Teaching and Learning Strategies
Thursday 13th November 2014
Helen Westwood
Head of Law – George Salter Academy
Objectives
• To share some ideas about Post 16 teaching and learning
• To demonstrate one teaching and learning technique through
the delivery of this session
Mrs Westwood’s Dinner Parties
• Started three years ago
• Developed over time into major
‘events’ – latest was a ‘murder’
mystery dinner party, to study the
discussion points for the law on
murder, complete with invitations,
‘dead body’ and party bags (See
separate PowerPoint for additional
information)
• Format – Starter, Main, Desserts,
Coffee
• This session has been planned to be
delivered in the style of one of these
dinner parties to demonstrate how
creative teaching can be used in the
classroom
Starters
7 Principles of Learning
Starters – Principles of Learning
• In the envelop are 7 principle of learning which we need to try
to encourage in our students.
• Put the 7 in order of:
1. Most important to least important
2. Academy Post 16 strengths to areas for development
The Seven Principles of Learning
• Students learn best when they use their initiative, have a go and
clarify later; it’s their ideas that matter.
• Students learn best when they take a risk and be creative.
• Students learn best when they talk about what they are learning
and what they know.
• Students learn best when they work together to explore how they
would solve a problem.
• Students learn best when they reflect on their needs and how
they learn best in terms of interests, abilities and styles of
learning. Make changes if necessary.
• Students learn best when they respond positively to feedback
from their teachers and their peers.
• Students learn best when they take responsibility for their own
learning.
Main Course
Flipped Classroom
Flipped Classroom Notes
• We are going to have a look
at some information about
the flipped classroom
• Whilst we are going through
this information you could jot
down some notes ON YOUR
PLATE.
• Notes could be divided into
sections:
• What is it about?
• Benefits
• Issues
Flipped Classroom - Extract
Flipped Classroom
Flipped Classroom - Ideas
• Start small scale – really small!
• Easier to start with your one class or one topic, build up gradually over time
• Don’t try and create your own video to start – use what’s out there…youtube,
vimeo, E.g. Lawbank on youtube, Collegelaw on youtube, etc…
• Does it need to be a video? Could be advance reading, note making before the
lesson, etc…
• Use of VLE as a learning platform with students.
• Plan into programmes of study, plan specific times when this could be used
• Study Skills site (ready-made for 6th formers) ‘Sixth Form Study Room’
https://sites.google.com/site/sixthformstudyroom/
• It will save time in the long run – videos there for future years, revision etc… Very useful as
part of preparing for linear A-levels
Dessert
Trio of Teaching Ideas
Trio of Desserts
R
DR. ICE
D
I
C
E
Trio of Teaching Ideas
• At George Salter Academy we use a concept for teaching and
learning based around the following:
•
•
•
•
•
D
R
I
C
E
• It is used to plan all lessons
• This activity is based upon the game of taboo
• You will need to describe one or two parts of this teaching concept
to the rest of the people in your group
• You will not be able to mention certain key words when you are
describing your part of the concept
• At the end of the activity everyone should be clear about:
• What each initial stands for
• What it means
Taboo - Teaching Ideas
• Please arrange yourselves into groups of three
• On the table you will find three envelopes labelled dessert 1; dessert
2; dessert 3
• In your threes:
• One of you should look at the information inside envelope 1 (Least
difficult)
• One of you should look at the information inside envelope 2 (Most
difficult)
• One of you should look at the information inside envelope 3
(Medium difficulty)
• In the envelope is a list of prohibited words
• Each person should take it in turns to explain the teaching idea in
their envelop to the rest of the group without mentioning the
prohibited words
Dessert 1 = D
• D stands for:
• Developing Thinking
• Developing thinking
means asking:
• Do you deepen the
student’s thinking in
lessons?
• Questioning techniques
are a key tool
You need to explain to the
other people in your group
what D stands for and
what it means without
mentioning the following
words:
• Developing
• Thinking
• Questioning
Dessert 2 = R
• R stands for:
• Role Modelling
• Role Modelling means
asking:
• Do you allow students to
role model their learning
to other students?
• Do you provide examples
of expectations – learning,
assessments etc…?
You need to explain to the
other people in your group
what R stands for and
what it means without
mentioning the following
words:
• Role
• Modelling
• Examples
Dessert 2 = I
• I stands for:
• Impact
• Impact means asking:
• How do you know that
students are making
progress within your
lesson?
• How do you know that
students are making
progress over time?
You need to explain to the
other people in your group
what I stands for and what
it means without
mentioning the following
words:
• Impact
• Assessment
• Progress
Dessert 3 = C
• C stands for:
• Challenge
• Challenge means asking:
• Are you challenging all of
the students?
• Are your lessons
differentiated so that all
students suitably
challenged in relation to
target grades?
You need to explain to the
other people in your group
what C stands for and
what it means without
mentioning the following
words:
• Challenge
• Differentiation
• Target grades
Dessert 3 = E
• E stands for:
• Engagement
• Engagement means
asking:
• Do activities in lessons
make students want to be
there?
• Are activities interesting,
innovative and exciting?
You need to explain to the
other people in your group
what E stands for and what
it means without
mentioning the following
words:
• Engagement
• Interesting
• Exciting
Coffee (and sweets – if there are any left!)
Developing a Growth Mindset
FIXED MINDSET
LIVE A WORLD WHERE:
Personality is fixed – sociable or not
Intelligence is fixed – smart or not
Leadership ability is fixed – talented or not
Sporting ability is fixed – got the physical skills/physique or not
Because these are not in your control – spend a lot of time seeking
feedback that you have the ‘fixed gifts’ e.g. popular, high grades,
winning races
Avoid risk at all cost - situations where you might get feedback that
you don’t have the ‘fixed gift’ anymore.
Obsessed with avoiding making mistakes and failing. Why?
GROWTH MINDSET
LIVE A WORLD WHERE:
Personality develops – become more or less sociable
Intelligence grows – harder you work, more able you become
Leadership ability develops with experience – training can be key
Sporting ability develops – even Olympians admit they persevered
more than most – were not the best at the beginning
Because these traits are in your control – spend a lot of time getting
advice about how to develop
Risk helps expose weakness - situations where you might learn more
Making mistakes and failing are a vital part of the learning process.
Why?
Effort?
• A growth mindset puts in
effort…pays off
• Fixed mindset avoids
effort…prefers effortless
success. ‘Proves’ the fixed
talent is there.
Beckham rejected socialising
with friends and parties and
spent hours practising free
kicks
Growth Mindset
• Do we provide opportunities for students to develop Growth
Mindsets?
• Do we provide opportunities for students to Learn from
Failure?
7 principles of Learning
How do we encourage these principles in students?
• Students learn best when they use their initiative, have a go and clarify later; it’s their ideas
that matter. - Through Flipped Classroom opportunities
• Students learn best when they take a risk and be creative. - Students delivering lessons,
Role Model in lessons, show students how to be creative –notes on paper plates…
• Students learn best when they talk about what they are learning and what they know. Student run support groups, twilights run by students, group work, think/pair/share…
• Students learn best when they work together to explore how they would solve a problem.
- Student run support groups, twilights run by students, group work, think/pair/share…
• Students learn best when they reflect on their needs and how they learn best in terms of
interests, abilities and styles of learning. Make changes if necessary. - – provide students
with a range of learning techniques, test students not just for knowledge – were the
learning techniques used successful
• Students learn best when they respond positively to feedback from their teachers and
their peers. - ensure that students make corrections following feedback, monitor
improvements made
• Students learn best when they take responsibility for their own learning. - – through
Flipped Classroom opportunities – students have to do the work/watch the video before
attending the lesson.
Coffee
Please indicate if you would like to receive additional
information at future events regarding teaching and learning in
Post 16:
Growth vs Fixed Mindset
Flipped Classroom
DR.ICE
Creative Learning
Active Learning
Other (please specify)
Thank you for listening and
participating