1 Tuesday January 3rd 2017 - PowerPoint Presentation

Slide1

1

Tuesday

January

3rd

2017

John Keenan

John.keenan@newman.ac.ukSlide2

2

Happy New YearSlide3

3

Nicely done…Slide4

https://storify.com/GuardianTeach/what-questions-are-teachers-asked-at-job-interview

How are you doing?Slide5

1  introducing (structuring) topics or activities clearly

2  explaining clearly with examples and illustrative materials

3  systematic and business-like organisation of lessons

4  variety of teaching materials and methods

5  use of questions, especially higher-order questions

6  use of praise and other reinforcement (verbal and nonverbal)

7  encouraging learner participation

8  making use of learners' ideas, clarifying and developing them further

9 warmth, rapport and enthusiasm, mainly shown non-verbally

Rosenshine (1971)

The

Practice LessonSlide6

Mahara

- QTS

How are you doing?Slide7

PGCE Grade

–

essays

How are you doing?Slide8

Pen Portraits and References

How are you doing?Slide9

Teaching Practice and Observations

How are you doing?Slide10

’good’

‘

outstanding

’

Teacher as all-knowing oracle.

Teacher as organiser, and but one source of information.

Learning is teacher-centred, didactic, with carefully-guided activities to support learning.

Learning processes are student-centred and involve group and individual activities.

Teacher generated questions are used to elicit understanding.

Students construct their own learning questions.

Lesson-design rests with the teacher and correct conclusions mark success.

Students are co-designers of the learning episode and the attendant success criteria.

How are you doing?Slide11

’good’

‘

outstanding

’

Learning consists of stimulus –response relationship, and is passive in nature.

Learning is an active process.

Learning involves ‘filling empty vessels’ and ensuring retention.

Learning is a process of ‘fire-lighting’ and connection- and sense-making.

Effective learning stems from efficient transfers of information.

Effective learning arises from open-ended, challenging problem-solving exercises.

Intelligence is fixed.

Intelligence is created.Slide12

12

How are you doing?Slide13

13

A new year’s personal resolution

A new year’s professional resolutionSlide14

14

One thing you are good at

One thing you are not so good atSlide15

You’re good at A

.

. but not so good at B

So let’s work on BSlide16

You’re good at A

.

. but not so good at B

So let’s work on ASlide17

Ways forward

Deficit repair model – fixes weaknesses

Appreciative model – builds on strengths

Engaging students and staff with educational development through Appreciative Inquiry, Innovations in Education and Teaching International.

DOI:

10.1080/14703297.2013.796719 (Online).Slide18

18

End-point review form

–

new fociSlide19

19

S1 Set high expectations which inspire, motivate and challenge pupils

establish a safe and stimulating environment for pupils, rooted in mutual respect

set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions

demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils

S3: Demonstrate good subject and curriculum knowledge

have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings

demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship

demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

S4 Plan and teach well-structured lessons impart knowledge and develop understanding through effective use of lesson time promote a love of learning and children’s intellectual curiosityset homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired reflect systematically on the effectiveness of lessons and approaches to teaching contribute to the design and provision of an engaging curriculum within the relevant subject area(s) S

7 Manage behaviour effectively to ensure a good and safe learning environment

have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly

manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.Slide20

Personal Targets from End-point Review

Standard 1

Standard 7

20

Standard 3

Standard 4Slide21

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S2: Promote good progress and outcomes by pupils

be accountable for pupils’ attainment, progress and outcomes

plan teaching to build on pupils’ capabilities and prior knowledge

guide pupils to reflect on the progress they have made and their emerging needs

demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

encourage pupils to take a responsible and conscientious attitude to their own work and study.

S

5 Adapt teaching to respond to the strengths and needs of all pupils know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of developmenthave a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

S6 Make accurate and productive use of assessment know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements make use of formative and summative assessment to secure pupils’ progressuse relevant data to monitor progress, set targets, and plan subsequent lessons give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedbackS

8 Fulfil wider professional responsibilities

make a positive contribution to the wider life and ethos of the school

develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support

deploy support staff effectively

take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues

communicate effectively with parents with regard to pupils’ achievements and well-beingSlide22

22

guide pupils to reflect on the progress they have made and their emerging needs

know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

communicate effectively with parents with regard to pupils’ achievements and well-being

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements Slide23

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know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively Slide24

One

view

Differentiation is the latest buzzword to have infested education. Apparently I must use a variety of methods at every turn and I must present every topic and idea through a variety of methods and approaches. Nowhere in this obvious argument is consideration ever given to the nature of the material I am teaching. Differentiation, differentiation, differentiation is the slogan regardless of whether I need to communicate some entirely practical notion - press this key if you want the text to appear in bold type - or a complicated abstract notion - the path of an electron in crossed electrical and magnetic fields.

It doesn't matter. Or so I am reliably informed by a (far too) well paid "expert". I must, rather like a nursery school teacher, set up different activities on different tables or in different places so that students can choose the approach they prefer.

Colin Everest( 2003)

guardian.co.uk

Slide25

Definition

1

By differentiation the authors mean making changes, from small changes to larger ones, which enable children to learn from the school curriculum, designed for their age group, with their peers in an inclusive schooling system.

http://www.down-syndrome.net/library/dsii/16/07/Slide26

Definition

2

Differentiation is the matching of work to the differing capabilities of individuals or groups of pupils in order to extend their learning.

OfstedSlide27

Definition

3

Differentiation is the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products. The goals of a differentiated classroom are to maximize student growth and to promote individual student success.

http://curry.edschool.virginia.edu/hottlinx/tier1/faq/faq.htmSlide28

Renzulli's

(1997)

Five Dimensions of Differentiation

content

process

product

classroomteacherSlide29

Differentiation methods

Resource

Outcome

Support

Task

Learning style

Grouping QuestioningTargetsTeaching methodologyObjectiveSlide30

Teaching

b

oys

Autism

Dyslexia

ADHD

What do you know?Slide31

31

guide pupils to reflect on the progress they have made and their emerging needs Slide32

Hitchikers guide to the galaxy

Under-standSlide33

Harry stared at the stone basin. The contents had returned to their original, silvery white state, swirling and rippling beneath his gaze.

“ What is it?” Harry asked shakily.

“This? It is called a Pensieve,” said Dumbledore. “ I sometimes find, and I am sure you know the feeling, that I simply have too many thoughts and memories crammed into my mind.”

“Err,” said Harry who couldn’t truthfully say that he had ever felt anything of the sort.

“At these times” said Dumbledore, indicating the stone basin, “ I use the Penseive. One simply siphons the excess thoughts from one’ s mind, pours them into a basin, and examines them at one’ s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form.’

( Rowling 2000) Slide34

slow

down activities

enable

learners to develop greater ‘ownership’ of the material of learning

foster

‘metacognition’

Improve students

’ cognitive ability

https://dajan.wordpress.com/2009/10/29/readingnotesonmoon/Slide35

Stage 1: Noticing

Stage 2: Making sense

Stage 3: Making meaning

ask questions and to connect ideas together.

Stage 4: Working with meaning

The student makes links with other ideas and events. At this point, reflection on the learning is likely to be taking place. Stage 5: Transformative learning The student has reached the point where they can formulate new ideas of their own. They know what they would do if a similar situation arose in the future.

McDrury and Alterio (2003).Slide36

Reflection - a sense of ownership of the material of learning – relating ideas more effectively to our previous knowledge (Rogers, 1969).

Students who achieve well are more often students who are aware of their own learning processes – their weaknesses and strengths (Ertmer and Newby, 1996).

Metacognition is directly associated with employability by Yorke (2004). Slide37

Webb 2006

http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdfSlide38

38

communicate effectively with parents with regard to pupils’ achievements and well-beingSlide39

http://

www.sporcle.com/games/TubeChat/celeb_pic_12

Kahoot.itSlide40
Slide41
Slide42
Slide43
Slide44

The View from the parents

http://

www.netmums.com/coffeehouse/children-parenting-190/primary-school-age-4-11-years-60/666604-upset-teachers-comments-parents-evening-all.html

C

himneysweep

Who is a parent and what are your views of school communication?

MindTelegraphSecret TeacherSlide45

https://

youtu.be/9hwDeD8hhn8

https://

youtu.be/dMD5T78rn2oSlide46

We’re right

We’re kind

We’re thoughtful

We’re reasonable

We have thought everything through

We know what’s best for your child

Meaning what for the parent?Slide47

Look, repeat, acknowledge, understandSlide48
Slide49
Slide50

Top TipsSlide51

http://

712educators.about.com/od/Parental_Involvement/tp/How-To-Deal-With-An-Angry-Parent.htm

http://

www.teachhub.com/parent-teacher-communication-tips

http://

www.teachingtimes.com/articles/bridging-the-gap-communication-parents-pupils-schools.htm

Basil: Can't we get you on Mastermind, Sybil? Next contestant: Mrs. Sybil Fawlty from Torquay. Specialist subject - the bleeding obviousSlide52

Think of a child you teach and what you would like to say to the parents

Role

play with the various responsesSlide53

http://

newteachers.tes.co.uk/content/tips-handling-parents-evenings

It’s

an opportunity, not a chore,

•

 Stand up when they enter and shake their hands

. • Start with something positive about the pupil; • Have some meaningful data available. • Have some bookwork to show the parents. • Be aware of any specific difficulties the pupil may have. If you say, ‘We both want the best for Daniel,’ then you tacitly create rapport between you and the parents because it’s something they can’t disagree with. You do want the best for Daniel, right?Tom Bennett Not Quite a Teacher, Continuum. Slide54

S-O-L-E-R

technique

Square

posture,

Open

position,

Lean toward the other, Eye contact, Relaxed position Egan, 1990 Slide55

Meeting parents

Welcome parents

For difficult news - ‘good news sandwich’

Positive body language (open, nod, mirror)

Ask , listen, respect

Be prepared

Ensure you follow upFinish positivelySlide56

Typical content

Indication of course content

Attainment and achievements

Effort

Strengths and developments

Examples

TargetsHow to achieve targetsSlide57

Improve...

He has weak spelling.

He pays little attention in lessons.

She did not write enough for her assessment.

There are problems relating to her behaviour.

He does not seem to like working in groups.

His lack of wider reading is disappointing. Slide58

parents

wanted to be treated with respect and as equals when communicating with educators. Parents are not looking for a cold, professional approach from school staff. Rather, teachers who develop a “personal touch” in their communication style achieve enhanced school

relationships

. Similarly, teachers need to convey a value for the “authority and wisdom” of

parents

Lindle

1989; Lawrence-Lightfoot, 2004Slide59

instead

of viewing the conference as a reporting session for what is not

working

in school, teachers can construct an opportunity to discuss what is working with the

student

putting

the child at the centre of the parent-teacher conversation will allow for a focused discussion on the “whole child,” including both strengths and weaknesses Metcalf 2001Slide60

Tips

for Dealing With Tough Parents

.

The Overzealous

Parent

The

Bossy ParentThe Chatty Parent

The

Concerned ParentThe Angry ParentSlide61

Tips

for Dealing With Tough Parents

Every teacher has encountered a parent who has a tendency to lay it on pretty thick.  Some are concerned about grades, others want to know the exact reasons for your teaching method. Below are a few categories that parents can fall under along with some tips to help deal with these tough parents.

The Overzealous Parent

Make

sure to take control and address the concerns by setting limits. Arrange a time for the parents to meet and discuss concerns privately.

The Bossy ParentFirst- count to 10! Make sure to stay professional, do not become defensive. Explain how you teach, supporting your choice of techniques, make copies of materials that address the concern, consider inviting parent to observe the class and see the teaching “in action”. If this does not help, ask administrator to get involved.The Chatty ParentGive several times when you can meet and be subtle but insistent. If possible, arrange for some volunteer time for these

parents. Sending

home family activities/projects that go with a lesson is also a good way to keep parents involved in student learning.The Concerned ParentThe Parent who thinks you assign TOO MUCH homework: Arrange for a meeting. Explain that you assign only enough homework to show what students are doing and to reinforce the day’s lesson. Ask about the routine at home and where homework is done. Offer suggestions if parent is open.The Angry ParentThis is the parent who is UPSET about the child’s grades. When you meet, have gradebook available. Discuss what you observe in class, test scores, homework assignments, and missed assignments.You may want to share tips to studying or organising. Remind the parent that you do care about each student’s success.Slide62

Difficult situations

http://www.tes.co.uk/teaching-resource/Teachers-TV-Dealing-with-Parents-Answer-that-6081863/

Slide63

Email, parents evening, apps, website, blog, phone calls, letters, merits, homework book, newsletters, report cards, video in class

Vary ways

How do you communicate with parents?Slide64

Research

It is important

Problems

What works. Slide65

1. It is importantSlide66

The

Schools White Paper (Department for Education 2010) sets out how the Government will improve the outcomes and life chances of all children. Schools will be increasingly accountable to parents for the progress and achievement of pupils.

The

Field Review on Poverty and Life Chances (Field 2010) identifies a central role for parents in meeting each of these goals, particularly in the early years. Slide67

Ofsted

2008 undertook a survey of 29 secondary schools to

‘

working in partnership with parents or

carers

is the most powerful process that we have in schools for bringing about lasting and effective change.

’ Slide68

Outstanding Schools

Ofsted

2008

The

most effective teams focused their work on specific families.

They also visited homes, social clubs, bars and other places where the community met regularly

in order to establish positive relationships with parents and carers and help them to support their children better. This led to clear improvements, particularly in attendance. All schools were flexible about the timing of meetings and reviews to make sure that the students could attend them with their parents or carers. One school held regular meetings with small groups that included parents of students who were disengaged, as evidence by levels of motivation and attendance. This was designed to provide parents and carers with an opportunity to share experiences and concerns and to become aware of the help that was available Slide69

‘

upskilling’ in

the literacy

and numeracy

of parents was

a necessary prerequisite to raising children’s

achievementStratham et al 2010Slide70

2

. ProblemsSlide71

Parents

are frequently reluctant to participate in bodies such as the Parent-Teacher Association and School Board because they perceive these as forbiddingly formal, and they do not identify with the other parents who are members.

(

Russell and Granville 2005

)Slide72

Schools often perceive parents as ‘hard to reach’

(

Crozier and Davies 2007;

Sherbert

Research 2009)

uninterested

(De Gaetano 2007), and do not respond to the efforts parents are already making with their children (De Fraja 2010). Slide73

For fathers

work

commitments;

the

perception that services were largely geared towards

women

Bayley et al 2009 Slide74

S

chools

responded positively to pupils’

efforts. They

did not respond positively to parents’ efforts

.

(Lopez, Scribner et al. 2001)Slide75

Cultural differences can also create significant communication challenges if teachers use “their own cultural lenses” to interact with culturally and

linguistically

diverse parents

(

Colombo, 2004). Slide76

5-15

minute parent conference that offers little time for meaningful communication regarding a child’s academic and social

progressSlide77

Bangladeshi and Pakistani parents

Some

parents stayed away from parent-teacher conferences owing to lack of confidence in English.

Parents

did not understand the importance of these meetings, and were unaware that non-attendance would be interpreted as indifference.

Crozier

and Davies 2007 conducted a two year, qualitative ESRC funded project to explore Bangladeshi and Pakistani parents’ views of home-school relationships. 591 interviews were conducted with the parents of primary, secondary and post-compulsory aged children, and with the young people themselves. Slide78

http://www.creativeeducation.co.uk/blog/parental-engagement

/Slide79

3

. What works?Slide80

Estyn

2009 reports that, where there is good practice in planning parental involvement, schools understand that parents:

like to be involved in their child’s school

want the school to know them personally as individuals and be kept

well

informed about the progress made by their children

need clear information about day-to-day matters that affect their children feel more confident if they know the staff and have a basic understanding of the curriculum are willing to support school events and provide practical help but are less likely to join a committee become more supportive the more that they are involved, particularly if they

have attended training events

like to have clear rules for their children that are applied consistently. Slide81

http://

www.teachers-media.com/videos/communicating-with-parents-at-secondary#video_title_bar

http://

www.teachers-media.com/videos/reporting-to-parents

Helpful VideosSlide82

Here is your fact. So what?Slide83
Slide84

24%

White parents no barrier to being more involved with child’s educationSlide85

34%

Black British parents have no

barrier to being more involved with child’s education

Slide86

2,000,000

Single parents in the UK

ONS 2015 Families and HouseholdsSlide87

64.4%

Single parents are at work

ONS Working and Workless Households 2015Slide88

9%

Proportion of single parents who are fathers

ONS Families and Households 2015Slide89

40%

Aisan

British parents have no

barrier to being more involved with child’s education

Slide90

Work commitments represented the main barrier

of parents

41%Slide91

119,589

Number of divorces in England and Wales in 2010Slide92

33%

Number of marriages with children ending in divorceSlide93

1000

Co-habiting same-sex couples with children in England and Wales

ONS Autumn 2011Slide94

Harris and Goodall found that parents reported that lack of skills was the greatest barrier to involvement with their children’s learning

(of

parents

)

(

Harris and Goodall 2007

) 29%Slide95

parents’ own experience of school barrier to engagement

(

Harris and Goodall 2007).

28%Slide96

28%

Of parents believe

that their children’s education was mainly or wholly their

responsibility

Peters et al. 200

7Slide97

Parents

who felt very involved with their children’s school

lives in 2001

51

% in 2007.

29%Slide98

Parents

who felt very involved with their children’s school

lives in 2007

51%Slide99

94%

parents who were

confident that their involvement would help their

children

if the school informed parents that

pupils

were not making good progress. Slide100

parents reading with their children

Peters et al. 2007

79% Slide101

parental

confidence in helping children with

homework

Peters et al. 2007

33% Slide102

Black

British parents

involved

with a

PTA

Peters et al. 2007

43%Slide103

White

British parents

involved

with a

PTA

Peters et al. 2007

20%Slide104

Black

British

parents stating

that it was extremely important to help with

homework

84

% Slide105

White

British

parents stating

that it was extremely important to help with

homework

72

%Slide106

Black British

parents who want to

be more involved in children’s

education

84

% Slide107

Asian

British

parents who want to

be more involved in children’s

education

82% Slide108

White British parents who want to

be more involved in children’s

education

63% Slide109

53

%

R

eporting

being asked for help

with homework most

days or every day. Slide110

22

%

Parents unable

to help children with homework because they didn’t understand the topic being learned in

class Slide111

81%

Parents

would welcome support and guidance on how best to support their child’s learning at

homeSlide112

79%

Children reporting

that they would like their parents to know more about what they are learning in class so they can provide more support outside the classroom. Slide113

25%

Parents receiving

information about their child’s learning via online

toolsSlide114

84%

Parents reporting

that their child’s school provided them with little or no resources to help support their child’s learning at home

. Slide115

4

%

of

parents were never confident helping their children with

homework

Peters et al. 2007Slide116

31

%

Were

only confident

occasionally to help their children with homework.

Peters et al. 2007Slide117

38

%

Parents do not

understand their children’s school work.

Peters et al. 2007Slide118

118

know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements