Teaching Improvement in the Classroom through a Six - dimensional radar chart: A Continous Lesson Study Programe in Hangzhou Hui Liu
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
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Can teachers really improve classroom instruction through three lessons?
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Research on Continuous Lesson Study -It is in Progress ......
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Six-dimenstional Radar Chart:A Framework for Classroom Teaching Improvement
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Exploration and Confirmation of Six- dimensional radar chart
• 1. Literature review
Lesson planning-Lesson Observation-Post-lesson feedback-Lesson refinement…
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• 2.Grounded Theory research
• Interview 19 Special-Honored Teachers
• Open Coding→Selective Coding →Theory Coding
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• 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
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Dimension key indicators "target" Six levels Description
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Step1:I know where I am , where I should go?
Objective
Atmosphere
Interaction
Content
Structure
Method
Level
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None
District new teaching star
Municipal new
teaching star
Provincial new
teaching star
Compared With Special-honored Teachers
Specially-honored teacher
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A comparison between teacher self-evaluation and student evaluation
ObjectiveObjective
ContentContent
StructureStructure
Method Method
Atmosphere Atmosphere
Interaction Interaction
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Step2:How to Reach the Goal ?
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Several modes
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Instructional Design Models
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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)
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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
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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
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Professional development plan for teachers based on the six-dimensional radar chart
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Six Dimensions to Look at a Class
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Step3:How Can I Keep the Trail?
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Electronic Performance Support Systems (EPSS)
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Thanks!
Hui Liu
College of Education, Zhejiang University,Hangzhou, China