Great lessons

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Great Lessons Bradley Lightbody [email protected]

Transcript of Great lessons

Page 1: Great lessons

Great Lessons

Bradley Lightbody

[email protected]

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KnowledgeGreat teachers translate their deep knowledge or

skills into clear step by step learning programmes that

take learners from no knowledge to mastery. They

reference up-to-date research, employment

standards and offer regular extended learning

opportunities.

DialogueGreat teachers build a rich 'learning dialogue' using multiple modes of presentation within a

warm, 'it's OK to be wrong' climate. They listen well, question and draw all into

effective participation via a mix of challenging individual, paired and group tasks. They

identify and correct misconceptions.

InspireGreat teachers inspire with their obvious passion and

enthusiasm for their subjects. They do not teach

classes. They teach individuals and build self-

belief with regular coaching support and feedback that lifts every learner forward

Great teachersGreat teaching is not about charisma but an all-embracing sense of energy and purpose. Great teachers stir curiosity, listen, question, coach, raise self-esteem and offer all learners a positive future: a ladder of opportunity. The outcomes of a major NUS survey into what makes great teachers highlighted, “Passion and enthusiasm - these are the key qualities the learners all recognise in a great teacher.” The same qualities are specified within Ofsted, ETF Professional Standards and Professor John Hattie’s and wider academic research. Great teaching is within the grasp of all teachers because teaching is a craft which we can learn, practise, review and perfect.

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Great lessonsThe diamond lesson plan encapsulates in a memorable way the key elements of great lessons and reflects the research conclusions of Professor John Hattie’s research, Rosenshine’s seventeen principles of effective practice and the Sutton Trust’s research on, ‘What makes great teaching.’ It is not a fixed formula or template. A whole lesson may be devoted to recap, or exposition or an active learning group task etc. Whereas each diamond highlights an aspect of great practice not all have to be present within the same lesson or presented in the same order.

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“Make the links between the different topics of this subject and other aspects of our lives…see how important this subject

will be to our careers and to everyday life.”

“The importance of teachers understanding what students

already know and can do…constantly check to see if the new

ideas are being assimilated and accommodated by each learner.”

“Challenge students to think through and solve problems, either by themselves or together as a group.”

“Reviewing and clarifying the key points of a lesson…to consolidate, to eliminate confusion and frustration, and to reinforce the major points to be learned.”

“Teachers must set challenging goals, rather than ‘do your best’ goals and invite students to engage in these challenges and commit to achieving the goals.”

“Share the learning intentions with students so that they understand them

and what success looks like.”

“The aim is to make as many students as possible inspired and passionate in learning the subject- this requires a teacher to inspire that passion.”

“Students…evaluating their own progress , being more responsible for their learning, and being involved with peers in learning together about gains in learning.”

“Socratic type questioning leads students to question, listen, and think critically, and coherently communicate their ideas…”

Applying the evidence

The quotations are all from Professor John Hattie’s seminal book:

‘Visible learning for teachers.’

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Nature and nurture Magnetic Resonance Imaging (MRI) is transforming neuroscience by observing the brain in real time. We are fast discovering not only how we learn but better still the optimum conditions for effective learning. Our ability to learn is shaped by the interplay between our genetic inheritance, our ‘environment’ and our ‘chance environment’ of unique experiences which may have a positive or a negative effect. Inheritance or the general intelligence ‘G Factor’ is dominant and most neuroscientists will place the G Factor at a 50%-60% level of influence. The most recent confirmation - a major study tracking the performance of 12,632 twins in GCSE exams in 2015 - concluded, “all GCSE subjects were substantially inheritable”. The study conducted by King’s College, London and published in Nature identified that inheritance accounted for 60% of the variance in GCSE results. However, education can still make a significant difference. Professor James Flynn who gave his name to the ‘Flynn effect’ following his observation that IQ was rising in every generation has stated in his most recent 2016 publication, ‘Does your family make your smarter’, “All of us can aspire to upgrade our cognitive skills.” This recognises that for many young people their inheritance is supressed by a negative environment, peer group and/or their unique experiences and that we need consistent strategies to lift each learner to his or her full potential. The lessons for the classroom are how to apply the psychology of ‘nudge’ to steer learners into a receptive mode, linked to Dr Carol Dweck’s theories of ‘mindset’ and to ensure all know how to learn rather than just what to learn. Within the classroom it is about securing attention, chunking learning, repetition with visual reinforcement and repetition in different forms to reveal any misconceptions followed by regular recaps and repeats over time ( spaced learning) to confirm and consolidate new learning. Equally our health and fitness agenda should address a healthy functioning brain i.e. REM sleep (note different teenage sleep patterns), exercise, oily fish and regular new experiences / different challenges. The next slides identify the broad challenges and the need for effective strategies.

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Great progressOur students are different in terms of their ability, motivation, organisational skills, study skills, behaviour and effort. We may not be able to alter the G Factor but we can ensure all learners receive the study and learning support they need to make good progress against their individual starting points. The divisions reflect Professor John Hattie’s classifications, “Is that student a novice, somewhat capable or proficient?” Our overall aim is to identify the ‘success factors’ of the independent or proficient learners and to help dependent and directed learners to develop the skills underpinning successful study. With broad strategies in place it is then essential to focus on each individual.

Independent learners Dependent learners Directed Learners

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Independent learners

These learners will have enjoyed good to high achievement at High School. They will be confident, well-motivated and have good study, social and learning skills. In the classroom they will participate to a high level and regularly ask as well as answer questions. Outside the classroom they will make effective use of library, study centre and internet resources. They will often hold an intrinsic interest in their chosen subjects or associated career path. They will often be keen to progress to university or to an identified employment sector. They will probably gain high grades.

How do you add value, stretch and challenge?

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Dependent learners

These learners will have left high school with average achievement. They may lack confidence and have underdeveloped study, social, and learning skills. In the classroom they will be co-operative and complete all necessary work. Outside the classroom they will complete specified homework but are not motivated and/or lack the skills for deeper independent study. They are largely dependent on what is covered and issued in the classroom each week. They are uncertain about their future career path and whether or not to progress to university. They will probably pass the course but not with high grades.

How will you improve their study skills and lift their performance?

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Directed learners

These learners will have left high school with low achievement. They will often have low self-esteem and low personal confidence and often lack appropriate social and learning skills. In the classroom they will often exhibit behaviour problems and be easily distracted, go off task or even indulge in disruptive behaviour. They will often attend lessons ill-equipped for study and end lessons without completing all set tasks. Outside the classroom they will rarely undertake any additional study and may need further support and encouragement to submit assignments. They will often have no precise career goals They will often struggle to complete the course and many may fail.How will you moderate behaviour and ensure that all at least pass?

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Great LearningConsider the application of the following three strategies to lift the performance of all learners. The quotations are from the

research of Professor John Hattie.

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Great CPDBradley Lightbody enjoys an excellent reputation for putting theory into practice and for presenting highly motivational evidence-based CPD. He will be publishing ‘Great Lessons’ in 2017 but you can gain from his research by booking a full day or half day CPD experience for your staff. Email [email protected]

Great Lessons - a one day programme detailing how to plan and deliver great lessons using the diamond lesson plan model with copious high impact examples. ( may be tailored for academic, vocational, adult and WBL audiences).

Great learning – a one day programme applying cognitive research and detailing how to coach and support independent, dependent and directed learners to ensure all achieve their full potential.

Great classroom management – a one day programme to address the most effective way to motivate and engage ‘directed’ learners and to rapidly isolate and control poor behaviour.

Great workshops – any aspect of improving teaching and learning may be presented within a half day programme to address your own CPD priorities e.g. improving groupwork, question and answer, stretch and challenge.