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learning outdoors linking to Leuven scales and well-being 

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learning outdoors linking to Leuven scales and well-being 

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Maths lesson - one more, one less

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http://edchat.net - © Crown Copyright. Provided by Education not Limited Further resources available on http://edchat.net Licensed to Education not Limited formerly The Artists' Guild Ltd. Licence information available at www.edchat.net

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Making Teaching Work Part 1 Classroom Environment

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Making Teaching Work Part 1 Classroom Environment

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Applying Bloom

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Cheminais chapter Applying Bloom and Learning Styles

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Cheminais chapter Applying Bloom and Learning Styles

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Very useful

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a straightforward read

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The Child as a meaning maker

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Research paper regarding the situated design 

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Research paper regarding the situated design 

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Useful to read how the teacher passed on her views to the observer

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EYFS

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Links to Vygotsky

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Creating Effective Teaching and Learning Environments

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Creating Effective Teaching and Learning Environments

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Do not press print, this is very long

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Links to community of Learners

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Short and critical

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The Effect of Rewards and Motivation on Student Achievement 

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The Effect of Rewards and Motivation on Student Achievement 

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a masters paper (1996)

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most of theories in this chapter

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Part 1 This is a long chapter

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Part 2

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Useful for EYFS and Year 1

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Play theory

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Links to motivation

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It's the bread and butter of our practice

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It's the bread and butter of our practice

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social cultural approach of the EYFS

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Piaget, Vygotsky and scaffolding

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Reception class

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http://edchat.net - © Crown Copyright. Provided by Education not Limited Further resources available on http://edchat.net Licensed to Education not Limited formerly The Artists' Guild Ltd. Licence information available at www.edchat.net

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From good to outstanding Literacy in a Year 1 class

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From good to outstanding Literacy in a Year 1 class

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Ofsted observation

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http://edchat.net - © Crown Copyright. Provided by Education not Limited Further resources available on http://edchat.net Licensed to Education not Limited formerly The Artists' Guild Ltd. Licence information available at www.edchat.net

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Short clip explaining Bruner's principles

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Short clip explaining Bruner's principles

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CPA approach explained

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Background to the CPA framework

Children (and adults!) can find maths difficult because it is abstract. The CPA approach builds on children's existing knowledge by introducing abstract concepts in a concrete and tangible way. It involves moving from concrete materials, to pictorial representations, to abstract symbols and problems. The CPA framework is so established in Singapore maths teaching that the Ministry of Education will not approve any teaching materials that do not use the approach.

The Concrete Step of CPA

Concrete is the "doing" stage. During this stage, students use concrete objects to model problems. Unlike traditional maths teaching methods where teachers demonstrate how to solve a problem, the CPA approach brings concepts to life by allowing children to experience and handle physical (concrete) objects. With the CPA framework, every abstract concept is first introduced using physical, interactive concrete materials.

For example, if a problem involves adding pieces of fruit, children can first handle actual fruit. From there, they can progress to handling abstract counters or cubes which represent the fruit.

The Pictorial Step of CPA

Pictorial is the "seeing" stage. Here, visual representations of concrete objects are used to model problems. This stage encourages children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem.

Building or drawing a model makes it easier for children to grasp difficult abstract concepts (for example, fractions). Simply put, it helps students visualise abstract problems and make them more accessible.

The Abstract step of CPA

Abstract is the "symbolic" stage, where children use abstract symbols to model problems. Students will not progress to this stage until they have demonstrated that they have a solid understanding of the concrete and pictorial stages of the problem. The abstract stage involves the teacher introducing abstract concepts (for example, mathematical symbols). Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols (for example, +, -, x, /) to indicate addition, multiplication or division.

Making CPA Work for You

Although we've presented CPA as three distinct stages, a skilled teacher will go back and forth between each stage to reinforce concepts.

The MNP Primary Series approach encourages teachers to vary the apparatus that children use in class. For example, students might one day use counters, another day they might use a ten frame. Likewise, children are encouraged to represent the day's maths problem in a variety of ways. For example, drawing an array, a number bond diagram or a bar model.

By systematically varying the apparatus and methods used to solve a problem, children can craft powerful mental connections between the concrete, pictorial, and abstract phases.

When teaching young children numbers, counters and multi-link cubes are more commonly used in the UK. However, concrete materials are frequently shelved by the time children reach KS2 - many teachers believe them to be too childish or distracting. Removing concrete materials exposes children to abstract concepts too early. As a result, they miss out on the opportunity to build a conceptual mathematical understanding that can propel them through their education.

It is important to recognise that the CPA model is a progression. By the end of KS1, children need to be able to go beyond the use of concrete equipment to access learning using either pictorial representations or abstract understanding. What is important, therefore, is that all learners, however young, can see the connections between each representation.

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CPA Approach Explained | Learn the Concrete, Pictorial, Abstract Method

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Everything to get you started with Jerome Bruner's concrete, pictorial, abstract framework. Also referred to as concrete, representational, abstract, this maths mastery strategy progresses students through mathematical concepts in an intuitive way. Here's what CPA is, how to structure a lesson plan, and why it works.

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critical analysis of children sharing ideas etc

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Participation in a community of learners

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Participation in a community of learners

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Rogoff etal

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Journal

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What is postmodernism and how does it link to education

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What is postmodernism and how does it link to education

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Journal

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Postmodern PERSPECTIVES

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Chapter although early years ideas apply to schools

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Assessing Student Learning Applying Bloom Bloom_journal.pdf Bloom_journal.pdf PDF document Padlet Drive Cheminais chapter Applying Bloom and Learning Styles Cheminais chapter Applying Bloom and Learning Styles Very useful Cheminais_chapter__Learning_Styles__Bloom_and_Gardner.pdf Cheminais_chapter__Learning_Styles__Bloom_and_Gardner.pdf PDF document Padlet Drive Questioning and higher order thinking. Questioning and higher order thinking. Questioning_and_Higher_order_thinking_Task.pdf Questioning_and_Higher_order_thinking_Task.pdf PDF document Padlet Drive Teaching and Learning through M.I. Teaching and Learning through M.I. multiple_intelligences_pdf_routledge.pdf multiple_intelligences_pdf_routledge.pdf PDF document Padlet Drive The Effect of Rewards and Motivation on Student Achievement The Effect of Rewards and Motivation on Student Achievement a masters paper (1996) The_effects_of_rewards_on_student_motivation_masters_paper.pdf The_effects_of_rewards_on_student_motivation_masters_paper.pdf PDF document Padlet Drive

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Gives ideas such as mind maps and identifying learning styles

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Some people may think that once they have "bought into" the accelerated learning they will need to re-write all of the training materials. What we often advice, to start with, is an quick audit of any training objectives before each course or workshop is run, to see if the objectives are focused towards the business. If they are not, these can be tweaked to ensure tangible results.

If you are "accelerating" your workshops, just making the shift from being a trainer to a facilitator, can help determine the tweaks you can implement. I love Sharon Bowman's book "Brain Science to make Training Stick" and her 6 simple "trumps" that help to adapt existing workshops easily.
Watch this short video to see her trumps!

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How to Accelerate Learning: What accelerated learning can do for you

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Some people may think that once they have "bought into" the accelerated learning they will need to re-write all of the training materials. What we often advice, to start with, is an quick audit of any training objectives before each course or workshop is run, to see if the objectives are focused towards the business.

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A wealth of research to explore

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Report Overview

This report reviews over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. It finds some common practices can be harmful to learning and have no grounding in research. Specific practices which are supported by good evidence of their effectiveness are also examined and six key factors that contribute to great teaching are identified. The report also analyses different methods of evaluating teaching including: using 'value-added' results from student test scores; observing classroom teaching; and getting students to rate the quality of their teaching.

This report was written by Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major.

The report has been read by over 115,000 people on this page, and attracted considerable media coverage. You can read much of the coverage on the right hand side of this page.

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Report Overview This report reviews over 200 pieces of research to identify the elements of teaching with the strongest evidence of improving attainment. It finds some common practices can be harmful to learning and have no grounding in research.

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3 models, choose one which you like best

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You might have already noticed that these models have some overlaps which is not surprising given the main function of reflection: to learn from both experience and theory, bringing both together to deepen understanding.

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Maynard and Thomas chapter Cognitive development

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Maynard and Thomas chapter Cognitive development

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this link takes you to an article in The Guardian which may help you to critique behaviour strategies

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Recent comment and news - see the Secret Teacher and the Guardian story on levels of school exclusions - has made me realise how stuck the debate on developing children's good behaviour in schools has become.

Teachers are judged by how strict they are. Everyone who has been to school thinks they are an expert and many policies are based on half-baked ideas about emotional intelligence and reptile brains.

Meanwhile, thousands of children are not going to school, teachers are under increasing pressure to command their students to behave, and parents are blamed for not being good role models.

I am reminded of my first job as a teacher working in a school in an area of severe economic deprivation. After four or five years I'd learned a wide range of behaviour management strategies based on rewarding good behaviour and punishing bad. I used stickers, golden time, time out, three strikes, red and yellow cards. This worked quite well with most of the children, however there were some who continued to disrupt my class and challenge my teaching. In particular one boy (I'll call him Kyle) was really difficult to reach. I tried everything I knew but things got worse, including his violence to teaching staff and children. The situation became so bad it looked as if he would have to be excluded.

This is a familiar situation in many schools, where excluding children becomes almost obligatory to protect the staff and other students and is reflected in the consistent levels of temporary and permanent exclusions in English primary schools.

Once I'd run out of ideas with Kyle all I could do was repeat my repertoire. This was even less successful second time round and he had to be removed from class more often, giving us respite in the short term but doing little to change things for the better. I realised the strategies I was using put Kyle and others like him in a position where they required continuous direction from adults. As a result, children saw themselves as helpless, as the victims of their own behaviour. I could hear them saying things like, "I can't help it, I'm just naughty".

In the end I was stuck. Not willing to give up on Kyle and with the unfailing support of my headteacher (who had never excluded a child) I decided to try a completely different approach.

A couple of years before, I'd met Geoff James, a local authority specialist support teacher who was looking into behaviour support for his PhD. We invited him into school to work with me and Kyle.

Geoff was working with children at high risk of permanent exclusion, using an inquiry-based approach focused towards solutions rather than problems. Originally developed by Steve de Shazer and Insoo Kim Berg for family support, the approach had a clear structure and Geoff advised me to start by talking to Kyle about something he was already doing successfully. Here's an example of one of our conversations:

"Tell me about something that's going well for you Kyle?"
"Football"
"How come it's going well?"
"Because I practice every day."

We continued this problem-free talk for a while, with me giving Kyle feedback on his strengths and qualities, "it seems like you keep practicing even when you're tired. Is that right?"

I then used this platform of success-talk to widen the conversation to include school.

"What's your best hope for school Kyle?"
"To be friends with the others in class so I can play football with them."
"On a scale, where 10 is you playing football with the others and 1 is you not playing with them at all, where are you right now?"
"3"
"Where would you like to be?"
"10"
"Suppose you were at 10, what would people notice about you that was different?"
"Me and the other children would be smiling and enjoying ourselves."
"And how might that happen?"
"I'd notice if I was getting angry and stop myself blowing up by walking away."
"What would you do if you were in class - where would you go?"
"Under the table."
"Mmm, that might distract other children, do you think?"
"Yeah. What about if the table was just outside the classroom?"
I said it would be alright if I knew he was safe there. "When would you come back into class?"
"When I stop being angry."
"How long would that take?"
"About five minutes."

Kyle was as good as his word. Over the next few weeks whenever he started to get angry he would leave the classroom and sit under the table. I let everyone know this was agreed and they left him alone. In often less than five minutes, he would come back into class to work. We continued to meet fairly regularly and when things went wrong - which they did occasionally - I'd ask him what he might do to make them better.

Working in this way with Kyle transformed our relationship. We learned to work together and to trust each other. Kyle began to relax in class and became more focused on his learning. The other children relaxed too and Kyle's violent outbursts disappeared. He started going out to play and eat his lunch and play football with the other children. A big change. In two months he didn't stand out from his classmates at all.

Was this remarkable change permanent? Kyle is 17 now, I am still in touch with him and I know he is doing fantastically well at A level.

Since that time with Kyle, 10 years ago, I've been using this solution focused approach in my classroom and it works time and time again, with all kinds of children, with all kinds of background, in all kinds of situations. Similarly, Geoff has continued to use the approach in educational support services with amazing success.

Kyle's case is evidence of an approach to children's behaviour that recognises the child as a reflective and resourceful agent of change. In my experience this approach can be more effective than problem focused methods. It's more effective at keeping children in school, at reducing stress in children and adults, and in developing successful learners. It can also be a lot cheaper.

Maybe now is the time to rethink our attitudes towards 'good' and 'bad' children and to utilise approaches like this based on evidence of improved outcomes. We shouldn't give up on thousands of children who don't respond well to what we've done in the past. We can work in new ways that support them and help them be the best they can become.
Tim Taylor is a primary school teacher working in east of England and editor of Mantle of the Expert. Dr Geoff James is a specialist support teacher working for a local authority school support service.
This content is brought to you by Guardian Professional. Sign up to the Guardian Teacher Network to get access to more than 100,000 pages of teaching resources and join our growing community. Looking for your next role? See our Guardian jobs for schools site for thousands of the latest teaching, leadership and support jobs
Topics

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A fresh look at behaviour management in schools

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Recent comment and news - see the Secret Teacher and the Guardian story on levels of school exclusions - has made me realise how stuck the debate on developing children's good behaviour in schools has become. Teachers are judged by how strict they are.

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Chapter: Leeson, C. (2004) Praise of Reflective Practice 

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Chapter: Leeson, C. (2004) Praise of Reflective Practice 

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In Willan, J., Parker-Rees & Savage, J.(eds). Early Childhood Studies, Exeter: Learning Matters. A straightforward read

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Caroline Leeson In Praise of Reflection.pdf

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Lesson Planning and classroom survival chapter

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Lesson Planning and classroom survival chapter

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Ref: Snow, D. & Campbell, M. (2017) More than a native language, Virginia: TesolPress

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Lesson Planning and classroom survival Task 2.pdf

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Some ideas...

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Great teachers are nimble, observant, and responsive, always keeping an open mind about how to best engage their students and get them excited about learning-and that means considering trying out different interactive teaching styles in the classroom.

Interactive teaching styles are designed around a simple principle: without practical application, students often fail to comprehend the depths of the study material. Interactive teaching is also beneficial for you as the teacher in a number of ways, including:

Measurable student accomplishments: Teachers making use of interactive teaching styles are better equipped to assess how well students master a given subject material.

Flexibility in teaching: Applying training methods that involve two-way communications will enable you to make quick adjustments in processes and approaches.

Practice makes perfect: Interactive instruction enhances the learning process.

Student motivation: Two-way teaching dispels student passivity, and when more students are engaged, you'll have much more fun too.

Applying interactive education

Whereas students often lose interest during lecture-style teaching, interactive teaching styles promote an atmosphere of attention and participation. Make it interesting. Make it exciting. Make it fun. As you well know, telling is not teaching and listening is not learning.

The ARMA International Center for Education offers the following guidelines to express the focus of interactive educational teaching styles:

Encourage student participation.

Use questions that stimulate response, discussion, and a hands-on experience.

Use teaching aids that press for answers, and capture/hold the student's attention.

Set up a workgroup environment.

Involve yourself as well as the student.

5 interactive teaching styles that make a difference

Now is the time to start bringing life into your teaching styles. Here are some of the most effective ways to engage your students.

1. Brainstorming - various techniques

Interactive brainstorming is typically performed in group sessions. The process is useful for generating creative thoughts and ideas. Brainstorming helps students learn to pull together. Types of interactive brainstorming include:

Structured and unstructured

Reverse or negative thinking

Nominal group relationships

Online interaction such as chat, forums and email

Team-idea mapping

Group passing

Individual brainstorming

2. Think, pair, and share

Establish a problem or a question, then pair your students. Give each pair sufficient time to form a conclusion, and permit each participant to define the conclusion in his or her personal voice. You can also request that one student explain a concept while the other student evaluates what is being learned. Apply different variations of the process-your students will be engaged, communicating, and retaining more information before your eyes.

3. Buzz session

Participants come together in session groups that focus on a single topic. Within each group, every student contributes thoughts and ideas. Encourage discussion and collaboration among the students within each group; everyone should learn from one another's input and experiences.

4. Incident process

This teaching style involves a case study format, but the process is not so rigid as a full case study training session. The focus is on learning how to solve problems that involve people-preparing your students for life beyond your classroom. Provide small groups of students with details from actual incidents and then ask them to develop a workable solution.

5. Q&A sessions

On the heels of every topic introduction, but prior to formal lecturing, ask your students to jot down questions pertaining to the subject matter on 3×5 index cards. After you collect the cards, mix them up and read and answer the student-generated questions.

Time's up!

Want more interactive teaching techniques? In a presentation on interactive teaching techniques , Kevin Yee from the University of Central Florida provides concise descriptions of different approaches to interactive educational formats. Take a look-and have fun with them.

Tags: Educational Technology, Engaging Activities, Online Teaching

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5 Examples of Interactive Teaching Styles

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Great teachers are nimble, observant, and responsive, always keeping an open mind about how to best engage their students and get them excited about learning-and that means considering trying out different interactive teaching styles in the classroom. Interactive teaching styles are designed around a simple principle: without practical application, students often fail to comprehend the depths of the study material.

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You may find something from this presentation useful for your micro teach session

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Teaching Learning Methods - lecture (PACE)_0.pdf

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7 minutes. This is for trainee teachers on the teaching training course for the lifelong learning sector but is still relevant to this unit.

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Delivering an effective micro teach session

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buckingham

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Towards Ecopedagogy: an education embracing ecophilia

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Towards Ecopedagogy: an education embracing ecophilia

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An interesting journal article discusses the places where children learn and advocating for an eco-pedagogy

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Introduction to the module. Recapping behaviourism, MI and learning styles

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Week 2 Bloom, social pedagogy - the constructivists and Rogoff. Consider your learning environment

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Week 2 Bloom, social pedagogy - the constructivists and Rogoff. Consider your learning environment

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Bloom, Piaget, Vygotsky, Bruner and Rogoff

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Brooks and Kirk - The TAQA Training Industry Leader

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A while ago we looked into what a micro-teach is, and how it should be done. Let's have a little recap on this before we look into how to run a successful lesson. If you are studying the Level 3 Award in Education and Training you will have seen that one of the core modules is the micro-teach. It is therefore very important that you understand what it entails.

Most learners love the prospect of delivering their individual subject within a 15-minute window. However, for those who don't enjoy presenting in front of a group, it can be rather daunting. The micro-teach is an opportunity to showcase your skills and knowledge on a subject of your choice.

Here are some of our top pointers on how to prepare for the micro-teach:

Prepare a lesson plan

You should have a clear idea of what you would like your learners to achieve during this 15-minute session. Take the time to draft a lesson plan that is a maximum of 2 pages long. Structure your lesson so you have an introduction, middle section, activities and a summary. It is also a good idea to plan some time in for questions that your learners may have too. If they ask questions as you go along you are more likely to lose concentration.

Keep it simple

Remember you are giving a micro-teach within your expert field. Your learners may have no prior knowledge of this subject area, so keep it nice and simple. Don't use technical language that may confuse your learners. It is also good practice to have a short 4-5 slide Powerpoint presentation to support your micro-teach. By including short bullet points on each slide you can make sure you are sticking to the general structure of the lesson plan.

Use video activities

The most important thing about the micro-teach is to make it engaging for your learners. Think about how you are going to capture their attention and make them contribute to the session. Have you got any fun videos that you can use within your micro-teach, or is there anything you can add in order to make your learners interact? A quiz is always a great way to test whether people have actually been listening or not!

Questions are important

Being a good teacher or trainer requires you to be able to ask engaging questions. Try to include open-ended questions that require your learners to think outside the box. The micro-teach is a great opportunity to show your questioning skills. Question time also gives you a break from the flow of teaching, and takes the pressure off you for a little while!

Practice is key

Most of us hate giving presentations, but the only way we improve is by practicing over and over. Take the time to present your micro-teach to your family or friends, and get their feedback. Even better, practice on someone who has no understanding of your subject area at all. That way you can judge whether you are speaking too technically.

Keep calm and be patient

We have all been in that situation where mid-presentation we lose our train of thought and become flustered. We want the ground to swallow us up there and then! If you find yourself in this situation, try your best to keep calm and stop for a second. Gather your thoughts, and resume with your micro-teach. If you are really struggling, pop in a question for your learners to give you a quick break from teaching.

Be patient with your learners

As we have briefly mentioned, your learners are highly unlikely to be experts in the subject you have chosen. They may need clarification of what a term means, which is completely understandable. Take the time to explain to them before you move on with your micro-teach. Whilst timings are important, remember you should have already set aside some time for answering questions later on. You might just have to shorten that window a little instead.

Finishing the micro-teach

If you find yourself at the end of the micro-teach and you haven't covered all of your objectives, try not to worry. It is always best to over-plan so you have extra activities under your sleeve if you need them.

Ideally, by the time you're hitting the 15-minute mark, you should have gone through all of your objectives and should think about finishing the session. Now would be a good time to see if any of your learners have any questions.

If you would like more information on the Level 3 Award in Education and Training, please contact us today on 01205 805 155.

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Top Tips For A Successful Micro-Teach! | Brooks and Kirk

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If you are studying the Level 3 Award in Education and Training you will have seen that one of the core modules is the micro-teach. Here are our top tips!

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Although the title is transitions, and the curriculum is Australian, it discusses Piaget and Vygotsky which you can link to your evaluations

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How to create a successful and enabling learning environment chapter . Williams, L., and Howard, C. (2022) Essential Guides for EY teachers. Critical Publishing

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How to create a successful and enabling learning environment chapter . Williams, L., and Howard, C. (2022) Essential Guides for EY teachers. Critical Publishing

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a straightforward read. It includes a cycle of planning (p. 62) and discusses planning for play.