A A I A Conference September 2011. The role of teachers and schools in making learning effective...
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Transcript of A A I A Conference September 2011. The role of teachers and schools in making learning effective...
A A I AA A I AConferenceConference
September 2011
The role ofThe role ofteachers and schoolsteachers and schools
in making learning effectivein making learning effective
Professor Charles Desforges OBE
New policy contextNew policy context
more freedom
respect of professionals
direct accountability
less direction
evidence base expected
AimsAims
- confident individuals
- responsible citizens
- successful learners
Expert learners exhibitExpert learners exhibit
- ability to form objectives for learning (self challenging)
- persistence in adversity
- knowledge of learning processes
- the will to learn
- basic skills
- creativity and flexibility (self informing)
achievementachievement
skills
esp:
literacy
attitudes
esp:
responsibility persistence
values
esp:
citizenship learning
lo ach hi
Effective teaching and learningEffective teaching and learning
- cognitive and metacognitive activity
- learning thinking skills
- effect size 0.7 sd
- learner centred
- AfL
Gap closing: school level strategiesGap closing: school level strategies
raise aspirations programatically
engage parents
develop social/emotional competencies
rigorous use of data
strong, visionary leadership
c4eo.org.uk (2011)
Gap closing: classroom strategiesGap closing: classroom strategies
individual coaching in specific strategies
whole class ICT
extensive CPD
quality teaching
1 to 1 tuition
c4eo.org.uk (2011)
Professional learning communitiesProfessional learning communities (Wiliam)(Wiliam)
- flexibility
- choice
- support
- gradualism
- accountability
Lesson Study (1)Lesson Study (1)
- through professional collaboration
- focus on pupil engagement and progress
- to improve learning experiences
Lesson Study (2)Lesson Study (2)
- agree a theme
- agree a focus
- do and review
- create a study group
- collaborate in lesson planning
- be systematic
- go systemic
When does knowledge use fail?When does knowledge use fail?
- knowledge is there but relevance is not seen
- relevance is seen but application strategy not available
- strategy available but commitment lacking
- the knowledge is not there
Teaching for knowledge useTeaching for knowledge use
- application strategies
- ‘can do’ attitude
- authentic activities
- an active knowledge base
Teach:
Learning in and out of schoolLearning in and out of school
in school
individual
general
symbolic manipulation
out of school
shared
specific
contextualised reasoning
“How can schools enable youngstersto connect and draw from all the forces for
learning at their disposal?”
CPD for teachersCPD for teachers
context analysis
horizon scanning
development of next practices
change management
evidence based evaluation
operating community wide partnerships
spreading good practice
ReferencesReferences
About learning (2006) London: Demos: www.demos.co.uk
Burghes, D., and Robinson, D. (2010) Lesson study: enhancing mathematics teaching and learning, www.cfbt.com
Bransford, J.D. et al (1999) How people learn. Washington: National Academy Press
Improving practice and profession through lesson study (2008) www.teachernet.gov.uk/publications
Wiliam, D. (2006) Assessment: learning communities can use it to engineer a bridge connecting teaching and learning. Journal of Staff Development 27, 1, 16-20
www.teachfind.com
www.lessonstudy.co.uk
