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Leading learning in the classroom

Leading learning in the classroom. Cambridge Schools Conference May 2017 Mark Winterbottom Senior Lecturer in Science Education University of Cambridge. What do you think about teaching and learning?. Starting off.

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Leading learning in the classroom

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  1. Leading learning in the classroom Cambridge Schools Conference May 2017 Mark Winterbottom Senior Lecturer in Science Education University of Cambridge

  2. What do you think about teaching and learning?

  3. Starting off With the person next to you, think of a successful lesson you taught recently. Think of why that lesson was successful. You can write down as many ideas as you like, but each idea should have no more than three words. Then, join together in a group of 3 or 4. Share your ideas, and decide between you which 2 ideas are most important for a successful lesson.

  4. What do you think about teaching and learning?

  5. What do I think about teaching and learning? • A learner constructs their understanding • You cannot just pour ideas into a child’s head for them to be passively absorbed; they have to actively build the ideas into their existing understanding. • Constructing learning together is more effective than doing it alone.

  6. Activity

  7. In the same groups of 3 or 4…. • Nominate a runner in your group. • When I say go, the runner will run to the front and look at the picture for 30 seconds. • After that, they must run back to your group and describe the picture to the ‘drawer’ who must draw the picture on a piece of paper (use a pen). The drawer may not ask questions. The runner may not draw. • After 3 or 4 minutes (I’ll tell you when), a second runner should do the same thing. When they return, the drawer can ask them questions.

  8. Did you enjoy that?

  9. Was it fun?

  10. Did it feel productive?

  11. Did it feel productive to me as the teacher?

  12. Did it meet many of your criteria from earlier?

  13. Did anyone learn anything?

  14. Some of you learnt nothing. Some of you may have been trying to work out what you were supposed to learn.

  15. Activity alone ≠ learningFeeling of productivity alone ≠ learning

  16. THINK! Active learning needs students to…

  17. THINK HARD!

  18. So when you plan lessons with activities for students to do… …you have to plan the activity to get them to think in order to learn.

  19. DESIGN

  20. Let’s try using Bloom’s taxonomy to help us think about thinking…

  21. Choose two of the lesson activities on the next slide. Copy them down. These look useful at first glance, and I’m sure they feature in many of your lessons.

  22. story, letter, blog, news report, website, cartoon strip, voice-over, advertisement, flicker book, graphic organiser (like a concept cartoon, KWL grid or flowchart), board game, model, storyboard, animation, video, set of instructions, consequence map, role play, information leaflet, piece of persuasive writing, mark scheme for an exam paper, crossword, word-search, fill-in-the-blanks, unfinished sentences, unfinished story, unlabelled diagram, jigsaw, list of key words, questions, brainstorm, debate, discussion, concept cartoon, a model, diagram, paragraph, drawing, graph, other children’s work, script.

  23. Now, for each one you’ve chosen, choose three of the command words/phrases (on the next slide), which will work with the activities (from the previous slide) to promote thinking and learning. The demand of thinking increases as you go down the page.

  24. Draw, Identify, Locate, Label, Select, Write, Outline, List, Name, State, Record, Repeat, Tell, Investigate, Define, Memorise, Recite Explain, Confirm, Infer, Convert, Describe, Paraphrase, Estimate, Predict, Match, Discuss, Summarise, Defend, Interpret, Express, Change, Voice-over Apply, Modify, Build, Construct, Solve, Report, Sketch, Produce, Use, Make, Draw, Choose Analyse, Sort, Differentiate between, Examine, Compare, Categorise, Classify, Distinguish, Subdivide, Contrast, Rank Combine, Generate, Design, Plan, Devise, Hypothesise, Revise, Compose, What if?, Organise, Develop, Create, Rearrange, Predict, Improve Critique, Criticise, Appraise, Assess, Conclude, Justify, Judge, Rate, Decide, Consider, Relate, Recommend

  25. Now I’ve got you thinking… In your group of four… Each of you write a description of an activity which you ask students to do in your classroom. Pass your piece of paper to another member of your group. They should write down what they think a student will learn from your activity. Pass the activity to a third member of the group. They should write down how the activity will help students to learn.

  26. But what features of an activity will help make learning happen?

  27. Does it allow students to start with something familiar? This may be conceptual knowledge which they already have, but could also just be a familiar context from everyday life, within which you set the learning.

  28. Does it allow students to work out ideas for themselves? If it’s a worksheet, look at the questions. Do they simply find out what students know (you’ll see questions starting with what?, state, or list), or do they prompt students to think (questions like why? or how?)? Does the answer to one question help them to answer the next question? Does each step of the learning activity help them to ‘work out’ the next step in the storyline of the lesson?

  29. Does it start easy, to give students confidence that they can ‘do it’, and then ask them to think more deeply?

  30. Does it both help students to learn and elicit evidence of learning?

  31. Does it build on students’ personal interests, and allow them to feel like they are pursuing their own goals? You may want to give them a choice of learning activity, or tie the learning activity to their interests.

  32. Does it allow you, or other students, to help support each student’s learning?

  33. And finally, does it allow students to talk, read and write to help them understand the ideas?

  34. But it’s not just about design…

  35. FACILITATE

  36. Task: Build a structure out of paper. The structure must be as tall as you can possibly make it. You may use the paper and sticky tape provided.

  37. Stop!

  38. In your groups of 4, make a list of key ways in which I facilitated the activity.

  39. Pass the lists to the end of the row. Secret agents, please stand up and bring the lists to the front.

  40. How do you facilitate effectively?

  41. Pose questions instead of giving answers, encouraging reasoning and evaluation. Create a supportive and inspiring environment, encouraging peers to help each other Help students to experience failure and frustration in a positive and productive way.

  42. Encourage learner autonomy, decision making, initiative and pursuit of personal interests. Encourage collaboration and team work with others.

  43. The words in red are the competences / 21st century skills from Prof’ Cheng’s lecture yesterday!

  44. How do you lead learning in the classroom? Design a learning activity which makes students build their understanding by thinking Facilitate that activity by making students think, and develop their 21st century skills in the process

  45. THINK HARD! (in order to learn)

  46. Any questions??

  47. Learn more!Getting in touch with Cambridge is easy Email us at info@cie.org.uk or telephone +44 (0) 1223 553554 www.cie.org.uk

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