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| Self Management | Just to get my act together - plan, plan, plan! |
| Feedback/forward | To review class books at least once per week. |
| Advanced Organiser | To share intended lesson LO and achievement criteria/indicators. |
| Thinking Skills | To prepare two activities that encourage thinking skills. |
| Questioning | |
| Self & peer assessment | |
| Wonder Wall | To reward questions |
| Language | - "is" vs "could be". |
| Going to pieces | - stickability, resilience, perserverance. |
| Mind Gyms |
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I've noticed that when I go on courses, stuff I learnt when training, is covered, and when it is, I think "oh yes, I'd forgotton".
So, this is a "reminder" page for me. To visit once in a while to re-focus my teaching. Because I'm always being pulled in different directions - so much to do, and so little time to do it in. So this page is to keep pulling me back onto the right track. To help me form good teaching habits. To help you understand, I'll relate a story from when I serendipitously happened upon TV's "Dr Phil". He was negotiating with a husband (or boyfriend) to change his ways. Phil asked him to promise to change his ways for 1 year, and if it doesn't succeed, so be it. The guy said "no way". You can imagine the audience's reaction - gasps, sharp intakes of breath etc. "How about 6 months?", the man thinks and says "er… no!". But the guy agrees to 3 months, Phil says "done". The audience are still gasping at the guy's apparent lack of commitment. But Dr Phil was really pleased - why? Because it only takes one month for a person to develop a new habit (good or bad). Amongst many other things, teaching is about habits, so I know that if I keep at something for a month it will become a habit. Ideally I should concentrate on one item at a time, get it entrenched, and move onto something else. |
| Long Pause, Repeating, Names, Call out roll, re-explain, work off ticks, think-pair-share, questioning, group discussion. | |
| Feedback and feedforward | FB/FF Timing, specific, individualised, co-constructive Reminder prompt suggestuion/question Scaffolding prompt Example prompt Learning Logs |
| Sharing intended LO and achievement criteria/indicators | Start of unit/lesson Demo, modelled, exemplified |
| Questioning | - wait time 5s Recall factual Process req processing, evaluation and linking of information Application req evaluation, and generalisation |
| Self & peer assessment | S often appreciate FB from their peers |
| Reward questions | - to get S to be better at asking questions you have to model/reward it. Ie a wonder wall - get S to write questions, 1 pt for a Q no-one knows the answer, 2 pts if the teacher doesn't know the ans. End of the week - pull a Q down and think about it. Ie value the question rather than the answer. |
| Art Costa | - preparing for a life of tests rather than for the tests of life. |
| Language | - "is" vs "could be". |
| Going to pieces | - stickability, resilience, perserverance. |
| Mind Gyms | |
| Students | What to do when stuck. What's a good question. How to play with different kinds of team learning. Cultivate imagination. Know themselves as a learner. |
| e-mail eio |
© 2006, Daryl Crosby
Last Update Nov 06 |