School of Research Science
Rachael
Edgar
Tuesday 4th
March 2014
SPARK
@GESS
Education
Show
Dubai World
Trade Centre
Rachael Edgar @Dubai_Teachmeet
School of Research Science
One size does not fit all
Rachael Edgar @Dubai_Teachmeet
1. Anatomy of high expectations
School of Research Science
The story of Austin’s butterfly…. http://www.youtube.com/watch?v=hqh1MRWZjms
Aim for perfection
and insist on
quality. Berger says,
“if it isn’t perfect, it
isn’t finished.” High
expectations are
transformational
Rachael Edgar @Dubai_Teachmeet
School of Research Science
2. Marking as Differentiation
Via @Shaun_Allison
Rachael Edgar @Dubai_Teachmeet
School of Research Science
Via @Shaun_Allison
Rachael Edgar @Dubai_Teachmeet
School of Research Science
Strategies for ‘Teach to the top’
Problem
solving
Self
directed
progression
Synoptic
tasks
Probing
questions
Reciprocal
teaching
Cognitive
conflict
Deep end
instructions
Rachael Edgar @Dubai_Teachmeet
School of Research Science
3. Probing questions
“An outstanding teacher
would be outstanding in
a field or on a desert
island with no kit, no
resources and nothing
to write on. It is just you
and them..and a really
good key question”
Tom Sherrington
@headguruteacher
Rachael Edgar @Dubai_Teachmeet
Have prompts everywhere!
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School of Research Science
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That’s interesting, what makes you say that?
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That’s true, but why do you think that is?
Is there a different way to say the same thing?
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Can you give an example of where that happens?
Can you explain how you worked that out?
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So what happens if we made it bigger or smaller?
Really? Are you sure? Is there another explanation?
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Which of those things makes the biggest impact?
What is the theme that links all those ideas together?
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What is the evidence that supports that suggestion?
Does anyone agree with that? Why?
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Does anyone disagree? What would you say instead? Why is that different?
How does that answer compare to that answer?
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But what’s the reason for that? And how is that connected to the first part?
How did you know that? What made you think of that? Where did that idea come
from?
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Is that always true or just in this example?
What would be the opposite of that?
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Is it true for everyone or just some people?
Is that a direct cause of the effect or is it just a coincidence, a correlation?
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Not sure if that’s quite right… have another go… is that what you meant?
That’s the gist of it… but is could you say that more fluently?
Via @headguruteacher
Rachael Edgar @Dubai_Teachmeet
School of Research Science
Self directed progression
Warm, hot,
scorching
Rachael Edgar @Dubai_Teachmeet
School of Research Science
Adding depth
ACDC
Extend
and
deepen
learning
Rachael Edgar @Dubai_Teachmeet
School of Research Science
Reciprocal teaching
• Student toolkit
for starters and
plenaries
• Writing great
HOT questions
• Observation
feedback from
me/peers
Rachael Edgar @Dubai_Teachmeet
School of Research Science
“Show me a teacher who doesn’t fail
every day and I’ll show you a teacher with
low expectations for his or her students”
(Dylan Wiliam)
Contact details
Email: rachael.e@srs.ae
Twitter:
@Dubai_Teachmeet
@Dubai_Leadmeet
@SRS_Dubai
Teaching and Learning Blog:
www.misedgar.wordpress.com
Rachael Edgar @Dubai_Teachmeet