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FUNDAMENTALSFUNDAMENTALS OF OF EFFECTIVE EFFECTIVE TEACHINGTEACHING
Copyright Keith Morrison, 2004
THE HAY-McBER STUDY OF THE HAY-McBER STUDY OF TEACHER EFFECTIVENESS (2000)TEACHER EFFECTIVENESS (2000)
Professional characteristicsTeaching skillsClassroom climate
Copyright Keith Morrison, 2004
Time on task Lesson flow
Methods andstrategies
High expectations
Planning
Pupil management/
discipline
Time and resource
management
Assessment
Homework
Copyright Keith Morrison, 2004
Planning and settingexpectations
Drive for improvementInformation seeking
Initiative
ProfessionalismChallenge and support
ConfidenceCreating trust
Respect for others
ThinkingAnalytical thinking
Conceptual thinking
LeadingFlexibility
Holding people accountableManaging pupils
Passion for learning
Relating to othersImpact and influence
TeamworkingUnderstanding others
Copyright Keith Morrison, 2004
Classroomclimate
Standards(behaviour &academic)
Clarity of purpose
Order/discipline
Fairness
ParticipationSupport
Safety
Interest
Environment
Copyright Keith Morrison, 2004
CHARACTERISTICS OF CHARACTERISTICS OF EFFECTIVE TEACHERSEFFECTIVE TEACHERS
Professional values and practice.Knowledge and understanding.Teaching:
– planning, expectations and targets;– monitoring and assessment;– teaching and class management.
Copyright Keith Morrison, 2004
AN EFFECTIVE TEACHER AN EFFECTIVE TEACHER . . .. . .
Has secure knowledge
Plans effectively
Manages discipline
Uses effectivestrategies
Monitors and assesses
thoroughly
Has highexpectations
Manages resources
Manages timeSets useful homework
Manages the lesson flow
Has professional competence
Promotes a positive climate
Copyright Keith Morrison, 2004
questioningquestioning listeninglistening demonstratingdemonstratingexplainingexplaining
challengingchallenging instructinginstructing managingmanaging
praisingpraising assessingassessing
Learning objectivesLearning objectives
Additional adults
Additional adults
Differentiated input
Differentiated input
AssessmentsAssessments
JUDGING EFFECTIVE TEACHINGJUDGING EFFECTIVE TEACHING
TeachingTeachingstylesstyles
LearningLearningoutcomesoutcomes
Students’Students’responsesresponses
Levels ofLevels ofattainmentattainment
Copyright Keith Morrison, 2004
AN EFFECTIVE LESSON PLANAN EFFECTIVE LESSON PLAN Has clear learning objectives. Activities are timed. Activities relate to the learning objectives. Uses subject-specific language. Matches provision to students’ needs. Says how resources will be used. Uses prior evaluations to inform planning. Sets high expectations of effort,
attainment/achievement, progress and behaviour. Uses homework to extend and apply learning.
Copyright Keith Morrison, 2004
EFFECTIVE TEACHING AND POSITIVE EFFECTIVE TEACHING AND POSITIVE ATTITUDES/BEHAVIOURATTITUDES/BEHAVIOUR
Work safely, carefully and considerately.Involvement, application and enjoyment.Have pride in their achievements.Respect the views of others.Work independently.Can solve problems.Take responsibility for their own learning.Sustain concentration on task.
Copyright Keith Morrison, 2004
SUCCESSFUL TEACHING SUCCESSFUL TEACHING IMPROVES STUDENTS’ LEVELS IMPROVES STUDENTS’ LEVELS
OF ATTAINMENTOF ATTAINMENT
Assess what students know, understand and can do.
Make age-related judgements. Make ability-related judgements. Make like-with-like comparisons. Highlight strengths and weaknesses. Look for patterns (ability, gender, ethnicity). Monitor individual student’s progress over time.
OUTCOMES OF LEARNINGOUTCOMES OF LEARNING
Compare withCompare withprevious attainmentprevious attainment
Compare withCompare withsimilar agesimilar age
Compare withCompare withsimilar abilitysimilar ability
Look for clearLook for clearevidence of evidence of improvementimprovement
Copyright Keith Morrison, 2004
SOME SOME SELF-EVALUATION SELF-EVALUATION QUESTIONSQUESTIONS
Are the students’ learning what I’m teaching them? Are they performing as I expected? Are they making satisfactory progress? What aspects of my lesson are effective, and
why? Where does my teaching need to improve? Which aspects of the curriculum do they/don’t they
understand, and why?
Copyright Keith Morrison, 2004
PROVIDE OPPORTUNITIESPROVIDE OPPORTUNITIES Memorise information. Attain and test concepts. Build and test hypotheses. Extract information. Analyse own values and beliefs. Train themselves in a skill. Problem solve. Be creative. Take initiatives. Cooperate with others.
