Marking Learning Visible
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This document outlines best practices for teaching in schools based on a presentation about marking learning visible. It discusses defining good teaching as creating circumstances that lead to significant learning. It emphasizes the importance of addressing different learning styles like auditory, visual, and kinesthetic. It also discusses strategies for creating conducive learning environments, making natural connections, using authentic assessments, and achieving discipline. Some issues with the current system include the need to enhance monitoring, improve teacher attitude, incorporate teaching and learning laboratories, and foster parental involvement to promote discipline.
Marking Learning Visible
- 1. Marking Learning Visible: Best Practices For Teaching in Schools Reviewing The Pattern of Learning: Fortress School. Presented By: Aleshinloye Abass Yusuf. 26th August, 2015.
- 2. Definition of “Good Teaching” “Good teaching is the creation of those circumstances that lead to significant learning in others” --Finkel, Teaching with Your Mouth Shut.
- 3. Significant of Learning • Thinking back over our whole life, what were two or three most significant learning experiences we ever had? That is, the moments (or events) in which we discovered something of lasting significance in your life.
- 4. Questions to Ask Ourselves • Did it take place in a classroom? • Did it take place in a school? • Was a professional teacher instrumental in making the learning experience happen? • Was a teacher-like figure (e.g., coach, minister, school counselor, theater director) instrumental in making the learning experience happen? • If the answer to 3 or 4 is “yes” then what did the teacher (or other person) actually do to help you learn? • In general, what factor were instrumental in bringing about the learning?
- 5. Creating Conducive Environments • Motivation or personal importance • Development of self-efficacy of the learner • How student feels about the learning • Brain-friendly environment i. Sense of belonging ii. Support for achievement iii. Sense of empowerment
- 6. Natural Critical Learning Environment • 5 common elements: • Intriguing question or problem • Guidance in helping the students understand the significance of the question • Engage students in some higher-order intellectual activity: encouraging them to compare, apply, evaluate, analyze, and synthesize, but never only listen and remember. Often that means asking students to make and defend judgments and then providing them with some basis for making the decision. • Environment also helps students answer the question. • Leave students with a question: “What’s the next question?”
- 7. Address Different learning Styles • Auditory • Visual • Kinesthetic
- 8. Auditory Preferences • Like to talk and enjoy activities in which they can talk to their peers or give their opinion. • Encourage people to laugh • Are good storytellers • Usually like listening activities • Can memorize easily
- 9. Teaching to Auditory Learners • Use direct instruction, with guiding learning through application and practice • Employ peer tutoring, in which students help each other practice the learning • Use group discussion and brainstorming • Verbalize while learning, and encourage students to verbalize as well • Use cooperative learning activities that provide for student interaction
- 10. Visual Preferences • Watch speakers’ faces • Like to work puzzles • Notice small details • Like for the teacher to use visuals when talking • Like to use nonlinguistic organizers (frames, concept maps, mind maps, venn diagrams, fishbone)
- 11. Teaching to Visual Learners • Use visuals when teaching • Use visual organizers • Show students the pattern in learning • Use metaphors
- 12. Kinesthetic Learners • Need the opportunity to be mobile • Want to feel, smell, and taste everything • May want to touch their neighbor as well • Like to take things apart to see how they work
- 13. Teaching Kinesthetic Learners • Use a hands-on approach to learning • Provide opportunity to move • Use simulations when appropriate • Bring in music, art, and manipulative • Break up lecture so that it is in manageable chunks • Use discovery learning when appropriate • Use discussion groups or cooperative learning so that students have an opportunity to move about and to talk with their peers.
- 14. Help Students Make Connections “Teachers should not assume that transfer will automatically occur after students acquire a sufficient base of information. Significant and efficient transfer occur only if we teach to achieve it”. David Sousa, How the Brain Learns (1995)
- 15. Strategies for Connections • Association i. Refer to previous lessons ii. Ask about personal experiences iii. Ask students to predict behaviors or events • Similarity • Critical attribute • Context and degree of original learning
- 16. Collaborative Learning • Good teacher to student communication • Student to student communication
- 17. Bridging Gaps between Learners • Build self-efficacy • Eliminate bias i. Linguistic ii. Stereotyping iii. Exclusion iv. Isolation v. Selectivity
- 18. Using Authentic Assessments • What is it that we want students to know and to be able to do as a result of learning • Examinations and assignments become a way to help students understand their progress in learning, and they also help evaluate teaching. • Evaluating assessment stress learning rather than performance
- 19. Issues With System of Learning. The following are some of the issues with Our system of learning/ dissemination of learning instructions. There is to enhance monitoring strategy. There is need to work on teachers attitude toward their duties We should incorporate Teaching and Learning Laboratory(TLL) into our learning process. Discipline
- 20. Monitoring Strategies • There should be strategies in place to ensure that students succeeds in getting to learn in a meaningful way. • Make the classroom a pleasant, friendly place • Accept individual differences • Learning activities should be cooperative and supportive • The school should uphold the philosophy that all children can learn • State desired lesson objectives • Build lesson upon prior student knowledge • Ensure that everyone is paying attention
- 21. Monitoring Strategies • Evaluate what has taken place in your lesson • Summarize the lesson and focus on positive gains made by students; • use surprise reinforcement as a direct result of their good behavior • Determine if the lesson was successful; were goals accomplished? • Develop positive teacher/student relationships • Set a good example; be a positive role model • Create an exciting learning environment for all students • Reward good behavior; create special activities that children will enjoy doing
- 22. Teachers Attitude • The teachers should always portray the right attitude toward the students • The teachers appearance is an integral components of delivery of the lesson • The teachers should always portray a good leadership quality in and outside the classroom • Provide guided practice for students
- 23. Teaching and Learning Laboratory • The role of TLL is to promote excellence in teaching and learning throughout the school. • TLL should provide additional commitment to educational innovation. • TLL is a way of making decisions about a subject, an individual class, or even an entire curriculum, beginning with an analysis of key variables in the teaching situation. • TLL should be deploy to every aspect of learning in the school, and a monitory strategy should be deploy for it implement. • There should be an enforcement of this tool is the learning process.
- 24. Discipline • The main purpose of school is to provide students with an education foundation from which they can build successful independent lives. • However, disruption in the classroom/school environment cause roadblocks to students’ achievement. • Maintaining discipline in school is essential for effective curriculum delivery.
- 25. Best Practice to Achieve Discipline • Increase Parental Involvement • Parent truly make a difference in student achievement and behavior. • We should institute a policy where we (school) contact the parent periodically so as to get them involve in the learning process. • We should engage the parent in all issues that relates to the student because they can not help to solve a problem if they do not know one exist. • We should also know that not all parent involvement will have a measurable effect on students’ behavior. • We should key into involving the parent, this aspect help most successful school to instill discipline.
- 26. Best Practice to Achieve Discipline • Create and Enforce a School wide Discipline Plan • Discipline plans are a way to provide students with a consistent and fair plan of what will happen if they misbehave. • As a school we need to publish a discipline plan in form for a book and hand it over to the parent/ guardian of every current and prospective students. • We should deem it fit to paste conduct/behavior that as to do with academics in every class or notice board in and around the school. • This is a very good way to start.
- 27. Best Practice to Achieve Discipline • Forster Discipline in School Through Leadership • Head teacher and school administrators are of major importance in fostering an academically focused school environment. • Their actions form a basis of the overall mood for the school. • If they are lax on discipline, this will become apparent over time and misbehavior will increase. • If the administrators are consistent with discipline, teachers will follow their lead.
- 28. Best Practice to Achieve Discipline • Maintain High Expectation • From administrators to guidance counselors to teachers, we must institute high expectations for both achievement and behavior. • This expectation must include messages of encouragement that will trigger self believe and promote self confidence in helping the students to succeed. • “A school that foster high-esteem and promote social and scholastic success reduce the likelihood of emotional and behavioral disturbance” -----Mclntyre(2005) • As administrators and teachers we should expect the students to behave, not that they will disrupt, we should reinforce this in the way we relate to our students.
- 29. The only way to improve outcomes in learning is to improve instruction
- 30. The quality of an education system cannot exceed the quality of its teachers. Thank You