Warm Up Task: Warm Up Task PowerPoint Presentation: The New Teacher Induction 2011/12 Hosted by the SASP Team Appetiser: Appetiser Jot down any ingredient that you believe makes a “GREAT” lesson. Now order the ingredients in terms of importance. Now jot down ingredients that should be avoided in order to maintain a good lesson. You have 2 minutes! Attributes of a Great Lesson: Attributes of a Great Lesson The Lesson as a WHOLE: The Lesson as a WHOLE Appetiser Big Picture Recap Exposition Apply & Assess Active Learning Learning Checks Learning Summary Bridge Lesson Start Lesson Development Lesson Summation Outcomes of the Session: Outcomes of the Session By the end of the session, you will be able to: List and experience the different components of a well structured lesson, Identify and share the tools to support your classroom practice, Examine and practice a range of teaching activities that you can adapt and use with your learners, Evaluate and reflect on your personal teaching goals here at Oaklands. Your Outcomes…: Your Outcomes… ? Legal Disclaimer!!!: Legal Disclaimer!!! We Cannot Cover Everything Today… Bloom’s Taxonomy: Bloom’s Taxonomy Evaluation Judge, critically appraise Synthesis Create, design, invent Analysis Consider, compare, follow Application Cook, use, calculate, practice Comprehension Explain, identify, organise Knowledge List, store, describe. Where do you want to be? What do you want to achieve? Guide to Good Warm Ups: Guide to Good Warm Ups Start the lesson early, not just on time learning can start before the lesson begins… They give learners a focus; …and something to “miss”; Think of the “trailer” before a movie; Allows tutor to set-up; It can allow you to recap or bridge from last lesson (thus checking learning), and; OFSTED and OLTs “love ‘ em ”… e-Register: e-Register Can you think of ways to use the register as a warm up, recap or bridging task? Why not try this… Setting the Tone for Learning: Setting the Tone for Learning Preparation : Set the tone for learning by well-planned and paced lessons Expectancy: Set high expectations of the effort that learners should make and what they can achieve Interest: Maintain learner’s interest by using varied and relevant tasks Consistency: Adopt a clear and consistent framework for learning within familiar boundaries Rapport: Create an environment that promotes learning in an informal but purposeful atmosphere Adapted from Reece & Walker (2000 ). The Lesson as a WHOLE: The Lesson as a WHOLE Lesson Start Lesson Development Lesson Summation Appetiser Big Picture Recap Exposition Apply & Assess Active Learning Learning Checks Learning Summary Bridge What’s Is Active Learning?: What’s Is Active Learning? Using Active Learning strategies will further enhance your teaching, Developing strategies that encourage learners to take control of their sessions, …and their learning! The “Active” Lesson: The “Active” Lesson Practice and Learn by DOING! What can we try?: What can we try? Peer Teaching Thought-Shower Spectacles Jigsaw: Jigsaw On the tables are “chunks” of information relating to a Learning and Teaching strategy. Read through a few of the strategies and pick ONE that you would like to try in your classes. You have 3 minutes… Next…: Next… Each of you is now an “expert” on your learning strategies. You have 4 minutes to explain the strategy to your partner, and HOW and WHY you have decided to use this in your class. Thought-Shower: Thought-Shower Visualise the room as if you were all learners… Spend 3 minutes identifying the ways in which you all are different, or how each of you might prefer to learn differently… Then “thought shower” how you might adapt learning activities to suit the rest of the class, and each other’s different ways of learning? Remember, every learner is different…: Remember, every learner is different… How You Might Do It…: How You Might Do It… Time given to complete activities etc , Interest in the activities themselves, Levels or difficulty of the tasks / content, Learning styles of the individuals, Resources provided, complexity, colours, The tasks and the explanations, Maturity and life experience, Individual or group… Assessment with Oaklearn : Assessment with Oaklearn ‘Spectacles’: ‘Spectacles’ This is a great strategy if you want learners to consider different viewpoints, or want to teach learners how to embrace different points of view. We’re going to observe a lesson… Observation Time: Observation Time Medal & Mission: Medal & Mission Celebrate successes when reviewing a student’s performance on a task Self, Peer or Formative assessments Identify new targets or goals that will help them improve and achieve Missions are best agreed as SMART targets…. Why ? Mission Medal SMART targets are essential…: SMART targets are essential… ... Otherwise we won’t know if we have achieved them! Let’s Self Assess: Let’s Self Assess Using the sheets provided self-assess where you are now in terms of the techniques often seen in good lessons. Consider all the things you’ve seen and practiced today, and write at least one target you personally would like to achieve. What Next?: What Next? As a result of the activity, set yourself a SMART target. Write your Name & Campus on the envelope and we will send it to you in 2 weeks time. The Lesson as a WHOLE: The Lesson as a WHOLE Lesson Start Lesson Development Lesson Summation Appetiser Big Picture Recap Exposition Apply & Assess Active Learning Learning Checks Learning Summary Bridge Nearly there…: Nearly there… As the lesson draws to a close, you need to focus on bringing everything you and the learners have covered to a definite end. Are you checking the learning as a group, or for the whole session? Are you summarising what content has been delivered? Do the learners know what they have to do next? Have the learners fed back about the session to help you plan future lessons? OK, So Who Was Paying Attention?: OK, So Who Was Paying Attention? Thinking about everything we’ve covered today, identify one question that you can ask each other to test your knowledge of the session. Pose questions towards to the top of Bloom’s taxonomy to identify more challenging questions. Write your question on one side of the dry wipe board, and the answer on other. Challenges?: Challenges? OK, so you now have a pretty good idea as to what makes a great session, both in general and for you personally. But what challenges now lie ahead? Look at the grid provided… Outcomes of the Session: Outcomes of the Session By the end of the today’s session, you will be able to: List and experience the different components of a well structured lesson, Identify and share the tools to support your classroom practice, Examine and practice a range of teaching activities that you can adapt and use with your learners, Evaluate and reflect on your personal teaching goals here at Oaklands. Any Questions?: Any Questions? ?