Start part 1: on May 9, 2021
- Course 1: Fresh Thinking for Your Classroom
- Course 2: Growth Mindsets for Teachers and Learners
- Course 3: Practical Active Learning for Your Classroom
- Course 4: Planning Lessons to Reach All Learners
Three key points about teaching.
- Teaching is a process intended to support learning by inducing a change in the person taught. It happens over a period of time.
- Teaching is the action of communicating a message that will have an impact on your audience. So how we make this content, and our message accessible to learners is the art of teaching.
- This how of teaching, or the art of teaching, we call pedagogy.
Pedagogical theory
All Teach2030 courses are based on solid evidence and research that is mapped to Cambridge Teaching Standards; you can be confident that the theory, information and strategies in this course all demonstrate best teaching practice. teach2030.com
Course #1: Fresh Thinking for Your Classroom: Objectives:
Define what being a teacher means to you
Discover the value of learning partners and how to keep a teacher portfolio
Compare examples of good and poor teaching
Examine your own experiences as a learner and how they have shaped you as a teacher
Reflect on your own teaching practice
This course is mapped to the following Cambridge Teaching Standards:
(4.3) Collaborate with colleagues to share new ideas about teaching and learning to improve subject and professional knowledge and practice.
(6.2) Critically engage with recent developments in subject knowledge, learning and international good practice, and apply new ideas and approaches to improve the quality of their teaching and the students’ learning.
(6.6) Evaluate learning programmes and their own teaching using reflective practice and evidence from different courses, including student feedback, to inform planning and to improve future teaching and learning.
By the end of the course you will be able to:
Explain how your own experiences as a learner have shaped you as a teacher
Provide concrete examples of what you consider good teaching to be
Collaborate with a colleague and work together to support each other
Use a teacher portfolio to track your personal development
What is a teacher portfolio?
A teaching portfolio is a record of your achievements and progress as a teacher.
Why keep a teacher portfolio?
It demonstrates:
- 1) Your own personal philosophy of teaching
- 2) Evidence of your learning from training you have received
- 3) Opportunities to record your self-reflection on areas of strength and those that need developing.
It serves as a continuous tool to reflect, evaluate and monitor your own teaching and performance, in order to develop your teaching skills and continue to raise learning outcomes for the children you teach.
How to build a teaching portfolio
All teachers who are committed to their professional development should consider keeping a teacher portfolio; that they can continue to build on throughout their career. When teachers select an entry for their portfolio, not only do they have to think or discuss, but they also need to write down their ideas and reflections. Reflective writing provides teachers with an opportunity to focus, organise, edit their ideas, and finally to reflect upon them in print. And, perhaps most importantly, the written documents are always available to be reviewed, and to serve as clear evidence of the teacher’s thinking, reasoning, and actions.
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Course 2: Growth Mindsets for Teachers and Learners
Carol Dweck's mindset theory
Carol Dweck's mindset theory
This course is mapped to the following Cambridge Teaching Standards:
3.1 Have high expectations of all students and demonstrate a commitment to their learning, personal growth and well-being
4.3 Collaborate with colleagues to share new ideas about teaching and learning to improve subject and professional knowledge and practice.
5.9 Use the outcomes of assessment to identify students’ learning needs, set targets for improvement, and plan for future teaching and learning interventions.
6.2 Critically engage with recent developments in subject knowledge, learning and international good practice, and apply new ideas and approaches to improve the quality of their teaching and the students’ learning
6.3 Use active learning approaches and activities that encourage pupils to ‘think hard’ for themselves so they are challenged and their learning extended.
6.4 Create a classroom culture where students are encouraged to: work cooperatively and collaboratively; be prepared to take intellectual risks and ownership of their own learning; be open to new ideas and welcome new challenges
A fixed mindset is when you believe that intelligence is something that you have or don’t have.
- You might have been raised to believe that everyone in your family is no good at Maths.
- You might dislike challenges, as they make you think you that you’re not as clever as you would like to be.
- Or you give up easily, and see effort as a waste of time, as you either know it – or you don’t.
- You can feel threatened by someone who is able to do something you can’t do.
- You don’t believe you can get better at something.
A growth mindset is when you have a strong belief that your intelligence can be developed.
- You welcome challenges as you see them as a chance to learn.
- You continually ask yourself if you can improve something.
- You persevere when things get difficult, and keep going.
- You see effort as a path to getting better at a skill, not as a reason to stop.
- You believe feedback is incredibly helpful, and positive criticism is a way to get better at things.
- You are inspired by the success of others, and see it as another way to learn and succeed yourself.
what is the difference between ‘ability’ and ‘attainment’?
If we describe a learner as low ability, it suggests that their ability is fixed, and they cannot improve at something. We must think of a learner as currently attaining at a lower level instead, and that with your help and guidance, they will be able to climb that ladder and attain (to work at) at a higher level. Using the word attainment shows where they are now, but it does not imply that they will always be in the same position. It is growth mindset language.
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Course 3: Practical Active Learning for Your Classroom
This course is mapped to the following Cambridge Teaching Standards:
3.1 Have high expectations of all students and demonstrate a commitment to their learning, personal growth and well-being
4.3 Collaborate with colleagues to share new ideas about teaching and learning to improve subject and professional knowledge and practice.
(5.9) Provide students, colleagues and parents with timely, accurate and constructive feedback on students’ progress in learning, attainment and areas for development.
6.2 Critically engage with recent developments in subject knowledge, learning and international good practice, and apply new ideas and approaches to improve the quality of their teaching and the students’ learning
6.3 Use active learning approaches and activities that encourage pupils to ‘think hard’ for themselves so they are challenged and their learning extended.
(6.6) Evaluate learning programmes and their own teaching using reflective practice and evidence from different courses, including student feedback, to inform planning and to improve future teaching and learning.
“Learning is the relatively permanent change in a person’s knowledge or behaviour due to experience.” Richard E. Mayer, Encyclopedia of Educational Research, 1969 Macmillan. Learning is “Acquiring knowledge and skills and having them readily available from memory so you can make sense of future problems and opportunities.” From Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel, Belknap 2014 The key message is that learning is a process that leads to change due to the experience of the learner themselves.
The Harvard psychologist, David Perkins, (1) talks about ‘giving attention to the learning moment’ – the moment when challenge and skill meet. This is when we are challenged but also know that we can rise to the challenge.
He says there are four key actions you can do to focus on this learning moment and to create a culture of learning in your classroom – and in yourself:
How do you talk about the nature of learning? We need to not just teach and move through the curriculum, but stop to make time to talk about learning, to talk about thinking, to make learning itself an object of the conversation. Please download and read ‘Visible Thinking‘ by David Perkins.
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