@Teacher tweaks pedagoolondon2014

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Information about @Teacher tweaks pedagoolondon2014

Published on March 9, 2014

Author: debbieandmel



Taking the temperature of your classroom: responding to the needs of your students.

Taking the temperature of your classroom: responding to the needs of your students Debbie and Mel @TeacherTweaks

We intend to discuss: • How do we spot progress problems? • What strategies can we use to deal with these problems? • The importance of modelling. • Use of scaffolding. • Expecting excellence through success criteria. Debbie and Mel @TeacherTweaks

PANIC ZONE Debbie and Mel @TeacherTweaks (Adapted from Senninger) STRETCH ZONE Willing to risk Disinclined Exhausted COMFORT ZONE Reflect on your lessons from last week: • Which ‘zones’ were your students generally in? • Where does the most learning occur?

How do you spot comfort? Panic? Debbie and Mel @TeacherTweaks This is part of our version of the 5 minute lesson plan. Depending on where you are in the sequence, you will need to change the level of input and differentiation for students. Debbie and Mel @TeacherTweaks

Comfort Zone: • You’ve finished? How do you know it’s excellent? • Which task level did you choose? • Can you think of how I could’ve made this task more difficult? • What do you think are the most common mistakes people make with this? Why? • Have you compared your work with someone else’s? Which questions do you think would be most useful? Can you devise further questions? Debbie and Mel @TeacherTweaks

Panic Zone: • • • • How would you expect students to respond to these questions? What are you trying to do? How long have you struggled for? What have you tried? If I could give you one resource/piece of information but not the answer, what would it be? • What you’re doing is hard – I’ll let you think for 2 minutes and come back to see what you think you need to do. Debbie and Mel @TeacherTweaks

Comfort zone: • Silent feedback (Post it from Full on Learning) • Replace the words that have been circled with better ones • ABC peer assess with a partner Pick a top 3 • New challenge (plenary prefect) for your • Do the hot or scorching task subject! • Write instructions for…….. • Rewrite this for a different audience • Present this information in a different way Debbie and Mel @TeacherTweaks

Panic zone: • • • • • • • • Look in your book/ a textbook Ask your group Use a helpsheet Pick a top 3 Read the exemplar answer on for your a similar area subject! Follow a set of instructions Visit an expert in the class Read what someone else has written so far Use the sentence starters/question prompt sheet Debbie and Mel @TeacherTweaks

Different challenge tasks: warm, hot, scorching • Another thing in our lesson plan is planning in three types of task challenge to stretch all learners. • These tasks can be different OR they can be the same task but with different levels of scaffold. • We prefer to share all tasks with students to help them make an informed choice. • There is an expectation that if you choose ‘Warm’ you should then move onto the ‘Hot’. If you choose ‘Hot’ then you should be aiming for ‘Scorching’ in the next lesson. • It’s easy to keep track of students’ choices in a Google Doc which you can show at the start of each lesson/week/fortnight. Debbie and Mel @TeacherTweaks P95lhNzfdGJYUnVxeGFwQS1WRjJabS1JekRucFE&usp= drive_web#gid=0 Debbie and Mel @TeacherTweaks

Using teacher modelling • Modelling is one of the most underrated skills a teacher has at their disposal to help a student understand how to work through a task. • You can model in three ways: in class at the board, alongside the students as they write or a pre-made ‘flipped learning’ style video. Discussion Questions • What are the pros and cons of the three approaches? atch?v=xGyG7X7Crkc • When might you use these different approaches? Debbie and Mel @TeacherTweaks

Appropriate scaffolding • What type of scaffolding do you draw upon time and again in your classes? • What would be a high challenge, mid challenge or low challenge scaffold? • How do you introduce these scaffolds to your students – do you have them ready or do they decide what is needed? Debbie and Mel @TeacherTweaks

Debbie and Mel @TeacherTweaks

Adapted from Learning Spy’s Reading Ladder Debbie and Mel @TeacherTweaks Debbie and Mel @TeacherTweaks

Debbie and Mel @TeacherTweaks

Courtesy of Andy Day @Andyphilipday

Discussion sentence stems Developing your ideas after hearing other points of view When expressing your ideas •I feel…….. •I believe……. •In my opinion…… •After talking about it with the group, we decided……. •I agree/disagree with you because…… •If it was up to me, I would……. •I’d like to add…….. •Some people might think that but…….. •After listening to what you said, I think……… If you are unsure about what you heard •I found it a bit confusing when….. •I’m not sure what I think yet but…. •I hear what you’re saying but what about…… •Am I right in thinking….? Debbie and Mel @TeacherTweaks

Ethical question (should/could): ‘For’ Argument 1: ‘Against’ Argument 1: Scientific evidence or quotes: Scientific evidence or quotes: ‘For’ Argument 2: ‘Against’ Argument 2: Scientific evidence or quotes: Scientific evidence or quotes: Debbie and Mel @TeacherTweaks

Sequence HOT map First/Earliest/Most Sequence into order of time, importance or significance Debbie and Mel @TeacherTweaks Least/Latest/Last (Adapted from Hook

Prediction thinking map Imagine Possible evidence for this outcome Find Actual evidence for this outcome Judge likeliness of possible outcome Possible outcome Possible evidence against this outcome Imagine Debbie and Mel @TeacherTweaks Actual evidence against this outcome Make a prediction Find (Adapted from Hook

Six mark question: 1. Key words: 3. Bullet points: 2. Diagrams/equations: 4. Paragraph: Debbie and Mel @TeacherTweaks

Debbie and Mel @TeacherTweaks

Examples of excellence • Do your students know what an excellent task outcome looks like? • You could give them an exemplar and use the success criteria to identify why it is an excellent example. • If the student is struggling, they can use the model and/or success criteria to break down the task and move forward. • If the student is coasting, you can direct them to the model piece of work then get them to use the success criteria to annotate their own work. Debbie and Mel @TeacherTweaks

Task: Write a letter in role as Benedick, describing the ball last night. • Use a metaphor or a simile to describe the colours and textures of the costumes including your own. Is it comfortable to wear? (Warm) • Begin a sentence with an interesting adverb to describe something you did at the ball. (Warm) • Use the senses to describe the dancing and the feast. (Warm) • Use speech marks to share part of a conversation you had with another guest. (Hot) • Use connectives when describing something you saw happen at the ball. (Hot) • Use one of the scorching complex sentences on the wall to describe what happened with Don Pedro, Claudio and Hero. (Scorching) • Use a semi colon in the final line of your letter to you old friend. (Scorching) Debbie and Mel @TeacherTweaks

Investigation plan Success criteria WARM HOT Write an equipment list Explain what you will and instructions of use the equipment for what you will do. and write a method that someone else could follow. State the factor you will change and the factor you will measure. State the factors that need to be kept constant. Debbie and Mel @TeacherTweaks SCORCHING Justify your equipment choices by discussing precision, accuracy and possible alternative equipment. Explain how the control variables will be kept constant.

Thanks for listening! @TeacherTweaks PedagooLondon2014 by Debbie Light and Melanie Aberson is licensed under a Creative Commons AttributionNonCommercial 4.0 International License. Debbie and Mel @TeacherTweaks

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