mind frames

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Slide 1:

What type of problems are faced by a teacher in the classroom?

Some years back…….:

Some years back……. tvTt T.V . What is in the lunch box? PP play in the evening

Now a days……….. :

Now a days……….. TT playstations T . V. Movies/ Serials/cartoons Whatsapp / Facebook Comp./I-pad Games a hairstyle a

Dr. John Hattie’s work: Visible learning:

Dr. John Hattie’s work: Visible learning Mind fra DR. JOHN HATTIE Dr. John Hattie is a Professor and Director of the Melbourne Education Research Institute University of Melbourne, Australia.

Dr. John Hattie’s work:

Dr. John Hattie’s work Visible learning : A synthesis of over 800 Meta-analysis relating to achievement.(2008) Visible learning for teachers (2012) His work represents the single largest analysis of evidence based research ever undertaken into what actually works in schools to improve learning. According to John Hattie visible learning is result of 15 years of research what works best for learning in school. The study found that positive teacher student interaction is by far the most important factor in effective teaching.

Visible learning for teachers:

Visible learning for teachers When teaching is visible , student know what to do and how to do. When learning is visible , teacher knows learning is occurring or not. Teaching and learning are visible when teacher and student work together to attain the goal. Visible teaching and learning occurs when teacher see learning through the eyes of student and help them to become their own teachers. So to maximize the impact on learning John Hattie suggests 8 mind frames for teachers and leaders (school heads/leaders and educationists).

Here comes ::

Here comes : Mind Frame-1 “ Fundamental task of teacher is to evaluate the effect of teaching on student’s learning and achievement .”

How do we perceive our role as teacher?:

How do we perceive our role as teacher?

What do we say, when a student succeeds in the class:

What do we say, when a student succeeds in the class This student is high achieving. He/she really puts in a lot of efforts. His/her work is very neat and clean. You should see her/his sheet and check how he/she had attempted the questions. He/she always did his homework/assignments. He/she is also like one of you . But what we don't say : We had an impact on them and on their learning.

Let’s think……….:

Let’s think………. Success has to do with the student or with the curriculum. We rarely think of in our own role in learning. When we are in classroom our fundamental role is to evaluate our own impact.

Success of students depends on these factors::

Success of students depends on these factors: Who teaches where and how of a concept . What we as Teachers know and do to deliver lesson to our students. Of course these things are important but sometime brilliant teachers can’t succeed. let us analyze a latest research:

Research on expectations and beliefs:

Research on expectations and beliefs Teachers who have high expectations of their students are more likely to lead them to high expectations of themselves and of their own achievement. A research was done by Carol Dweck : Whether teacher’s belief e.g. “belief about whether intelligence is fixed or changeable”– are predictors of student performance. So what a teacher thinks, expects and believes is more important than what he/she knows and does.

How a teacher can evaluate his/her impact?:

How a teacher can evaluate his/her impact? What they are doing. OBSERVE and then decide what as a teacher I need to do next

How to increase our impact?:

How to increase our impact? Creating an environment in which it is okay “not to know” requires a lot of effort and commitment on the part of teacher. We as a teachers have to create psychological safe classrooms.

Mind Frame-2:

“ Success and failure in student learning are about we , as teacher or leaders ,did or did not do … we are change agents! ” Mind Frame-2

Let us think about a situation where:

Let us think about a situation where Children are given a choice to come to school or not? To do what we gave them to do?

Slide 17:

Most of them wouldn’t come to school. Most of them wouldn’t do what we gave them to do. We as a society have decided that it is important, so they do it.

A teacher is:

A teacher is

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Someone who intentionally or indirectly causes or accelerates social, cultural, or behavioral change.

Teachers are the change agents!!:

Teachers are the change agents!!

How to make a change?:

How to make a change? Prior knowledge: what students bring in the classroom

Mind Frame-3:

“ Teachers/leaders should talk more about learning than the teaching. ” Mind Frame-3

Lets think…….:

Lets think……. In B.Ed. Colleges we study about the different teaching methods focus is on impact of teaching. In teacher training colleges or even in classroom inspections: focus is always on t he teaching instead of watching the impact on learning. Rather they should focus on observing what students are learning and what they are responding to.

Process of learning:

Process of learning

Slide 25:

Mind Frame-4 “ Teachers /leaders should see assessment as feedback about their impact. ”

Some interesting facts:

Some interesting facts Almost all the students about 8 years onwards are brilliant at predicting their result very accurately. They quickly learn their place in class. What they can do and what can’t do?

Fundamental reason for administering assessment in class is to find: :

Fundamental reason for administering assessment in class is to find: To find out what you as a teacher did well. Whom did you teach well. Whom didn’t teach well. What did you teach well. What didn’t teach so well.

Just as a thermostat adjusts room temperature effective feedback helps maintain a supportive environment for learning :

J ust as a thermostat adjusts room temperature effective feedback helps maintain a supportive environment for learning Supportive environment in classroom for learning

Slide 29:

Mind Frame-5 “ Teachers /leaders should engage in dialogue not monologue. ”

Student perception about teachers:

Student perception about teachers Teachers are owners of subject content. Teachers are the controllers of the pace and sequence of learning . Teachers are the controllers of timings and frequency of asking questions.

Slide 31:

When teacher talk between 70-80% of time. Talking increases as grade. When teachers are not talking they engage in their own work So classrooms become very isolating places for many students. Need of the hour is to change this perception . Class when teacher engage in monologue

Slide 32:

The emphasis in dialogue is active listening by the teachers to how students are learning. Teachers need to create constructive dialogue in class-room by developing deliberate ways of constructing class discussion. Discussions should be efficient and effective. Constructive dialogue in Classroom

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Mind Frame-6 “ Teachers /leaders should enjoy the challenge and never retreat to “doing their best”. ”

Slide 34:

Do your best

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“ Do BETTER THAN your best”

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Purpose of school is to help students exceed their potential and do more than they thought they could do. Help them to do better and that’s a challenge. Never accept students best . but it is a springboard to do even better. As youngsters love to play “ Angry Birds” because they want to get to next level to meet a new challenge. T each in a way t hat challenges students. It’s “ art of teaching”.

Slide 37:

Mind Frame-7 “ Teachers /leaders should believe that it is their role to develop positive relationships in classrooms/staffrooms. ”

Psychological unsafe classrooms:

Psychological unsafe classrooms Hesitation of students to ask questions because of fear of being laughed at.

Slide 39:

According to him 50% of what is taught in classroom students already know. The main reason of teaching is to find what students don’t know and to help them learn it What students don’t know is called error. Error is fundamental part of learning. What is an error?

Understanding the role of error :

Understanding the role of error Welcome error and misunderstanding in order to promote learning in the classrooms Create such environment in the classroom where students can ask questions without fearing negative reactions from their peers, teachers and leaders or their parents. There should be high level of trust and positive relationship before students in classroom or teachers in a staff room.

Slide 41:

Mind Frame-8 “ Teachers /leader should inform all about the language of learning to parents. ”

Contribution of home in student learning :

Contribution of home in student learning Negligible Contribution

Slide 43:

School can’t use home as an excuse. Frequent PTMs is a good initiation. This could help parents about the learning of their wards. If parents actually understands visible learning then we could achieve a breakthrough, as all parents want better education for their children.

Educate parent language of learning.:

Educate parent language of learning.

John Hattie’s findings include::

John Hattie’s findings include: Most important factors in effective learning Feedback Student’s expectations Trust built by teachers with their students Positive teacher-student interaction

Hattie offers the Personal Health Check for “Visible Learning”:

Hattie offers the Personal Health Check for “Visible Learning” Follow-up dialogue with trusted colleagues. I am actively engage in, and passionate about teaching and learning. I provide students with multiple opportunities for learning based on surface and deep thinking. I know the learning intentions and success criteria of my lessons and I share these with students. I have a warm and caring classroom climate where errors are welcome. I am open to learning and actively learn myself.

Slide 47:

I seek regular feedback from my students. My students are actively involved in knowing about their learning. I can identify progression in learning across multiple curriculum levels in my student work and activities. I have range of teaching strategies in my day-to-day teaching repertoire. I use evidence of learning to plan next learning steps with students.

Slide 48:

THANK YOU

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