Remember the evidence and our acronym in your planning this week.
R – retrieval and recap activities. Low-stakes. Quick feedback. Self-marking.
E – Engage students – stimulus, questions, ‘chat’, feedback etc.
M – motivate through peer interaction (peer marking, sharing WAGOLLs, prompt live discussion through ‘chat’ function of Teams)
O – Outcomes – make explicit using check lists, success criteria, weekly plan/big picture etc. INTENT.
T – Teaching quality – this is more important than how it is delivered. Think about how you assess what students have learnt.
E – Expectations – be realistic but aspirational.
Evidence Based Education has just published its ‘Great Teaching Toolkit Evidence Review’. This is a very useful resource and well worth reading. In light of our ambition to provide quality learning, remotely, the following extract around direct instruction is relevant to us all in terms of planning:
‘…Great teachers will have learnt effective ways of presenting the ideas: explanations that students get. In the classic direct instruction model (Adams & Engelmann, 1996), for example, these explanations are carefully refined and scripted, on the grounds that an individual teacher’s own spontaneous explanation is unlikely to be as good as a high-quality scripted presentation.
In presenting abstract ideas, great teachers use analogies, models and representations to help learners visualise the concepts and relate them to what they already know. For example, the ball and stick model in chemistry represents molecules in a concrete, visual way that facilitates understanding of why atoms bond in particular ways. It is an effective way to introduce the ideas, but of course is not actually true, and has to be revised as students’ understanding becomes more advanced. Another example would be the use of manipulatives and representations in teaching early mathematics (EEF, 2020), which can be effective in helping children to engage with and understand abstract ideas about number. Selecting good examples and non-examples (e.g., using the Frayer Model1 ) is another way of making new vocabulary or abstract ideas concrete. However, even with the best explanation, some students still may not get it. Teachers need to have more than one way of explaining or presenting the idea, and multiple examples and non-examples (ideally tailored to the student’s particular misconception or gap), so that they can keep going until the student does get it.
The key point about these explanations, models, analogies, representations and examples is that they form part of the teacher’s pedagogical content knowledge.’
REMOTE LEARNING – TEACHING RESOURCES
Continue to make use of:
- Oak National Academy
- British Council
REMOTE LEARNING – CPD CASCADE
NB: Please refer to the previous ‘TLD’ for already publicised CPD activities.
Please make use of the newly updated CPD calendar saved in WLD Teachers Team (also saved in WLD Staff Team under CPD). There are lots of free webinars and other courses to look at, if you feel that you have the time or circumstances allow you to do so.
Continue to make use of the video CPD sessions stored in the same Team here.
CPD Cascaded by Our Staff
National College Membership – We are all members!
You will hopefully have received login details for the National College. We have purchased subscription for all staff within school. Please have a look at the resources on offer. This will be an important source of CPD next year.
PDF attached to this email
FROM PREVIOUS WEEKS!
This resource links to our acronym REMOTE and contains practical advice and resources. It is saved here.
Teams CPD from LCH
Below is a link to a YouTube video that shows useful formatting tips when messaging students and staff or announcing new work/important events within a channel.
Subject Knowledge Enhancement
Society for Education and Training
They are offering a wide range of free CPD webinars on a range of topics, from behaviour to well-being. Have a look here if you are interested…