CustomiseConnectionsContextCurriculumClassroom Presenter- Jen Hoy Presenter- Jen Hoy (Teacher Mentor-Wagga) Wagga Wagga Conference Starting Out Strong.

Customise Connections Context Curriculum Classroom

Presenter- Jen Hoy (Teacher Mentor-Wagga)Wagga Wagga Conference

Starting Out StrongBeginning Teachers’

ConferenceMINDSETS FOR

LEARNING(For teachers and students)

Reflective Practice



WRITE DOWN THREE GOOD THINGS THAT HAPPENED TO YOU IN THE LAST 24 HOURS

INTRODUCE YOURSELF TO A NEIGHBOUR. TELL THEM ABOUT ONE OF THE GOOD THINGS ON YOUR LIST

https://vimeo.com/51010634

https://vimeo.com/51010634


MINDSETS FOR LEARNING- REFLECTIVE PRACTICEKey ideas

*YOURSELF AND MINDSET and MIND FRAMES *HIGH IMPACT TEACHING- Research

MindframesStandards

*REFLECTION Self and through others. Supported by evidence

*ACTION FROM TODAY


CAPTURE YOUR THOUGHTSProfessional Learning MUST impact students

KEY LEARNING AND BIG IDEAS

INSIGHTS OR “AH-HA” MOMENTS

QUESTIONS I HAVE or AREAS FOR FURTHER

LEARNING

STEPS I WILL TAKE AS A RESULT OF THIS PRESENTATION



HIGH IMPACT REFLECTIVE TEACHER PRACTICEEssential element 1- MINDSET

http://www.mindsetworks.com/ AND http://www.mindsetonline.com/WHICH OF THESE STATEMENTS DO YOU AGREE OR DISAGREE WITH?

1. The kind of teacher someone is, is something very basic about them and can’t be changed very much.

2. Teachers can change the way they teach in the classroom, but they can’t really change their true teaching ability.

3. Some teachers will be ineffective no matter how hard they try to improve.4. No matter how much natural ability you may have, you can always find important

ways to improve.5. Every teacher, no matter who they are, can significantly improve their teaching

ability.6. The value of trying new teaching methods outweighs the risk of making a mistake.

7. I discuss problems in my classroom teaching with others, in order to learn from them.

http://www.mindsetworks.com/

http://www.mindsetworks.com/


BEWARE THE FIXED MINDSET1. The kind of teacher someone is, is something very basic about

them and can’t be changed very much.2. Teachers can change the way they teach in the classroom, but

they can’t really change their true teaching ability.3. Some teachers will be ineffective no matter how hard they try

to improve.“So,” says Dweck, “instead of rolling up their sleeves, using every resource at their disposal, and assuring themselves that they could only get better, they probably concluded that they didn’t really have the talent in the first place or that the kids were intractable – and fled.”


CULTIVATE A GROWTH MINDSET4. No matter how much natural ability you may have, you can

always find important ways to improve.5. Every teacher, no matter who they are, can significantly

improve their teaching ability.6. The value of trying new teaching methods outweighs the risk

of making a mistake.7. I discuss problems in my classroom teaching with others in

order to learn from them.“But in a growth mindset, difficult students are challenges,” Dweck says; “they’re opportunities to hone your skills, increase your understanding, and become a better teacher.” Growth mindset teachers believe, “Every student has something to teach

me” and some even tell their students, “Every time you make a mistake, become confused, or struggle, you make me a better teacher.”


-Higher academic achievement -Endorse goals to learn, grow, and improve -Show more motivation in the classroom

Do you teach any fixed mindset students?


CONSIDER THAT…..*The brain is a muscle that can grow with hard work and effort. *From the research of Maxwell Maltz, it takes a minimum of 21 days to form a habit - to adjust to new behaviours and changes. Probably explains why:perseverance, resilience feature in How2Learn *Student s who have teachers’ with fixed mindsets who assume students’ to be low in intelligence, remain low achievers in these classrooms. *Praise/ feedback may need to be reframed.“Good girl” to “Tell me why you think you got 10/10?”

OR “You’re an A grade student- I’d expected more…” to “Did you really challenge yourself here.”


FOCUS ON THE RIGHT THINGS

KNOW what works for students and

DO what works for students and KNOW THY IMPACT


AITSL STANDARDS HATTIE EFFECT SIZE EVIDENCE1.1.2

Use teaching strategies based on knowledgeof students’ physical, social and intellectual development and characteristics to improve student learning.

0.59 DIRECT INSTRUCTION 0.75 TEACHER CLARITY

2.5.2 Apply knowledge and understanding of effective teachingstrategies to support students’ literacy and numeracy achievement.

0.57 PROVIDING WORKED EXAMPLES

2.1.2

2.3.2

Apply knowledge of the content and teaching strategies of theteaching area to develop engaging teaching activities.Design and implement learning and teaching programs usingknowledge of curriculum, assessment and reporting requirements.

0.77 QUALITY OF TEACHING

1.5.2,

3.2.2

Develop teaching activities that incorporate differentiatedstrategies to meet the specific learning needs of students across the full range of abilities. Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

0.53 READING & PHONICS INSTRUCTION

0.61 PROBLEM SOLVING TEACHING

3.5.2 Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

0.46 QUESTIONING 0.64 SELF-QUESTIONING BY STUDENTS

4.2.2

1.2.2

Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.

Structure teaching programs using research and collegial adviceabout how students learn.

0.59 TIME ON TASK 0.67 META-COGNITION STRATEGIES(How 2Learn)

5.4.2

3.6.2.

Use student assessment data to analyse and evaluate studentunderstanding of subject/content, identifying interventions and modifying teaching practice.Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning

0.72 FEEDBACK 1.44 GOAL SETTING / SELF-REPORT GRADES0. 70 PROVIDE FORMATIVE EVALUATION TO TEACHERS

4.1.2, Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

0.61 NOT LABELLING STUDENTS


HATTIE’S EIGHT MIND FRAMESTeachers and leaders………

1 BELIEVE THAT THEIR FUNDAMENTAL TASK IS TO EVALUATE THE EFFECT OF THEIR TEACHING ON STUDENTS’ LEARNING AND ACHIEVEMENT

2 BELIEVE THAT SUCCESS AND FAILURE IN STUDENT LEARNING ARE ABOUT WHAT THEY AS TEACHERS DID OR DID NOT DO.

3 WANT TO TALK MORE ABOUT LEARNING THAN TEACHING4 SEE ASSESSMENT AS FEEDBACK ABOUT THEIR IMPACT5 ENGAGE IN DIALOGUE NOT MONOLOGUE6 ENJOY CHALLENGE AND NEVER RETREAT TO ‘DOING THEIR BEST’.7 BELIEVE THAT THEIR ROLE IS TO DEVELOP POSITIVE RELATIONSHIPS8 INFORM ALL ABOUT THE LANGUAGE OF LEARNING

From p 159 Visible Learning for Teachers – John Hattie


John Hattie publications


HOW EFFECTIVE ARE YOU?

REFLECTSelf, observation and feedback and evidence

SELF REFLECTION*Responsibility for self and own practice. *The focus MUST be on having a positive impact on student learning. *Analysing a) what is working and doing more of that good thing

(Mind Frames and Standards)and

b) analysing what is not working, for whom and why, then making changes so that students are always moving forward.


SELF REFLECTION TOOLS1. The Standards Self-evaluate your progress, knowledge & needs.

Identify growth areas and grow. 2. Action Research Test a theory. Trial an idea.

3. Reflect using guided questions- a Taxonomy.


GUIDED QUESTIONS – A REFLECTION TAXONOMYA TAXONOMY OF TEACHER REFLECTION

Model developed by Peter Pappas

CREATINGWhat should I do next?

EVALUATINGHow well did I do?

How did you feel about this lesson?What did not work? How do I know?

ANALYSINGDo I see any patterns in what I did?

When were your students most engaged?Would I do the same or differently if I could reteach this lesson? Why?

APPLYINGWhere could I use this again?

What were the strengths of this lesson?

UNDERSTANDINGWhat was important about it?

*How did the lesson meet the learning objectives?*What root cause might be prompting or perpetuating this student behaviour?

REMEMBERINGWhat did I do?

What did you observe about your students during the lesson?


REFLECTREFLECTION THROUGH

OBSERVATION and FEEDBACKRead - Performance and Development for Teachers in NSW Public Schools

SchoolBiz April 17, 2015

Have you been observed in your classroom this year?

“Observations points out things you cannot see, motivate you to be your absolute best and challenge you to do beyond where you normally stop.” (Miedaner, 2000)

Looking for how well your students are doing. And evidence of this.


Data provided by THE TEACHING AND LEARNING INTERNATIONAL SURVEY

(TALIS) -2013

*97% of the teachers report being formally appraised*54% say their school appoints a mentor*50% establish a development plan

Have your say. Is this consistent with your experience? But…..

*43% report the appraisal and feedback has little or no impact on the way they teach in the classroom.*62% believe feedback is an administrative exercise and as such has a detrimental effect of their job satisfaction

*71% believe that feedback is not based on a thorough assessment of their teaching.Hattie- 0.37 – impact of teacher professional

development on student learning


Ideas around observation1. Use a pro-forma preferably related to the Standards. Provides evidence. Prompts discussion.2. Work with a mentor/colleague who can lead you to learn from your practice-not someone who will stroke your ego nor deplete you.

3. Agree on protocol- private or shared, frequency, who views who?

4. Observation as a member of the teaching profession is deeper than uni compliance or evaluative level. 5. The post-observation conversation is paramount. 6. Implement or trial something new post-observation. Check in. 7. Attitude.



Q STORM

Most problems can be resolved with enough of the right questions.

The questions we ask OURSELVES provide the most fruitful openings for new thinking and change. (“I” questions)

The solutions, answers and possibilities we seek are often behind closed doors in our minds; the keysyou need are fresh questions.

From Teaching that Changes Lives Marilee Adams


12 QUESTIONS TO KICK START REFLECTION1. WHAT DO I WANT?2. WHAT ARE MY CHOICES?3. WHAT ASSUMPTIONS AM I MAKING?4. WHAT AM I RESPONSIBLE FOR ?5. HOW ELSE CAN I THINK ABOUT THIS?6. WHAT IS THE PERSON THINKING, FEELING OR WANTING?7. WHAT AM I MISSING OR AVOIDING?8. WHAT CAN I LEARN FROM … THIS SITUATION?

… THIS PERSON?… THIS MISTAKE?… THIS SUCCESS?

9. WHAT ACTION STEPS MAKE THE MOST SENSE?10. WHAT QUESTIONS SHOULD I ASK?11. HOW CAN I TURN THIS INTO A WIN-WIN?12. WHAT IS POSSIBLE?


“Teaching is an experience and we talk about gaining ‘teaching experience’ but experience alone does not guarantee that we will teach better. Only when we reflect on our teaching can we really think about it, revise it, and do it better next time. Reflective practice, when done consistently, can guarantee continuous improvement of our teaching. The secret ingredient in the reflection is evidence.” – John Dewey


Data collected by a high school teacher from a Year 8 class in Term 3, 2014The teacher targeted number 1, 7 and 10.



CAPTURE YOUR THOUGHTSProfessional Learning MUST impact students

KEY LEARNING AND BIG IDEAS

INSIGHTS OR “AH-HA” MOMENTS

QUESTIONS I HAVE or AREAS FOR FURTHER

LEARNING

STEPS I WILL TAKE AS A RESULT OF THIS PRESENTATION


Contact me – [email protected]

http://www.startingoutstrong.com/

mailto:[email protected]

CustomiseConnectionsContextCurriculumClassroom Presenter- Jen Hoy Presenter- Jen Hoy (Teacher Mentor-Wagga) Wagga Wagga Conference Starting Out Strong.

Documents

students key learning

good thingsi

thoughtsprofessional

learning steps

new learning

proficiency submission

positive primer

positive difference