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Professional Development Activities on Small Class Teaching - Seminar 14 July 2010 Hong Kong
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Six Principles
CURRICULUM PEDAGOGY QUESTIONING ASSESSMENT
LEARNING OBJECTIVES
STRATEGIC THINKING
using plan-do-review cycle with emphasis on task-processing feedback Mainly by direct instruction to whole class
Assessment mainly by short, quick questioning and short answer written tests
Teachers tend to identify what pupils will do not what they will learn.
Which of the following tell pupils about learning? (success criteria which are shared with pupils) To make a Christmas decoration To be able to interpret a pie-chart To improve ball throwing skills To complete exercise 3a in your maths text book To discuss what foods are good for us To know when to use a and the To draw and label a diagram of a simple electric circuit 7
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Have I not only described the activity but also its purpose? Have I described the purposes in terms of expected pupil behaviour using action words? Have I linked the stated objectives to appropriate use of teaching methods? In general the higher the level the less direct instruction and the greater use of teaching strategies based on the six principles.
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Dialogic Teaching
Change in questioning strategies to promote dialogic talk: structured and cumulative questioning which guide and prompt, reduce choices, minimize risk and error and expedite handover of concepts and principles training which enables pupils acquire a repertoire of learning talk, which includes the ability to explain, to argue cases, to give reasons to back up assertions and to arrive at conclusions through negotiation 24
As far as possible was the task situated in a context which was meaningful for the pupils? Was there some initial exploration of the pupils ideas before activity began? Was the task sufficiently motivating? Did pupils demonstrate understanding by reaching reasonable conclusions?
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Group and pair work often fails because There is not sufficient academic challenge. Organisation allows only some children to actively engage in the task. Rules of cooperation have not been established and are not re-enforced. Class does not engage in a debriefing session in which they discuss how well they worked together, etc and ways of doing better next time.
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Was adequate time allowed? Did the task allow most of the pupils to actively participate for most of the time? Were pupils reminded about the rules (e.g. taking turns, listening carefully etc.)? Did the class have a chance to discuss how well they worked as a group/pair?
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Fifth Key Principle: Less use of corrective and more informing feedback
Much feedback consists of showing pupils where they went wrong and then providing the right answer (corrective feedback) Feedback can also be used to help pupils to learn how to spot their own mistakes and eventually to self-correct (informing feedback)
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3 Kinds of Feedback
1 About Self: should focus on effort rather than on person. Thus Thats a good try rather than Well done. Purpose is re-enforcement. 2 Task processing: (informing) Where have you got to? What do you think may have gone wrong? What are you going to do next? Purpose is self-regulation. 3 Evaluative: (corrective) most powerful when it is about faulty interpretation rather than supplying missing information. Show me how you got that answer rather than, You need to do it like this.
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3rd
4th 5th
big
medium small
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Key questions about less use of corrective and more informing feedback
Did I praise effort as well as success? Did my questions help pupils to spot where they went wrong or how they could improve their work? When correcting a piece of work did I get the pupil to show me how s/he arrived at the answer?
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Professional Development
In facilitating teachers paradigm shift in pedagogy, the approach of Learning Circles has been crucial. Both inter-school sharing across subjects and intra-school sharing of pedagogical issues, which focuses at any one time on a specific aspect of pedagogy, allows teachers to observe and evaluate each others classroom practice and thereby enhances the participants professionalism.
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How can teachers best monitor and evaluate their small class practice?
When applying the six key principles, teachers are advised to ask a colleague for help in monitoring their classroom practice. (If that is impossible, then they can record their lessons.) example To ask pupils for evaluation data. (Asking pupils merely whether they enjoyed the lesson or learned anything is unlikely to be useful.) example
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How do teachers know that theyre doing the things that will help promote learning in smaller classes? As a group (or individually) Regularly review progress by asking themselves a number of key questions Then try to identify the sources of evidence Then consider what explanations that different kinds of evidence provide Then discuss what actions need to be taken next (e.g. to re-plan the lesson)
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Key References
Hattie, J. and Timperley, H (2007) The Power of Feedback, Revue of Educational Research, 77 (1):81-112. Hattie, J. (2005) The paradox of reducing class size and improving learning outcomes, International Journal of Educational Research, 43 (6) 387-425. Watkins, C (2003) Learning: A sense-makers guide, London: Association of Teachers and Lecturers (ATL). Galton, M. (2002) Learning and Teaching in the Primary Classroom, London: Sage Publication. Wood, D. (1998) How Children Think and Learn, Oxford: Blackwells. 63