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How to collect proper data from students without having a shared language yet?

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Precise and inspiring feedback and feed forward

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Precise and inspiring feedback and feed forward

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Reflecting and understanding

I shall have to define more precisely what I mean by “precise and inspiring ».

Data collection and analysis

I shall have to ask my students about how they respond to my feedback and feed forward. Do I provide the information they nee and and want? What do they want?

Feedback and evaluation

I’m going to discuss the data with my students and explain what I’m going to do and not do and why.

Research for professional development

Hopefully, this prosess will enable me to change my practice and my students will be empowered and to a greater extentbecome agents in their own learning.

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I like to think I do research for all of the purposes mentioned in the slide because as a teacher you have to adjust your practice to a particular group. How meticulous I am with this reesach is another question, though. It might be a bit too superficial, so I guess I still might be a victim of my own assumptions.

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I taught a course with another teacher. After every lesson, we had a short moment for reflection. It felt important to talk about the lessons, although we weren't critical of each other's approaches.

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We share regularly thoughts with other fairly new teachers who are also going through all experiences for the first times. I think I develop through discussion with them, because I identify better my way of doing and can also change it (towards transformative), if I get good ideas from others. I feel relieved, a sense of somebody going through the same, feeling togetherness.

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Job shadowing in Bruges, Belgium

Transactional

I was excited and very keen to sit in on CLIL classes in various subjects, taught in different languages.

I experienced a lot! Observing other teachers’ lessons is interesting for many different reasons. Job shadowing is a way to generate many reflections. There were aspects of these lessons I want to use as inspiration in my own teaching and aspects that I will try to downplay or reduce. The interaction between the learning material and the activities in these lessons and how students responded to them proved to be a wake-up call! Observing teaching and learning was a reminder of how precise instructions should be and how, ideally, there should always be room for students at different levels to work efficiently to develop at their particular level. At the same time, the feeling of community and common purpose of the class and the teacher working together should also be reflected in the structure and content of the lesson. It is not easy to strike the right balance here. At the end of the day, we had a meeting with the teachers we had observed and were able to ask questions about we had observed and share our experiences when teaching CLIL lessons. This enabled us to process our experiences right away.

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Action in classroom with collegaes. Trying out new ways to make the studens active and see how that gives them motivation for learning. Observation and feedback.

How did you feel?

I was eksited to try out new ways for learning.

What happend?

The studens suprised me over the amount of theory they managed to learn during an aktive and praktical session.

How you experienced it?

It challenged me to make new tasks for my students that involved a combination of practikal an theoretical learning. I had to come up with new ideas and that was challenging and motivating at the same time.

Why it was so?

i wanted my classroom and my students to be more active and to motivate them to contribute to induvidual learning and engage themselvs so that learning in total vil be more motivated and fun.

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Experiences with one of the approaches introduced

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Experiences with one of the approaches introduced

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During my own time as a student, I have mostly experienced the "Transmissive" approach. Once I became a teacher, however, I quickly discovered that this approach was not very effective with my students. My preconceptions about the role of the teacher and the role of the student have changed a lot throughout my years of being a teacher. I believe that the "Transactional" approach is a much more effective and meaningful way to teach. In my opinion, it is more effective because it activates the students and teaches them how to take responsibility of their own learning processes.

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Transactional (but also transformative and transmissive). Sensorschooling, where UDIR gives information on how we should assess exams, then we discuss in groups, get feedback, and at the end we assess exams, so I change my pratice to fit that.

Individual perspective was the assessment I already conduct with my students, and the level that they are on. In the groups this was brought foreward, but we also had to adapt our feedback to what UDIR told us. It's insightful to know what they want to achieve with the new way of doing exams, and important for me to try and bring this into my own teaching. While discussing the written exams with colleagues from other schools it was also useful to hear how they taught different subjects, and how I could implement what we discussed.

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I did a university course in guidaance pedagogy some years ago ,and in order to change teachers, we need to feel safe. Otherwise, If teachers do not feel safe, they will not be as open as they need to be - in order to change beliefs, attitudes and practices.

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I attended a course in terms of Erasmus+ which I believe successfully integrated the 3 approaches described earlier. To begin with, we acquired some theoretical knowledge as well as got acquainted with practical methods that can be implemented in the classroom. We were simultaneously refecting over our own practice and exchanging the ideas with fellow teachers. Ultimately, we engaged in developing collaborative projects trying to put the newly acquired ideas into practice. All in all, I found the course really useful because professional development gets down to getting an insight into your own practices, being challenged and coming up with fresh and effective approaches.

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Peer coaching and mentoring:

How: A colleague observed my teaching practice (one session) and I got feedback from the observation afterwards. Then we both reflected on the situation. Next session, we changed roles and I observed my colleague’s teaching practice.

My experience: I felt more involved when I was the observer and I think I was able to relate more to my own practice when I observe my colleague in action.

Why it was so? When I was the object for observation, I felt a bit stressed. Maybe because I was too concerned about how I conducted the session and whether my colleague found the session interesting. Nevertheless, the reflections after the sessions were very useful.

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I did a university course last year: Andrespråkspedagogikk (teaching students who do not have Norwegian as their native language) There were a lot of lectures and you sit and listen, absorb and learn. The feeling was relaxed and safe. :-)

Many of the tasks were based on sharing in groups and collaborating in pairs or groups. This was more demanding of course. We had to make lesson plans in the subjects we teach to increase learning for students who do not have Norwegian as the native language. We presented, asked questions and commented on the other people's lesson plans. The feeling was still safe and good, and we did learn from each other.

However, what does it take to actually change your teaching? As we are creatures of habit? Through the university course, I have changed my beliefs and attitudes; however, I need to keep focusing on what I learnt to change my behaviour in the classroom, so I think, it is not enough to learn, collaborate and change. If we are to change our best practice in the classroom, we need to maintain focus over time.

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Actually I now noticed that I have been on a level 2 and 3, but after starting with a new group involving many immigrants I'm back on a level 1! It's like a regressio with my personal development. I should arrange meetings with other teachers to talk more about teaching immigrants.

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Actually I now noticed that I have been on a level 2 and 3, but after starting with a new group involving many immigrants I'm back on a level 1! It's like a regressio with my personal development. I should arrange meetings with other teachers to talk more about teaching immigrants.

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Working with colleagues using lesson study was for me, transformative. An "a-ha ' experience. I learned that much of my previous instruction methods weren't engaging my pupils. I started to change my methods.

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It is hard to motivate students to read subject litterature. They are more used listen and for me it is too passive.

When we start a new subject they are not interested in reading.

I will try to motivate students to see the effect of read as a study technic. And reading as an action practise to collaborate by.

Give more time to read, conversation, doing relevant action and discussing.

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I think this is too often put only to teachers' task to motivate students but also the students should be responsible for their own studies.

First of all, if students are not doing even the home tasks and expects teachers to pour the knowledge on them, it's impossible that they would improve their language skills.

Secondly, even if they study during the lessons, they should still develop their inner motivation, because the language they learn should teach them not only the language but the culture they need to adapt into. If they are not willing to take responsibility and practice outside the school, the language skills won't improve.

Quite often this leads to need of improving students' self-directing and self-evaluation skills.

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Language skills do not develop fast enough

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Language skills do not develop fast enough

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Students would have to quickly achieve language skills that would enable them to cope with studies in Finnish already after about a year of language study. However, the fact is that gaining language skills is slow. How to speed up the development of language skills without exhausting the students?

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How to use more socio-constructivistic pedagogy?

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How to use more socio-constructivistic pedagogy?

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The studies emphasized the importance of socio-constructivistic pedagogy, but it feels like everything in the current school system still mostly supports behaviorist teaching. The seating arrangement in classrooms, classroom-centered teaching, the location of the teacher's desk, other tools or lack of them, forms of assessment and what students are used to, implements behavioristic-centered pedagogy.

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Sometimes I feel the students just don't see why they should do and learn some things. It is difficult to motivate them by telling about long-term goals, they seem to want some kind of instant reward or they lose their motivation and do not bother struggle with learning.

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It’s been challenging to teach students how to put information to use. I have tried different approaches to help students evaluate, organize and apply information when answering a question. It really motivates the students who get the hang of it, but the others quickly give up. I’d like to find an approach that reaches everyone.

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I struggle to have students take responsibility for their own learning. I often encourage them to reflect on their progress and whether the learning objectives have been achieved by the end of the lesson. However, I don't have a routine for this and I feel they rely 99% on the teacher for assessment. What I'd love to do is to implement regular self-assessment practices to help them become self-directed learners.

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This has always been one the most interesting questions to me. Is there a difference between different cultures, I mean is it true that some immigrants take more responsibility about studing than others. Sometimes I wonder if girls have more motivation. It would be interesting to hear what you guys think about this.

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Precise and inspiring feedback and feed forward

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Precise and inspiring feedback and feed forward

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I am not happy with the feedback I give on my students’ work. I worry that for many students it functions mainly as a way to persuade them that I have given them the correct mark. My ambition is to be able to give my students feedback and feed forward which will motivate them to work systematically. I want my assessment to become an integrated part of the students’ learning process and in this way make their learning more efficient and rewarding.

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There are several things that bug me1) Silent classes: the students seem to be less and less interested in participating in class. In groups, they are active. However, in plenary, they seem to become more and more reluctant to speak and participate in class.

2)The other topic I may want to work on is how to teach more academic sentence structures while maintaining an engaging and motivating environment for the learners.

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How to encourage the students to improve their English vocabulary beyond their everyday language...

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When the students discuss in pairs or in groups they are orally active, but when they are supposed to contribute in full class they are completely silent.

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Dear Colleagues,

Wellcome to the TREL research workshop. The two-day workshop will focus on addressing pedagogical challenges that arise in your classroom, including aspects such as teaching methodologies, interaction with students, and assessment strategies as well as creating an engaging and motivating environment for them to learn.

In preparation for our workshops, we kindly request you to reflect on the following question: ‘What bugs you?’ referring to ‘What challenges or issues do you currently encounter in your teaching environment?’

Please post your response and read others to identify similarities and/or differences. Feel free to ask questions & make comments