Leading EffectiveTeaching and Learning

Leading Effective Teaching and Learning

Objectives

1. What are we trying to provide for young people in our schools?

2. What constitutes great teaching?

3. How do we bring about great learning in our schools?

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Part 1. What are we trying to provide for young people in our schools?

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Q1. Which of these are we trying to achieve?

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OR

What serves young people best in the world they are in today and tomorrow?

What is the percentage of each of these going on in schools?

The UN Charter:

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OR

“The education of the child shall be directed to the development of the child’s personality, talents and mental and physical abilities to their fullest potential”

How do we achieve this? By…….

Q2. Purpose and vision

What is your school, subject or personal vision for the purpose of education?

How would you go about realising this vision if you were free of all constraints?

What are those constraints?

Are they real or imagined or exaggerated (by some)?

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The debate

Many debates about learning focus on the importance of

A.knowledge,

B.skills and

C.characteristics (or attitudes)

Let us here focus on B and C

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Activity 1 Skills

Write down a list of the skills you think, and your school thinks, are most important for your students to develop before they leave school.

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What skills does Doreen here need?

Possible skills responses

Physical

Mental

Listening

Learning

Social

Learning to Learn

Subject-specific

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Study

Business

Language

Communication

Thinking

Reasoning

Enquiry

Creative thinking

Activity 2 Characteristics

Write down a list of the characteristics (attitudes) you think, and your school thinks, are most important for your students to develop before they leave school.

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Possible characteristics responses?

Empathy

Creativity

Adaptability

Resilience

Flexibility

Understanding

Resourcefulness

Confidence

Self-esteem

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Persistence

Positivity

Responsibility

Curiosity

Caring

Sociability

Responsibility

Independence

Self-efficacy

If these characteristics are important how would you go about supporting pupils to develop them?

How would you evaluate their development?

Activity 3 Putting it all together!

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Part 2. What constitutes great teaching?

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Q3. What makes a great lesson?

Write down a list of the skills you think, and your school thinks, are most important for your students to develop before they leave school.

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1. What makes a great lesson?

2. Can you give three elements that make a lesson good?

3. What does a great lesson look like from the learner’s perspective?

Activity 4. Philip Beedle

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Activity 5. A science teacher

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Activity 5. A science teacher

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Hay McBer Report A good teacher…………

• is kind

• is generous

• listens to you

• encourages you

• has faith in you

• keeps confidences

• likes teaching children

• likes teaching their subject

• takes time to explain things

• helps you when you're stuck

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• is kind• tells you how you are doing• allows you to have your say• doesn't give up on you• cares for your opinion• makes you feel clever• treats people equally• stands up for you• makes allowances• tells the truth• is forgiving.

A year 8 pupil

Hay McBer, 2000

“We found that biometric data (i.e. information about teachers’ age and teaching experience, additional responsibilities, qualifications, career history and so on) did not allow us to predict their effectiveness as a teacher. Effective and outstanding teachers came from diverse background. Effective and outstanding teachers teach in all kinds of schools and school contexts”.

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Hay McBer Three key elements

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Pupil Progress

ProfessionalCharacteristics Teaching

Skills

ClassroomClimate

Teaching skills

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1 High expectations

2 Planning

3 Methods and strategies

4 Pupil management/discipline

5 Time and resource management

6 Assessment

7 Homework

Teaching skills

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HomeworkHomework

High ExpectationsHigh Expectations

PlanningPlanning

Methods and Strategies

Methods and Strategies

Pupil Management/

Discipline

Pupil Management/

DisciplineTime & Resource

Management

Time & Resource Management

AssessmentAssessment

Lessonflow

Time ontask

Professional characteristics

“Professional characteristics are deep-seated patterns of behaviour which outstanding teachers display more often, in more circumstances and to a greater degree of intensity than effective colleagues. They are how the teacher does the job, and have to do with self-image and values; traits, or the way the teacher habitually approaches situations; and at the deepest level, the motivation that drives performance.”

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Professional characteristics

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1 Professionalism

2 Thinking

3 Planning and setting expectations

4 Leading

5 Relating to others

Professional characteristics Hay McBer

“Whilst teaching skills can be learned, sustaining these behaviours over the course of a career will depend on the deeper seated nature of professional characteristics”.

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Professional characteristics Do we have to have all of them?

“Referring to the clusters of professional characteristics the Hay McBer Report says that, “effective teachers need to have some strengths in each of them”. Realising and recognising the distinctive nature of each teacher the report makes clear that: “Effective teachers show distinctive combinations of characteristics that create success for their pupils”.

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Professional characteristics Teachers are not clones

“There is, in other words, a multiplicity of ways in which particular characteristics determine how a teacher chooses which approach to use from a repertoire of established techniques in order to influence how pupils feel”.

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Classroom climate

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1 Clarity

2 Order

3 Standards

4 Fairness

5 Participation

6 Support

7 Safety

8 Interest

9 Environment

Q4. Seeking excellence

1. In striving for excellence in teaching what one teaching skill are you looking for above all others? Why is this?

2. In striving for excellence in teaching what one professional characteristic are you looking for above all others? Why is this?

3. In striving for excellence in teaching what one classroom climate are you looking for above all others? Why is this?

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Part 3. How do we bring about great learning in our schools?

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Principles of Learning

• Learning Is Not Necessarily an Outcome of Teaching

• What Students Learn Is Influenced by Their Existing Ideas

• Progression in Learning Is Usually From the Concrete to the Abstract

• People Learn to Do Well Only What They Practice Doing

• Effective Learning by Students Requires Feedback

• Expectations Affect Performance

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Summary

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Summary

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Q4. Seeking excellence

What action will you now take based on what you have learnt in this unit?

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