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HOW CAN I CHANGE MY TEACHING? WHY SHOULD I CHANGE?

HOW CAN I CHANGE MY TEACHING? WHY SHOULD I CHANGE?. Teaching as inquiry P34. We asked for feedback on these six aspects of effective pedagogy during PD sessions in Term 2 Ultimately your faculty’s scheme will identify those aspects of the effective pedagogies that suit your curriculum area.

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HOW CAN I CHANGE MY TEACHING? WHY SHOULD I CHANGE?

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  1. HOW CAN I CHANGE MY TEACHING?WHY SHOULD I CHANGE?

  2. Teaching as inquiry P34 We asked for feedback on these six aspects of effective pedagogy during PD sessions in Term 2 Ultimately your faculty’s scheme will identify those aspects of the effective pedagogies that suit your curriculum area.

  3. From the new curriculum P35

  4. E-learning and pedagogy P36

  5. Use the paper supplied to write down examples: • How have you focusedinquiry? • What evidence do you use to help students to learn? • How successful were you?

  6. A bewildering array of opportunities

  7. THE TEACHER • TRAINS • PRACTISES • QUALIFIES • REGISTERS • MANAGES • STRUCTURES • FACILITATES • LEARNS ACQUIRES KNOWLEDGE ASSESSES IS THAT IT?

  8. AGGS • Felt they were using data superficially • ESHAS cluster (Westhaven) used an information literacy model • Thought that they could apply the same model to teaching

  9. MOST TEACHERS ALREADY FAMILIAR WITH THE INQUIRY MODEL as applied for STUDENTS

  10. Similar model using information technology

  11. AGGS used the model of student inquiry for teaching as inquiry • They tried to avoid the word inquiry with teachers (particularly for Maths teachers) • What they do needs to improve what they do S T U D E N T S DEFINE RETRIEVE PROCESS CREATE COMMUNICATE REFLECT T E A C H E R S

  12. AGGS RESULTS 2008 ( decile 5 school)

  13. SOME EXAMPLES FROM MY APPROACH Kaipara CollegeYears 1 to 11 • 5th Form history 1977  8 x 4 week topics in the year. Content driven • False negatives and false positives within the class. Revision techniques – conventional. But Tech Drawing and Art had 100% pass rates!! The swines. • My early data gathering - Prediction + or -  before SC or Bursary using Final School Exam to external exam. • Focus years - one Junior one Senior every year to improve preparation, delivery, interaction, engagement • Choose interesting topics versus democratic choice

  14. Avondale College Years 12 to 25 5th form History was the litmus test • The problem: 62% pass rate was OK compared to most subjects plus all of the other comparisons stacked up OK as well eg rank of your students’ results against their other subjects, national statistics etc) • BUT How could we guarantee more success from the 40-60 range in a Decile 4 school? • The Gang of 4 girls who were failing – commitment and hard work • Tactile and Kinesthetic Learning ( see next slide) • Sharing of resources within the department - meeting regularly, marking, swopping folders, chatting, department backups, two way street, Hard copies, photocopying systems • Tutorials shared between 3 teachers • Results climbed from 62% to 82% pass rate by 1998 ( 120 students) • Growth in numbers taking History - 5 classes at Y11, 3 classes at  Y12, 3 classes at Y13 Note after I left the next year they gained a 90% pass rate in SC

  15. Tactile and Kinesthetic Learning

  16. Onehunga High School years 26-30 • Bi-modial school Decile 3 but really 1 and 10 (sometimes bi-polar) • 9BD – Learning Assistance class. Being ignored the worst experience for a teacher. Academic failure but social success! Humbling. • Evidence important but not everything • Y12 History – asleep in class because did the Graveyard shift at Black Bridge Service Station

  17. NCEA My basic rules: • Teach every component of every standard both external and internal formatively before the summative assessment. • Integrate the criteria with normal teaching • Test both content and standards regularly ( short sharp, regular) • Scaffold all learning – particularly essays • Provide feedback while the learning is taking place ( Jo Hart idea) • Provide exemplars of Excellence • Teachh to excellence dropping down

  18. DEFINE PROBLEMS • POOR RESULTS IN X SUBJECT AT LEVEL 1 • NOT REACHING TARGETS FOR LITERACY • CERTAIN STANDARDS POORER RESULTS • LACK OF ANALYSIS WITH A VIEW TO CHANGE • LACK OF IDEAS FOR CHANGED TEACHING PRACTICE • INAPPROPRIATE TEACHING TECHNIQUES FOR THE GROUP • NOT REACHING GOAL TARGETS • ASSESSMENT USING /100 IN JUNIOR SCHOOL – STANDARDS – BASED ASSESSMENT IN SENIOR SCHOOL

  19. RETRIEVE • DATA • IDEAS • MODELS • COPYING • READING • THINKING • RESEARCHING • HYPOTHESISING • TECHNOLOGY

  20. PROCESS • READ • THINK • WRITE • SUGGEST • ADD LAYER • SPECULATE

  21. CREATE • NEW STRUCTURES: • LEVEL • COURSE • STANDARDS • CRITERIA eg ESSAY WRITING, FEEDBACK • FORMATIVE ASSESSMENT • ASSESSMENT TO LEARN • TARGETED REVISION

  22. COMMUNICATE • TO COLLEAGUES • TO STUDENTS • IN SCHEMES • AT MEETINGS • AT WORKSHOPS • IN UNIT PLANS

  23. REFLECT • ON SUCCESS • USE ANALYSIS • UNPACK THE DATA AGAIN • START OVER AGAIN

  24. Using ICT • The wikispace hypothesis • http://mags13history.wikispaces.com/ • Not working yet!!

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