•Considering common Considering common classroom practicesclassroom practices

•Ideas for more Ideas for more effective strategieseffective strategies

Self-auditSelf-audit

In each box below is a list of In each box below is a list of commonly employed teaching commonly employed teaching strategies. Award each a mark out strategies. Award each a mark out of ten depending on how frequently of ten depending on how frequently you use the particular strategy in you use the particular strategy in your teaching (10 = frequently, 1 = your teaching (10 = frequently, 1 = rarely). Try to use the full range of rarely). Try to use the full range of marks.marks.

Mike Hughes: Mike Hughes: ““Lessons are for Lessons are for

Learning” Learning”

Network Educational Press LtdNetwork Educational Press Ltd   

A crude definition!A crude definition!

• If a lesson is successful, students If a lesson is successful, students should leave a classroom at the end should leave a classroom at the end of the lesson knowing, understanding of the lesson knowing, understanding and being able to do more than when and being able to do more than when they came in.they came in.

Key questionsKey questions

• What have they learned?What have they learned?

• How do you know?How do you know?

• How will this activity help them How will this activity help them learn?learn?

Lessons which involve little Lessons which involve little learninglearning

Lessons which involve little Lessons which involve little learninglearning

• Lessons in which Lessons in which children answer children answer questionsquestions

Lessons which involve little Lessons which involve little learninglearning

• Lessons in which Lessons in which students spend students spend most of the time most of the time copying notescopying notes

Lessons which involve little Lessons which involve little learninglearning

• Lessons in which Lessons in which students “learn” students “learn” something that something that they already they already knowknow

Lessons which involve little Lessons which involve little learninglearning

• Lessons in which children write Lessons in which children write down things that they don’t down things that they don’t understand.understand.

Lessons which involve little Lessons which involve little learninglearning

• Lessons in which children write Lessons in which children write down things that they don’t down things that they don’t understand.understand.

“ “ - the earthquake was caused by - the earthquake was caused by movement along the subduction movement along the subduction zone. Here the Cocos oceanic zone. Here the Cocos oceanic plate meets the Pacific plate plate meets the Pacific plate –“–“

Lessons which involve little Lessons which involve little learninglearning

• Lessons in which children write Lessons in which children write down things that they don’t down things that they don’t understand.understand.

“ “ - the earthquake was caused - the earthquake was caused by movement along the by movement along the subduction zone. Here the Cocos subduction zone. Here the Cocos oceanic plate meets the Pacific oceanic plate meets the Pacific plate –“plate –“

““What caused the earthquake in What caused the earthquake in Mexico City?”Mexico City?”

Lessons which involve little Lessons which involve little learninglearning

• Lessons in which children write Lessons in which children write down things that they don’t down things that they don’t understand.understand.

“ “ - the earthquake was caused by movement along - the earthquake was caused by movement along the subduction zone. Here the Cocos oceanic plate the subduction zone. Here the Cocos oceanic plate meets the Pacific plate –“meets the Pacific plate –“

“ “What caused the earthquake in Mexico City?”What caused the earthquake in Mexico City?”

““movement along the subduction movement along the subduction zone”zone”

Lessons which involve little Lessons which involve little learninglearning

• Lessons in which Lessons in which children practise children practise something that something that they can already they can already dodo

Lessons which involve little Lessons which involve little learninglearning

• Lessons in Lessons in which students which students do practical do practical work without work without really knowing really knowing the purposethe purpose

Lessons which involve little Lessons which involve little learninglearning

• Lessons in Lessons in which which students students make models make models etc.etc.

LearningLearning

• It is not the use of these It is not the use of these activities that is the cause for activities that is the cause for concern, but the fact that many concern, but the fact that many teachers use these activities for teachers use these activities for the wrong reasons and confuse the wrong reasons and confuse them with activities that actually them with activities that actually promote learning.promote learning.

Are things really this Are things really this bad?bad?• Follow a student Follow a student

for a day.for a day.

Self-auditSelf-audit

In the second column of your sheet, In the second column of your sheet, give each strategy a second mark give each strategy a second mark out of ten, depending on how out of ten, depending on how effectively it contributes to learning effectively it contributes to learning (10 = significent contribution to (10 = significent contribution to learning, 1 = minimal contribution to learning, 1 = minimal contribution to learning)learning)

Self-auditSelf-auditPlot your result on the scattergram Plot your result on the scattergram that Simon is giving you. Consider that Simon is giving you. Consider your completed scattergram.your completed scattergram.

How can we focus on How can we focus on learning?learning?

How can we focus on How can we focus on learning?learning?

• Give a piece of paper to each student Give a piece of paper to each student at the start of the lesson and ask at the start of the lesson and ask them 3 short questions about the them 3 short questions about the topic to be taught.topic to be taught.

• At the end of the lesson give them At the end of the lesson give them another piece of paper and ask them another piece of paper and ask them the same 3 questions. the same 3 questions.

How can we focus on How can we focus on learning?learning?

• Ask the students to raise a hand Ask the students to raise a hand every time they learn somethingevery time they learn something newnew

How can we focus on How can we focus on learning?learning?

• Allow 2 minutes of silent reflection at Allow 2 minutes of silent reflection at the end of the lesson. Ask each the end of the lesson. Ask each student to think of one question that student to think of one question that they want to ask you about what they want to ask you about what they have learntthey have learnt

How can we focus on How can we focus on learning?learning?

• Ask the children to Ask the children to spend 30 seconds spend 30 seconds telling the student telling the student next to them what next to them what they have just learntthey have just learnt

How can we focus on How can we focus on learning?learning?

• TICKET TO EXITTICKET TO EXIT

Write 3 Write 3 newnew things things they have learnt on a they have learnt on a piece of paper to hand piece of paper to hand in.in.

When do children learn?When do children learn?

The first three words you The first three words you think of…..think of…..

LessonsLessons

““Lessons”Lessons”

• 600 pupils aged 11 to 16600 pupils aged 11 to 16

• 85% wrote “boring”85% wrote “boring”

• ““Listening” and “writing” in 75% of Listening” and “writing” in 75% of repliesreplies

• 40% wrote “quiet” and “silence”40% wrote “quiet” and “silence”

• 2 students wrote “learning”!2 students wrote “learning”!

When do children learn?When do children learn?

When do children learn?When do children learn?

Children learn whenChildren learn when

• lessons are memorable lessons are memorable (interesting/enjoyable)(interesting/enjoyable)

• they ask questionsthey ask questions

• they are challenged to thinkthey are challenged to think

• they receive individual help and they receive individual help and attentionattention

How can we do this?How can we do this?

EnjoymentEnjoyment

The “O” factorThe “O” factor

EnjoymentEnjoyment

““Oh God, Oh God, it’s it’s

physics”physics”

EnjoymentEnjoyment

““Oh goOh goood, d, it’s it’s

physics”physics”

EnjoymentEnjoyment We We knowknow

that children that children learn more learn more when the when the lesson is lesson is interesting/interesting/memorable, memorable, so we have so we have to do to do whatever we whatever we can to make can to make the lesson a the lesson a “memorable“memorable” event.” event.

Who can forget?Who can forget?

The lesson where The lesson where the geography the geography teacher illustrated teacher illustrated coastal erosion by coastal erosion by starting the lesson starting the lesson throwing a bucket throwing a bucket of water at a of water at a heavily chalked heavily chalked blackboardblackboard

Who can forget?Who can forget?

The lesson where The lesson where the physics teacher the physics teacher illustrated work illustrated work and power by and power by getting his class to getting his class to pull his car across pull his car across the car park using the car park using a giant Newton a giant Newton metermeter

Who can forget?Who can forget?

The lesson where The lesson where the history teacher the history teacher helped the class to helped the class to recreate the trial of recreate the trial of Charles ICharles I

Who can forget?Who can forget?

The lesson where The lesson where the chemistry the chemistry teacher illustrated teacher illustrated an exothermic an exothermic reaction by burning reaction by burning his socks in an his socks in an alcohol/water/salt alcohol/water/salt mixture and then mixture and then putting them on putting them on againagain

Who can forget?Who can forget?

The lesson where The lesson where the maths teacher the maths teacher illustrated the illustrated the addition of addition of negative numbers negative numbers by staging a tennis by staging a tennis by numbers game by numbers game on the tennis on the tennis courtscourts

Who can forget?Who can forget?

The lesson where the The lesson where the music teacher music teacher played the opening played the opening to the Rite of Spring to the Rite of Spring in a completely in a completely darkened room with darkened room with lights that gradually lights that gradually came on to illustrate came on to illustrate the dawn of spring.the dawn of spring.

Who can forget?Who can forget?

The lesson where The lesson where the biology teacher the biology teacher had her class sit had her class sit cross legged on their cross legged on their tables and taught tables and taught them how to them how to meditate by focusing meditate by focusing on their breathing as on their breathing as an introduction to an introduction to the lungsthe lungs

Who can forget?Who can forget?

The lesson where The lesson where the tutor invited a the tutor invited a terminal ill cancer terminal ill cancer patient to talk patient to talk about their regret about their regret at starting smoking at starting smoking at 13at 13

Other ways to make your Other ways to make your classes more funclasses more fun

• Role playsRole plays

Other ways to make your Other ways to make your classes more funclasses more fun

• Personalize worksheetsPersonalize worksheets

“ “Anna and Tom are getting Anna and Tom are getting married. They walk down married. They walk down the aisle of the church at a the aisle of the church at a speed of 3 m/s and the speed of 3 m/s and the aisle is 35 m long. How aisle is 35 m long. How long do they take?”long do they take?”

Other ways to make your Other ways to make your classes more funclasses more fun

• Use cartoons/DVDsUse cartoons/DVDs

““The Simpsons” has a great The Simpsons” has a great episode that explains nuclear episode that explains nuclear power. The opening of power. The opening of “Moonraker” is a great illustration “Moonraker” is a great illustration of terminal velocity. “Cool of terminal velocity. “Cool Runnings” can be used as a basis Runnings” can be used as a basis for a motion investigation. for a motion investigation. Blackadder has many serious Blackadder has many serious points to make about WW!.points to make about WW!.

Other ways to make your Other ways to make your classes more funclasses more fun

• Circus of activitiesCircus of activities

A number of bases around A number of bases around the room with an the room with an activity/experiment/questioactivity/experiment/question on each. Give a set time n on each. Give a set time to do the activity. On a to do the activity. On a signal they all change.signal they all change.

Other ways to make your Other ways to make your classes more funclasses more fun

• CompetitionCompetition

Other ways to make your Other ways to make your classes more funclasses more fun

• HumourHumour

Other ways to make your Other ways to make your classes more funclasses more fun

• Use memorable imagesUse memorable images

Other ways to make your Other ways to make your classes more funclasses more fun

• Use a wide a range of Use a wide a range of teaching techniques as teaching techniques as possible.possible.

Make sure the students can Make sure the students can never be sure what they are never be sure what they are going to do in class.going to do in class.

Is your classroom best arranged for learning?

How do we encourage the How do we encourage the students to ASK questions?students to ASK questions?

How do we encourage the How do we encourage the students to ASK questions?students to ASK questions?

• Establish the atmosphere.Establish the atmosphere.

Getting the children to start asking Getting the children to start asking questions takes time and patience. questions takes time and patience. Try the following, and give it time!Try the following, and give it time!

How do we encourage the How do we encourage the students to ASK questions?students to ASK questions?

• Time-outsTime-outs. .

• Call a two-minute time out during the Call a two-minute time out during the lesson so pupils can talk to the lesson so pupils can talk to the student next to them about anything student next to them about anything they don’t understand. My partner they don’t understand. My partner Edward Hayes taught me more Edward Hayes taught me more maths than my teacher!maths than my teacher!

How do we encourage the How do we encourage the students to ASK questions?students to ASK questions?

• What would What would Einstein have Einstein have said?said?

How do we encourage the How do we encourage the students to ASK questions?students to ASK questions?

• Pupils Pupils havehave to ask a to ask a question.question.

How do we encourage the How do we encourage the students to ASK questions?students to ASK questions?

• Question Question wall/box.wall/box.

How do we encourage the How do we encourage the students to ASK questions?students to ASK questions?

• Ask the expertAsk the expert. .

How do we encourage the How do we encourage the students to ASK questions?students to ASK questions?

• Differentiation by asking Differentiation by asking questions.questions.

How do we encourage the How do we encourage the students to ASK questions?students to ASK questions?

• Encourage them to ask Encourage them to ask the questions the questions youyou would normally askwould normally ask. .

Encouraging Encouraging thinking/understandingthinking/understanding

“ “Thinking is Thinking is so important” so important”

(Edmund Blackadder)(Edmund Blackadder)

Encouraging Encouraging thinking/understandingthinking/understanding

• Students change the form of Students change the form of information.information.

Encouraging Encouraging thinking/understandingthinking/understanding

• Draw the sentenceDraw the sentence

Encouraging Encouraging thinking/understandingthinking/understanding• Draw the sentenceDraw the sentence• Food is ground into small pieces in the mouth.Food is ground into small pieces in the mouth.

• Saliva helps the food to slide down the gullet.Saliva helps the food to slide down the gullet.

• The stomach mixes the food is with acid and pepsin.The stomach mixes the food is with acid and pepsin.

• The stomach squeezes food into the small intestine.The stomach squeezes food into the small intestine.

• Bile from the liver is added along with enzymes from the pancreas.Bile from the liver is added along with enzymes from the pancreas.

• In the small intestine the food molecules get small enough to pass into In the small intestine the food molecules get small enough to pass into the blood.the blood.

• In the large intestine water is taken out of what is left of the food.In the large intestine water is taken out of what is left of the food.

• Faeces are stored in the rectum before being expelled through the Faeces are stored in the rectum before being expelled through the anus.anus.

Encouraging Encouraging thinking/understandingthinking/understanding• Draw the sentenceDraw the sentenceFreeze-Thaw weatheringFreeze-Thaw weathering1.1.Rain water falls into a crack in some rocks.Rain water falls into a crack in some rocks.2.2.At night the water freezes and expands.At night the water freezes and expands.3.3.This makes the crack larger.This makes the crack larger.4.4.During the day the ice melts.During the day the ice melts.5.5.The water falls deeper into the crack. The water falls deeper into the crack. 6.6.The water freezes again and widens the crack.The water freezes again and widens the crack.7.7.This happens repeatedly.This happens repeatedly.8.8.Eventually a piece of rock is broken away.Eventually a piece of rock is broken away.

Encouraging Encouraging thinking/understandingthinking/understanding• Draw the sentenceDraw the sentenceCauses of the Second World WarCauses of the Second World War1.1. Germany is defeated in the First World War.Germany is defeated in the First World War.2.2. The treaty signed with the victorious nations is very tough on Germany.The treaty signed with the victorious nations is very tough on Germany.3.3. Resentment builds amongst the German people.Resentment builds amongst the German people.4.4. The Nazis take advantage of this resentment to build their support.The Nazis take advantage of this resentment to build their support.5.5. The victorious nations do not believe a world war will happen again The victorious nations do not believe a world war will happen again

and do not re-arm.and do not re-arm.6.6. As the Nazis take power they gradually break agreements made at the As the Nazis take power they gradually break agreements made at the

end of WWI.end of WWI.7.7. Germany rearms and threatens neighbouring states.Germany rearms and threatens neighbouring states.8.8. The invasion of Poland starts WWII.The invasion of Poland starts WWII.

Mini BooksMini BooksHi, I’m a mini-

book!

Encouraging Encouraging thinking/understandingthinking/understanding

• What would you tell What would you tell your 8-year-old your 8-year-old brother?brother?

Encouraging Encouraging thinking/understandingthinking/understanding

• What is the most important What is the most important word/sentence?word/sentence?

In high mountainous areas, rain water can seep into the small cracks in a rock. At night-time the air gets very cold and the water freezes. When water freezes it expands making the crack wider. During the day the water melts and falls deeper into the now larger crack. This happens repeatedly, the crack gets bigger and bigger, and eventually a piece of rock is broken away from the mountain.

Encouraging Encouraging thinking/understandingthinking/understanding

• Writing their own questionsWriting their own questions

Encouraging Encouraging thinking/understandingthinking/understanding

• Include crosswordsInclude crosswords

http://puzzlemaker.school.discovery.com/http://puzzlemaker.school.discovery.com/

Discovery School's Puzzle-maker allows students to make crossword puzzles online.

Encouraging Encouraging thinking/understandingthinking/understanding

• 5 answers/questions/solutions5 answers/questions/solutions

Encouraging Encouraging thinking/understandingthinking/understanding

• What if........What if........

Friday 8th May 2009

The world has stopped spinning!

Possible consequences Our science correspondent reports * * * * * *

Our travel correspondent reports directly from the South Pole

Other news: * Simon Porter wins another Nobel Prize *Mr Rayner breaks world record! *Forest win again * BSH voted best school * Man Utd rubbish

Life on earth: Can it survive? Our team of experts assesses the long-term effects on life on earth * * * *

Encouraging Encouraging thinking/understandingthinking/understanding

• What if........What if........

- Hitler hadn’t declared war on the USSR?

Encouraging Encouraging thinking/understandingthinking/understanding

• What if........What if........

- Hitler hadn’t declared war on the USSR?- soil didn’t contain humus

Encouraging Encouraging thinking/understandingthinking/understanding

• What if........What if........

- Hitler hadn’t declared war on the USSR?- soil didn’t contain humus- there were acids but no alkalis

Encouraging Encouraging thinking/understandingthinking/understanding

• What if........What if........

- Hitler hadn’t declared war on the USSR?- soil didn’t contain humus- there were acids but no alkalis- there were unlimited substitutions in soccer?

Encouraging Encouraging thinking/understandingthinking/understanding

• Impose a limitImpose a limit

Encouraging Encouraging thinking/understandingthinking/understanding

• PredictionPrediction

Encouraging Encouraging thinking/understandingthinking/understanding

• Do 3 sumsDo 3 sums – Give them a sheet of – Give them a sheet of 20, but ask them to do one hard one, 20, but ask them to do one hard one, one medium and one easy. one medium and one easy. Alternatively, get them to explain Alternatively, get them to explain why they picked the hard one (“why why they picked the hard one (“why is it hard?”). Their answer will tell is it hard?”). Their answer will tell you a great deal about their level of you a great deal about their level of understanding. understanding.

Encouraging Encouraging thinking/understandingthinking/understanding

• Individual help and guidanceIndividual help and guidance

Plan for this to happen

DifferentiationDifferentiation

The needs of the one outweigh the needs of the many

DifferentiationDifferentiation

• Setting does not remove the need for Setting does not remove the need for this; even in setted classes there is this; even in setted classes there is often a wide range of abilities and often a wide range of abilities and aptitudesaptitudes

My main weapons in the war My main weapons in the war on differentiationon differentiation

• The Scattergun The Scattergun approachapproach

My main weapons in the war My main weapons in the war on differentiationon differentiation

• Let them chooseLet them choose

My main weapons in the war My main weapons in the war on differentiationon differentiation

• ““Differentiation means getting Differentiation means getting in amongst the buggers and in amongst the buggers and giving them some help” giving them some help” (Martyn Long). (Martyn Long). This means This means finding activities that the finding activities that the children can work on children can work on independently whilst you independently whilst you circulate and help the low circulate and help the low achievers and push the achievers and push the high achievers.high achievers.

MeetingsMeetings

• Teachers should Teachers should come out of come out of meetings better meetings better teachers - if this teachers - if this is not the case, is not the case, don’t have them!don’t have them!

MeetingsMeetings

• Start meetings off by taking it in Start meetings off by taking it in turns to outline a particularly turns to outline a particularly successful lesson you have taught.successful lesson you have taught.

MeetingsMeetings

• In your meetings try to In your meetings try to agree what makes an agree what makes an effective lesson.effective lesson.

MeetingsMeetings

• Reflect on your own practices. Reflect on your own practices. Circulate lists of teaching strategies Circulate lists of teaching strategies to remind your department what can to remind your department what can be tried.be tried.

MeetingsMeetings

• Plan lessons together.Plan lessons together.

MeetingsMeetings

• Plan a lesson with a Plan a lesson with a teacher from another teacher from another department.department.

Some last thoughtsSome last thoughts

• ObserveObserve

• Be observedBe observed

Some last thoughtsSome last thoughts

• Keep reminding yourself Keep reminding yourself and the SLT at your and the SLT at your school that the most school that the most important thing that important thing that happens in your school happens in your school are LESSONS. are LESSONS.

LearningLearning

LessonsLessons1300 a week?

Stick this to your desk as a Stick this to your desk as a daily reminderdaily reminder

HOW IS THIS HELPING HOW IS THIS HELPING THEM LEARN?THEM LEARN?

This PowerPoint is available This PowerPoint is available atat

www.mrsimonporter.wikispaces.comwww.mrsimonporter.wikispaces.com