich, tracking underachievement, work scrutiny, pupils knowledge of own learning, target setting and next stepsWork/life balanceHelpful everyday tips- school report writing, use of form time, a good form tutor…

ExampleCollaborative learningWhat is good collaborative learning?How well do teachers use collaborative learning?

SatisfactoryPupils sit in groups facing one another (How do I organise my classroom?)The teacher has designated which groups the pupils sit in (Purposeful groups)Pupils are engaged in an interesting task that is best completed in a group (setting the task)Pupils have defined roles within the group (How to use groups?)The teacher has outlined ground rules for working in groups (Ground rules)The teacher listens to the group talk and intervenes sometimes (The teacher’s role)There is appropriate time given to the groups to complete the tasks they have been givenICT is used appropriately to support the learningPupils have an opportunity to present what they have learned ( Finishing the task )

Good Collaborative Learning •Pupils sit so that they can see and hear everyone in their group easily, they communicate well. (How do I organise my classroom?)•The groups have been devised with a clear purpose in mind (Purposeful groups)•Pupils are engaged, interested and active within the task that they are completing. (setting the task)•A particular type of grouping has been used appropriate for the task (How to use groups?)•Pupils have a clear role within their groups which they execute for the benefit of the learning of the group (Purposeful groups)•The pupils have been involved in setting the ground rules for their task (Ground rules)•Pupil talk is exploratory, not disputational, they help one another to understand the work (Pupil Talk)•The teacher listens to groups and joins in as a member of the group where they see a need to (The teacher’s role)•ICT is available to use as a tool within the completion of the task•What is learned within the groups is presented in way that adds to the whole class learning (Finishing the task )

Outstanding Collaborative learningThe pupils know why they are learning together in groupsPupils listen to one another in their groups and build on what each other saysThe groups make best use of the skills of their constituent members (Purposeful groups)The task is interesting and the pupils learn new ideas by engaging with it (Setting the task)Pupils have set out the ground rules for their collaborative work and are following them (Ground rules)The teacher actively listens to the talk in groups and intervenes rarely. (The teacher’s role )Pupil talk is dialogoic (Pupil Talk)Pupils achieve an agreement and everyone can explain their role in the completion of their task.

1 Give everyone in your group a chance to speak

"Lets take it in turns to say what we think"."Clare, what do you think?"

2 Listen to what people say

"Don't interrupt - let Sam finish".“Sanjit has a good point there”

"I think Sarah means that ...."

4 Listen carefully to everyone else

"What did Sue just say, I couldn’t quite hear?" "Oh I think I might have made a mistake - did anyone spot it?

5 Make sure you understand what is said

"Could you repeat that I am not sure I understood?""Can you show me what you mean?"

3 Build on what others have said

"I agree with what Jo said because ...""Yes, that’s true and I also think that ...."

6 Demand good explanations"What made you say that?""Go on ... convince me."

8 Challenge what is said

"That cannot be right, because..."“Would you go over that again I think there could be a mistake in it." “Have you considered … when you decided that?”

7 Treat all opinions with respect

"I can see why Ferida said that but I don’t agree. I think that …""We all make mistakes!"

10 Share responsibility

“Are we sure we all understand?”"Let's make sure that we are all able to report this back to the whole class."

9 Reach agreement“Right do we all agree that that is the right thing to say?”"We've got the general idea, but we need to agree on how we will present it."

Ten ground rules for pupil-pupil discussionHere are some suggested 'ground rules' for pupils to use

as they work collaboratively.Get your pupils to involved in drawing up a similar list

then make sure they keep to them!

Planning for pupil-pupil discussionPlan to offer the task in a form that will encourage collaboration

Prepare shared tasks in a form that will encourage discussion. For example:Provide resources to share (e.g. one copy between three) and ask for outputs that are jointly produced.Provide big resources so that reasoning may be visible and shared, such as large sheets of paper, felt-tipped pens or 'mini-whiteboards'. Require joint outcomes: e.g. a poster or a report. Make pupils share responsibility for this.

Plan how you will arrange the room

Arrange tables and chairs so that pupils are facing each other while working together. They should also be close enough to discuss easily, 4 chairs around one small table often works well.When computers are used, then pair two pupils to a computer and give them space and resources to record their joint thinking (e.g. using mini-whiteboards). Encourage turn taking when using the computer.

Plan how you will group pupils

Most pupils are more able to discuss in smaller groups than larger ones: pairs or threes is often most effective. Don’t always use the same groupings, group pupils with a purpose and tell them why:Use friendship groups if the work is challenging and you know they will need to support one anotherUse ability groups so that you can challenge everyone to achieve more, mix abilities to take advantage of peer-tutoring.Group the pupils in mixed sex groups if you are concerned about boys being noisy or girls doing too much colouring in. Group in single sex groups if the boys tend to dominate and the girls to do the writing.Spread ‘leaders’ around sometimes but sometimes group them together to see new ‘leaders’ emerge.

Plan how you will introduce the purpose of the discussion

Plan your introduction to pre-empt the questions:"Why do you want us to discuss?""What do you want us to discuss?"For example: This lesson is not about 'me showing you something and then you using it'. No, I want to see if you can find your own solutions. There is more than one way of doing this! I want you to discuss your own ideas for starting on this problem.

Plan how you will establish ground rules

Introduce ground rules for pupils. Remember that collaborative behaviours are not established overnight, but over a long time through consistent reinforcement.

Plan how you will end the discussion

Most teachers ask pupils to report back on their discussion in some way. All pupils should be encouraged to prepare for this. Try not to pass judgments on their responses while they do this or this may influence subsequent contributions.

Group Discussion Strategies

Snowball Groups

Pupils first tackle the task individually. They have time to think before they are asked to discuss. Pairs are then formed and pupils are asked to try and reach agreement. Pairs then join together so that a broader consensus might be reached.Groups of four then report back to the whole class in a plenary discussion.

Listening triads

Pupils work in groups of three. One pupil takes on the role of talker, one the role of questioner and one the recorder. The talker explains something, comments on an issue, or expresses opinions. The questioner prompts and seeks clarification. The recorder makes notes and gives a report at the end of the conversation. Next time, pupils change roles

Envoys Once groups have carried out a task, one person from each group is selected as an ‘envoy’.The envoy moves to a new group to explain and summarise their group’s work and to find out what the new group thought, decided or achieved. The envoy then returns to the original group and feeds back. This is an effective way of avoiding tedious and repetitive reporting-back sessions. It also encourages the envoy to think about his/her use of language and creates groups of active listeners.This works especially well when each group is engaged on a different aspect of a problem

Rainbow groups

This is a way of ensuring that pupils are regrouped and learn to work with a range of others.After groups have done a task, each pupil in the group is given a number or colour.Pupils with the same number or colour then join up to form new groups comprising representatives of each original group. In their new groups, pupils take turns to report on their original group’s work and perhaps begin to work on a new, combined task This works when the original groups were engaged in research on a different aspect of a problem. The ‘colour’ groups then go on to synthesise the research to build a solution.

Jigsaw A topic is divided into sections. In ‘home’ groups of four or five, pupils decide who will take each section and then regroup into what will become ‘expert’ groups. The experts work together on their chosen areas, then return to their home groups to report on their area of expertise. The home group is then set a task that requires the pupils to use the different areas of expertise for a joint outcome. This strategy requires advance planning, but is a very effective speaking and listening strategy because it ensures the participation of all pupils.

Group discussion strategies

Example

Questioning

TIPS FOR DEVELOPING QUESTIONING SKILLSTeachers often:Ask too many questions at once Ask irrelevant questionsAsk a question and answer it themselves Ask a difficult question too early Ask a difficult question too early Ask questions in a threatening wayAlways ask the same type of question Do not use probing answersFail to see the implications of answers Do not give pupils time to thinkDo not indicate a change in the type of questionAsk questions only to the brightest or most likeable Fail to build on answers(more materials on the www.learntolearn.ac.uk site)

SoAsk lots and oftenWait for a responseAcknowledge correct answersStick with pupils who give only partial or incorrect answersEncourage elaborationUse open questioning techniques such as "Why did you think that?", "How did you decide that?", "What do you think of X's answer?" or "What could we add to X's answer?"Avoid closed questionsAsk process questionsAsk pupils to recall things that they should already knowAvoid leading questions

TIPS FOR SOCRATIC QUESTIONINGWhy do you agree or disagree with that point? How are you defining your terms? What do you mean by that expression?Is what you're saying now consistent with what you said before? When you said that, what was implied by your remark? Are you sure you are not contradicting yourself? What alternatives are there?Could you give me an example of that? Are you familiar with incidents of this sort? Why did you find that interesting? I wonder if what you are saying is? Is that the point you are making?If you're correct would it follow that? Can I sum up what you've said by? Why do you believe? Could it also be?What if someone?