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from Teaching… to Learning
By the end we will be able to:
Explain the difference between teaching and learning.
Design at least one practical learning activity.
Learning Teaching
What does each look like?
• Student leads.• Paired & group talk.• Students define
success criteria.• Students peer and
self assess.• Annotating.• Problem solving.• Processing
information.
• Teacher imparts information.
• Demonstration.• Instruction.
Good Lessons.
What are the features of a good lesson?
1. most make good progress because of good teaching;
2. …behaviour is good;
3. …are keen to get on with their work;
4. …find learning enjoyable;
5. …health and safety not endangered…wellbeing is cared for;…teaching is informed, confident, engaging and precise;
6. …well matched to the full range of learners’ needs;
7. …most are suitably challenged; strategies are related to objectives and learners’ needs;
8. …good use made of assistants, resources and time;
9. …assessment of learners’ work is regular and learners respond effectively;
10. …a good contribution is made to the development of cross-curricular skills.
Simplified.
1. Structure: the shape of the lesson – starter, introduction, development, plenary.
2. Variety: individual, paired, group; speaking, listening, writing.
3. Pace: time limits are highly effective.
4. Challenge: work should be demanding.
‘Guide on the side’ - not ‘sage on the stage’.
There is a strong correlation between being given independence as a child and becoming an independent learner.
No ‘hands up’ & other suggestions.
1. Use brief paired and group discussion – peers to nominate opinions to be shared. In this way it’s not the teacher that is asking (Talk partners).
2. Calling cards: red, yellow, green.
3. Writing as a punishment enforces the notion that writing is a bind.
4. Reading of fiction rather than non-fiction, as this leads to reflection.
5. Plenaries are crucial – ‘Learning without reflection is like trying to fill a bath without putting in the plug.’
6. Landscape worksheets – the eye finds information easier to take in.
1. No copying from the board – ‘They can’t be bothered to teach us.’
2. Give a choice of how to write – different styles.
3. Vocabulary can be important: Challenge rather than competition; Learning rather than teaching; Quiz rather than test; team work rather than group work; thank you rather than please.
4. Say ‘Do..’ – we do not recognise the word Don’t so easily.
Fleas jumping in a jar
What do we need to know of a text? In 3s
A) In which season is the poem set? B) Explore the ways in which the poet’s use of sound
creates the feeling of a summer day.
1. Two write questions and third chooses best.
2. First two answer (time limit, word limit - no more than 50 words in 90 seconds).
3. Or, answer can be spoken, using only five symbols and one word as a stimulus/prompt.
4. Third judges answers.
5. Each plays role of assessor once and writes two questions, so 6 questions.
6. Group enters best question.
7. Teacher chooses best of all best questions.
8. Winning group get reward.
9. Answer best question for homework and write a critical commentary on how successfully they feel they learnt in the lesson.
Why?
• Collaboration.• Competition.• Challenge &
Demand.• Guidelines.• Choice.• Variety of roles.• Judgement.• Teacher/Student
input ratio ?
Ambassadors
1. Groups of 4
2. 1 student an ambassador
3. Ambassadors leave room to see demonstration elsewhere (ppt/video supervised by librarian?)
4. Rest of class learn theory.
5. Ambassadors return and teach groups practical task.
6. Rest of group share theory.
7. Learning checked by teacher.
Back to Back
1. Pairs sit back to back.
2. A describes visual material.
3. B draws, aiming to produce accurate diagram, with labels!
4. B can ask questions, but A cannot say the name of the object.
Beat the Teacher: find the mistakes!
• German born Adolf Hitler is infamous for leading the most brutal regime in European History, establishing The Third Right party… finally he and his wife Eva Brune took cyanide capsules, though Eva was compelled to shoot herself through the temple after the poison worked on Hitler but not on her.
• Peut-être lors de la délivrance des instructions en langues vous pouvez insérer voyous phrases à partir des Sprachen für Studierende zu versuchen, zu identifizieren. Un texte en français, par exemple, peuvent contenir des mots, de propositions et même des phrases entières en espagnol ou en allemand pour obliger les étudiants à trouver leur présence.
Bingo
1. You have 20 key facts.
2. Students draw a 16 square Bingo grid.
3. Students fill in their 16 squares with their choice of the 20 key terms/words/numbers.
4. Read the definitions of the 20 key terms in random order.
5. First with row or column gets HP.
Contour Lines
Centre of the Universe/String of Agreement
• Chairs in circle around room.
• Cardboard circle on floor in middle.
• Student stands in centre and offers view.
• Others move closer to centre in accordance with how far they agree. If in disagreement they remain seated.
• Next student takes over.
Learning happens best when students are silent.
Abortion Animal Testing The Euro An Immigration Cap
For
Against
Animal testing is always wrong.
Conversion1. Students may spend an hour listening and
making notes, but if they do not process the information, they will have learnt next to nothing.
2. So, those notes need to be turned into another format.
3. Any ideas for your areas?
4. Can you turn this whole Twilight into a Twitter message of not more than 140 characters?
Delegation1. Establish resource stations around the room
(posters, books, handouts, a YouTube clip, MP3, internet site, PowerPoint).
2. Students in groups of five.
3. Groups send a delegate to each resource station; delegates from the other groups help one another.
4. On returning to their group, each delegate teaches the others.
Distillation
1. Pairs identify the 5 key words/themes from a text.
2. One student writes them on the board inside the filter.
3. Other pairs add only words that have not appeared.
4. Class decides which words to allow through the filter funnel.
5. The agreed words become the basis for notes.
Room allocations.1. Imagine you are a hotelier needing to room all of the major figures
in WWI & WW2.
2. Naturally you want all to have a restful stay with you.
3. Who rooms with whom and why?
4. Then, as one of the key figures, write a journal entry about how you found your room mate, in which you also complain about the views of another guest.
This could also work for Philosophers, Psychologists, Religious Leaders… the task could also be to devise a seating plan for a dinner party.
Try hosting a dinner party in the same way – who sits where?
Marketplace
1. Groups of 3.
2. 2 Buyers.
3. 1 Trader (can answer only questions asked by buyers/researchers).
4. Test at end.
5. Resource material converted to ‘poster’.
6. Group answers test questions.
Masterminds
Memory Board1. Deuce
2. Red card
3. Chicane
4. Try
5. Set
6. Penalty
7. Free kick
8. Scrum
9. Pole
10.Over
Grand Tour1. More questions than pairs.
2. Questions displayed on sugar paper in various areas (possibly even in an additional nearby space).
3. Pairs have 3 minutes at each question.
4. Subsequent pairs add to each answer.
5. At the end of the allotted time, each pair returns to their original question and marks it (need to agree criteria first).
Quick on the draw.1. Groups of 3
2. 10 questions, each on separate card; each question on different coloured card.
3. Each group has source material containing information needed to answer the questions.
4. At ‘Go’ one member of each group ‘runs’ to the teacher’s desk, returning with the first question; the group then scans the source material to find the answer.
5. A second person presents the answer to the teacher. If the teacher is satisfied the group then moves on to the next question; if not, they must try again.
6. While one student is ‘running’ the others should be scanning the source material to help answer the next question.
Silent sentences1. Groups of four.
2. Each student has an envelope containing a different selection of phrases and words.
3. No student must be able to make a sentence by themselves; they need the others in the group to make something that makes sense.
4. The challenge is for each student to have complete, grammatically correct and relevant sentences compiled within an allotted time.
Rules:• Total silence• Can only give, not take; nor may they beckon• If a card is offered it cannot be refused• Stay seated.
Verbal Football• 2 ‘teams’
• Teacher asks question of first team.
• If a student in team 1 answers within 5 seconds the team retains possession and is asked a second question.
• If they answer the second within 5 seconds they are asked a third.
• If they are successful again they have scored a ‘goal’.
• An incorrect or insufficiently detailed answer is a ‘tackle’ and possession passes to the other team.
• If a team cannot answer within 5 seconds this is a loose ball and if the opposition can answer within 5 seconds they pick up possession.
• Fouls are committed by calling out and arguing with the referee.
• ‘I don’t know’ is an own goal.
Send yourself a postcard.On the postcard provided, write down one
strategy that you will try within this half term.
I will place this in your pigeon hole after half term as a reminder should you forget, or as a prompt for reflection if things are already going well.
