Måluppfyllnad i Mitt Flippade Klassrum I går skrev jag ett rätt bestämt svar till hur jag ser på regeringens förslag till betyg från åk. 4. I mitt inlägg så skriver jag bl.a. att jag inte tror att man höjer elevernas måluppfyllelse genom att ge betyg redan i fjärde klass. Men hur tänker jag då? Hur tänker jag kring ökad måluppfyllnad? Hur arbetar jag med mina elever i Mitt Flippade Klassrum för att få eleverna att nå sin fulla potential? Nå så högt det bara är möjligt! Jag skrev igår att jag är för administration. Ja, för det första är det viktigt att eleverna får öva det som jag bedömer. Det är ju då givetvis lika viktigt att man tillhandahåller verktyg för eleverna som gör att de kan utveckla det som jag ser att de behöver utveckla. I Mitt Flippade Klassrum arbetar jag mycket utifrån modeller. Användbar modell för fördjupad analys, framtagen av Östergårdsskolans SO-grupp Men för de svagare eleverna? Analysmodell för att se orsaker/konsekvenser och åtgärder Riktad skrivning där begreppsmall används
reading Archives - Page 4 of 16 - Best Evidence in Brief Research published by the National Literacy Trust highlights the link between enjoyment of reading and achievement, with children who enjoy reading more likely to do better at reading – over three years ahead in the classroom – of their peers who don’t enjoy it. The findings are based on data from 42,406 children aged 8 to 18 who participated in a National Literacy Trust survey at the end of 2016. At age 10, children who enjoy reading have a reading age 1.3 years higher than their peers who don’t enjoy reading, rising to 2.1 years for 12-year-olds. At age 14, children who enjoy reading have an average reading age of 15.3 years, while those who don’t enjoy reading have an average reading age of just 12 years, a difference of 3.3 years. The survey also indicates that three-quarters (78%) of UK primary school children enjoy reading, with girls more likely to enjoy reading than boys. Estimated effect sizes were zero and not statistically significant.
Bedömning, betyg och lärande Recommended Educational Research Papers for Teachers to Read on Mr Barton Maths arrow_back Back to Research Explicit Instruction Explicit instruction may be thought of as teacher-led instruction. It is more interactive than simply lecturing, involving questioning and responsive teaching, but a key characteristic is that the teacher dictates the content and structure of the lesson, in contrast to more student-centered approaches.
Om att kombinera ”No hands up” och ”Think pair share” | Min undervisning I höstas bestämde jag mig för att införa några små förändringar i min undervisning inspirerad av allt jag läst om bedömning för lärande, formativ bedömning, synligt lärande. Alla dessa begrepp…jag kände att allt jag läst bara snurrade runt i huvudet och tänkte att jag får väl börja i någon ände och prova mig fram…med små steg i ständig utveckling! Jag började med tre olika saker jag läst om under hösten; exit tickets, no hands up och think pair share eller EPA (eget, par, alla) som är Göran Svanelids variant. Här tänker jag berätta om hur jag arbetar med de två sista teknikerna. NO HANDS UP innebär att ordet i klassrummet fördelas med hjälp av slumpen och inte genom handuppräckning. THINK, PAIR, SHARE /EPA innebär att när en fråga ställs funderar alla elever tyst och enskilt en liten stund. Det är i sista steget jag ofta kombinerar teknikerna. Båda de här teknikerna är bra var och en för sig men jag tycker att maximal effekt får jag när de kombineras.
WIN! 'The Teacher Tapp CPD Canon' for your school's library - Teacher Tapp Do you have access to the best teaching books at your school? If so, you are rare. Only 1 in 3 schools has a CPD library. Which is crazy. AND WE WANT TO HELP CHANGE IT. Teachers need access to the latest ideas on teaching techniques and, crucially, it’s important to stay as a learner. Enter: the ‘Teacher Tapp CPD Canon’ – a list of books we think every teacher should have access to, AND WE ARE GOING TO SEND THE WHOLE LOT TO ONE LUCKY SCHOOL. How does it work? What does Teacher Tapp get out of it? Why should you take part? I’m in! What’s in the Teacher Tapp Canon? Great question! That’s over £300 worth of books… and it can all be in your school library from September DISAGREE WITH OUR CHOICES? Let us know on twitter, via @TeacherTapp, what you think we’ve missed and why. We are going to update the Canon for our Christmas giveaway so we are all ears. Right, ONE If you want the Teacher Tapp Canon for your school: Answer 3 questions each day on the Teacher Tapp App . Like this: Like Loading...
IKT Vision 2015-2016 Graham Nuthall, The Most Important Education Researcher We Never Heard Of | Sudbury Beach School We discovered Graham Nuthall while reviewing academic publications about teaching and learning. His extensive body of research provides direct support for the proposition that the freedom students enjoy at Sudbury creates an ideal teaching/learning environment. Nuthall courageously followed the evidence he uncovered to the startling conclusion that what we do in school is largely a cultural ritual based on myths rather than research. Nuthall was Professor Emeritus in Education at the University of Canterbury in New Zealand when he died in 2004 and had spent over 40 years researching learning and teaching in the classroom. He is credited with leading the longest running and most detailed studies of learning and teaching it the classroom that have ever been carried out. Nuthall wired classrooms for sound, installed video cameras, sat in on lessons and interviewed hundreds of students and teachers. And what conclusions did he make after a lifetime of research? Like this: Like Loading...
Gripped by the script For a while now, my lessons have had a certain rhythm to them. They start with a short quiz to recap what the students have previously learned and to link past les... Next it is time for some “input”: an explanation from me on the topic of the lesson. As a geography teacher, I’m likely to include case studies and examples from around the world, as well as using analogies and stories to bring the subject to life and make it memorable. There will be questions and discussions throughout this before the students go on to complete an activity or series of activities. I end with feedback. So far, so usual, you might think. But what is different about my lessons, compared with many others, is just how much of what I do in that classroom is now scripted. And I believe that scripting lessons is something every teacher should be doing, not just because it is the most effective way to teach, but because it is the most enjoyable way to teach, too. And yet, that does not mean I knew how to script.
Reducing workload and maximising progress… – Midland Knowledge Hub This is the transcript of my talk at the Midland Knowledge Hub Launch. Enjoy! Good afternoon, the first thing I’m going to talk you about this afternoon is pizza – not the Dominos/Pizza Hut thick crust takeaway variety but the posh, Italian thin crust pizza – the sort you get in gastro pubs up and down the country – you know the ones I mean – the pizza you are served in trendy restaurants where the waitress/waiter arrives to your table with a giant wooden board, on top of which lies your pizza along with a pizza wheel and a knife and fork… Now, I have decided that there are three types of people in the world. The reality of course is that it doesn’t matter how the hell you eat your pizza – shovelling it in with your fingers is probably the most efficient – what really matters is the pizza itself, the nutritional value, the flavour. For a long time this was me too. But… outcomes didn’t shift far enough, quickly enough. So, what did we do? We are, of course, at start of our journey.
To address underachieving groups, teach everyone better. This blog is inspired by another by Ruth Walker – E-coli and quality first teaching. I’m basically trying to say the same thing. In her brilliantly punchy post she uses an excellent analogy: when food hygiene is poor, the more vulnerable sectors of a population are most likely to suffer – the elderly and babies are more likely to get sick. But the solution doesn’t lie in addressing their needs as sub-groups; it lies in addressing the core issue: poor food hygiene. I think this is a very important idea. A major part of the data delusion that has built up over recent years has been that each sub-group in a cohort should, more or less, achieve similar outcomes and that if there are GAPS – the GAPS MUST BE CLOSED. Boys are not all the same. And this is the main point: At some point ‘intervention’ really has to be simply ‘teaching’. Strengthen the core to reach the students on the fringes. Like this: Like Loading...
John Hattie is Wrong – Robert Slavin's Blog John Hattie is a professor at the University of Melbourne, Australia. He is famous for a book, Visible Learning, which claims to review every area of research that relates to teaching and learning. He uses a method called “meta-meta-analysis,” averaging effect sizes from many meta-analyses. The book ranks factors from one to 138 in terms of their effect sizes on achievement measures. Hattie is a great speaker, and many educators love the clarity and simplicity of his approach. How wonderful to have every known variable reviewed and ranked! However, operating on the principle that anything that looks to be too good to be true probably is, I looked into Visible Learning to try to understand why it reports such large effect sizes. Part of Hattie’s appeal to educators is that his conclusions are so easy to understand. Hattie’s core claims are these: These claims appear appealing, simple, and understandable. I could go on (and on), but I think you get the point. References Hattie, J. (2009).