How can we teach subject-specific pedagogy?…

How can we teach subject-specific pedagogy?….

…..by modeling the use of the most effective teaching

methods (page12).

Geoff Petty

Skill1. Student Skills: e.g. analyzing, evaluating,

or planning writing

2. Teacher Skills e.g. choosing and using

teaching methods

Content

e.g. theories of inclusive learning; ground-rules etc

ReviewStudent Skill:How did you do thatWhere else could you use it?

Or Review the teacher skillsHow did I teach that?Could you use that method?

And review the Content

Task:

1. to devise a teacher training lesson that uses modeling,

2. and to explain it to others

Subject specific pedagogy is not just…… How to teach a subject or vocation

Subject specific pedagogy is…

1. How to teach a subject or vocation

2. Teaching how to think in your subject or vocational area.

Subject specific pedagogy1. How to teach a subject or vocation:

2. Teaching how to think in your subject. How to think like a hairdresser, historian, chef etc

How to reason, create and problem solveHow to evaluate practice, ideas, products etc

How you know what’s true or what’s the best wayHow to find out what’s true and

what’s the best way to…If there’s more than one ‘truth’: how to decide

Subject specific pedagogy1. How to teach a subject or vocation:

2. Teaching how to think in your subject. How to think like a hairdresser, historian, chef etc

How to reason, create and problem solveHow to evaluate practice, ideas, products etc

How you know what’s true or what’s the best wayHow to find out what’s true and

what’s the best way to…If there’s more than one ‘truth’: how to decide

The ‘theory of knowledge’ of your subject: its epistemology

How do we teach these vocationally specific thinking skills?

Check for completion

Ask the question

Get some answers

Agree a class answer

Confirmation & praise

Does anyone need more time?

Hands up if you don’t have an answer

Can your answer be improved?

Assertive Questioning?

!

“Thank you”

How do we teach Assertive Questioning?

By modeling it!

Then ask “How did I teach that?”

“Why did I do it that way?”

Finding out about Assertive Questioning:

• Teaching Today

• Evidence Based Teaching

• Standards Unit Business Studies pack on differentiation has an activity

Finding out about Assertive Questioning:

• Teaching Today

• Evidence Based Teaching

• Standards Unit Business Studies pack on differentiation has an activity

• Useful with ‘hypothesis testing’

Subject specific pedagogy1. How to teach a subject or vocation:

2. Teaching how to think in your subject.

Subject specific pedagogy1. How to teach a subject or vocationBy modeling the use of teaching methods:

1. Teaching how to think in your subject.

Subject specific pedagogy is…

1. How to teach a subjecte.g.John Hattie:

• challenging tasks• feedback to learner and teacher • Use high effect-size methods: e.g. self-assessment; graphic organisers;

note making; etc (pages 13-14)

2. (+ Teaching how to think in your subject)

Active Scheme of Work 2002-2003 For:WeekDate

Syllabus/Spec.Ref.

Content andTeacherActivity

Student Activity(Activities to applythe content)

etc

1.

2.

3.

4.

The Active Scheme of Work

Best sequence of topics

For each topic the best:• student activities

• way of explaining analogies etc

• resources

• assessment methods

Other Methods worth modelling (page 13-14)

Advance organisers: (from .48 to .78)Relevant recall questions (0.93)Challenging goals (up to 1.21)

‘Same and different’: (1.32)Graphic organisers: (1.24)Note Making. (.99)Decisions-Decisions: (.89)Cooperative learning (.78) Feedback (formative assessment) (1.13)Generating and testing hypotheses (0.79)

Double Decker Lesson

Teaching method you modeled assertive question’g graphic organisers; snowballing; etc

Content e.g. inclusion, groundrules, integrating key skills, etc

Review

The method

And

the Content

Double Decker Lesson page 12

Teaching method you modeled assertive question’g graphic organisers; snowballing; etc

Content e.g. inclusion, groundrules, integrating key skills, etc

Review

The method

How did I teach that?

Could you use that method?And the Content

Skill1. Student Skills: e.g. analyzing, evaluating,

or planning writing

2. Teacher Skills e.g. choosing and using

teaching methods

Content

e.g. theories of inclusive learning; ground-rules etc

ReviewStudent Skill:How did you do thatWhere else could you use it?

Or review the teacher skillsHow did I teach that?Could you use that method?

And review the Content

Assessment

& the nature of the subject

Requires these skills

So use these skills on the content

EndStart of course…

1 2 3 4 5

Task:

1. to devise a teacher training lesson that uses modeling,

2. and to explain it to others

Double Decker Lesson (Evidence based teaching ch 21)

Skill e.g. evaluating or essay planning

Content e.g. impact of values on teaching

Review

The Skill

And

the Content

Pages 1-10

topic

1 2 3 4

topic

A

CD

B

You can analyse by knife or by spectacles

Using a graphic organiser to plan writing

1 Key points are written here2 Key points are written here3 Key points are written here

A Key points are written hereB Key points are written hereC Key points are written here

Conclusion:

Introduction:

Using a graphic organiser to plan writing

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Conclusion:

Introduction:

Using a graphic organiser to plan writing

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Conclusion:

Introduction:

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Using a graphic organiser to plan writing

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Conclusion:

Introduction:

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Using a graphic organiser to plan writing

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Conclusion:

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Using a graphic organiser to plan writing

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23

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Using a graphic organiser to plan writing

Feuerstein’s ‘Killer Questions’

(used after success)

Feuerstein’s ‘Killer Questions’

(used after success)

You’ve just planned your writing:

How did you do that?

(why… what would happen if you didn’t..)

Feuerstein’s ‘Killer Questions’

(used after success)

You’ve just planned your writing:

How did you do that?

(why… what would happen if you didn’t..)

Where else could you use that process?

Skill1. Student Skills: e.g. analyzing, evaluating,

or planning writing

2. Teacher Skills e.g. choosing and using

teaching methods

Content

e.g. theories of inclusive learning

ReviewStudent Skill:How did you do thatWhere else could you use it?

Or review the teacher skillsHow did I teach that?Could you use that method?

And review the Content

Underlining; highlighting; annotating; pencil in the margin

Extracting key points

‘Atomistic analysis’

‘Holistic analysis’

Creating ‘graphic organisers’

Asking ‘why?’.

Analyse with general principles.

More atomistic

More holistic

Methods to study texts, websites etc