Teaching Improvement in the Classroom through a Six- … · 2015-10-12 · Change is like a big, thick rubber, this rubber is constantly stretched, changing shape, seems to near breaking

Teaching Improvement in the Classroom through a Six-dimensional radar chart: A Continous Lesson Study Programe in Hangzhou

Hui Liu

Content

Classroom Teaching Reform –urgentTeacher Professional Development - focus on

modelingLesson Study – Scaffolding for professional

development of teachers Research on Continuous Lesson Study - in

progress ......

Classroom Teaching Reform –Urgent

Elmore’s Rubber Metaphor

Change is like a big, thick rubber, this rubber is constantly stretched, changing shape, seems to near breaking point, but just at the moment, it suddenly retracted to its original look, as if nothing have happened.

The critical point is that the classroom teaching, if you can not break this point, the previous effort will be in vain.

Starting from a Test Report ……

Programme for International Student Assessment

Evaluation on Math Teaching from Students

The Global Achievement Gap and Seven Survival Skills

• Critical thinking and problem-solving skills;

• Collaboration Across Networks and Leading by Influence ;

• Agility and Adaptability ;• Initiative and Entrepreneurship ;• Effective Oral and Written

Communication ;• Accessing and Analyzing Information ;• Curiosity and imagination.

——

Our classroom Teaching– also from a Test Report

PI（π）is a fixed number. Please

recall, in your math class, how did

you learn π? Write down the inquiry

process briefly.

Teacher Professional Development - Focus on Modeling

Lee Shulman

Why learn from experience is so important,because the experience gained from the real memory, real knowledge, real understanding.But not all people can learn from

experience.Some teachers work 20 years to get 20 years of teaching experience, the other teachers, but just one year of experience repeated 20 times.

Four Problems about Experience

Forgetfulness, fantasy, inertia, nostalgia will hinder us from learning from our expericence.How can we learn from experience? I think

the answer to this question is "modeling" that engineers often speak of. However, only when these people are

willing to stop their work, the progress will occur. That is, you can only learn from stopping and thinking.

Lesson Study –Scaffolding for teacher professional development

Lesson Study : An international promis approach

Lesson Study Prevailing in China

Lesson Study: Opening Pandora’sBox

Lesson Study: From How to Why

Lesson Planning-Lesson Observation-Post-lesson Feedback-Lesson

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Can teachers really improve classroom instruction through three lessons?

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Research on Continuous Lesson Study -It is in Progress ......

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Six-dimenstional Radar Chart:A Framework for Classroom Teaching Improvement

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Exploration and Confirmation of Six- dimensional radar chart

• 1. Literature review

Lesson planning-Lesson Observation-Post-lesson feedback-Lesson refinement…

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

• 2.Grounded Theory research

• Interview 19 Special-Honored Teachers

• Open Coding→Selective Coding →Theory Coding

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

• 3. confirmatory factor analysis and constructvalidity(验证性因素分析与构思效度检验)

Two Stage Factor Model with 3 Factors in the First Stage Structural Equation Modeling on atmosphere

Two Stage Factor Model with 6 Factors in the First Stage Structural Equation Modeling on Classroom Teaching

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Dimension key indicators "target" Six levels Description

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Step1:I know where I am , where I should go?

Objective

Atmosphere

Interaction

Content

Structure

Method

Level

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

None

District new teaching star

Municipal new

teaching star

Provincial new

teaching star

Compared With Special-honored Teachers

Specially-honored teacher

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

A comparison between teacher self-evaluation and student evaluation

ObjectiveObjective

ContentContent

StructureStructure

Method Method

Atmosphere Atmosphere

Interaction Interaction

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Step2：How to Reach the Goal ?

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Several modes

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Instructional Design Models

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

钻研教材

开始

结束

了解学生

关注教学目标的定

位

目标设置的依据

教学目标的表述

通读教材，整体把握如果你在通读一本教材，那么：

1.从总体上全局上了解全套教材的编排体例2.从全局上理解教材的编排意图3.了解教材的语言文字学习线索4.确立该课文在教材中所处的位

置

开始

精读教材，深刻体会如果你已完成全套教材的整体把握，那么：请进行一篇或一节的教学内

容的认真细致的钻研

完成

开始

课文价值分析如果你在进行课文价值分析，那

么请从两个方面着手：

1.分析材料的原生价值，也就是这篇文章本身所具有的文学价值2.分析课文的教学价值，也就是它作为语文教材的字词句段篇，

听说读写书的能力的培养

内容解读如果你已完成课文的价值分析，那么：

请进行课文内容的二维解读

完成

开始

课文内容本身的解读如果你在教材内容进行解读，那

么请进行以下解读：

1.课文内容的构成2.课文内容的编排3.段落间的处理4.字词句的运用

课文内容的二度解读如果你在课文内容本身的解读，

那么请：基于各年级学生的普遍认知水平进行学生与教材的距离，学生到教材的动程，学生向教材的发展的分析

完成

并非每一篇课文都需要重复以上步骤。同年级、同单元的课文可采用

统一的教材钻研结果。

一线教师容易忽略教材二度解读的重

要性

SAPS (Systematic Approaches to Problem-solving)

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

钻研教材

开始

结束

了解学生

关注教学目标的定

位

目标设置的依据

教学目标的表述

开始

教学起点如果你进入了解学生这一步，那

么：请先通过前测、预习等方法了解学生的认知起点

思维起点如果你已了解学生的认知起点，

那么：请先通过单元前、课文前谈话的主题或导语对教学话题进行建构

结束

开始

高感情起点如果课文内容与孩子们的生活比

较远，那么：淡化背景，突出情感

低感情起点如果课文内容与孩子们的生活比

较近，那么：请考虑如何从教学中迁移到生活中

结束

三年级课文《她是我的朋友》，所采用的方法是淡化背景、突出感情。其中所描述的是战争中小女孩受伤，需要小男孩输血。这篇文章的讲解需要抛开战争年代的背景，突出两人的友情

《她是我朋友》这篇文章容易导致部分教师情感把握出现误差，课堂上拼命补背景知识，例如战地输血环境、血液紧缺等等，忽略情感的渲染。

情感起点如果你开始关注文中所表达

的情感，那么：请了解文中内容与孩子们生活的距离

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

钻研教材

开始

结束

了解学生

关注教学目标的定

位

目标设置的依据

教学目标的表述

开始

教学起点如果你进入了解学生这一步，那

么：请先通过前测、预习等方法了解学生的认知起点

思维起点如果你已了解学生的认知起点，

那么：请先通过单元前、课文前谈话的主题或导语对教学话题进行建构

结束

开始

高感情起点如果课文内容与孩子们的生活比

较远，那么：淡化背景，突出情感

低感情起点如果课文内容与孩子们的生活比

较近，那么：请考虑如何从教学中迁移到生活中

结束

三年级课文《她是我的朋友》，所采用的方法是淡化背景、突出感情。其中所描述的是战争中小女孩受伤，需要小男孩输血。这篇文章的讲解需要抛开战争年代的背景，突出两人的友情

《她是我朋友》这篇文章容易导致部分教师情感把握出现误差，课堂上拼命补背景知识，例如战地输血环境、血液紧缺等等，忽略情感的渲染。

情感起点如果你开始关注文中所表达

的情感，那么：请了解文中内容与孩子们生活的距离

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Professional development plan for teachers based on the six-dimensional radar chart

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Six Dimensions to Look at a Class

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Step3:How Can I Keep the Trail?

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Electronic Performance Support Systems (EPSS)

Bread PPTMake Presentation much more fun

of 6956545

@无敌的面包

Thanks!

autumnhuihui@zju.edu.cn

Hui Liu

College of Education, Zhejiang University，Hangzhou, China